ORCID Profile
0000-0002-4966-1497
Current Organisations
RMIT University
,
Deakin University
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Routledge
Date: 21-10-2022
Publisher: Deakin University
Date: 31-12-2020
DOI: 10.21153/TESOL2020VOL29NO2ART1427
Abstract: As this issue of TESOL in context goes to press, we are looking back on a period of close to 18 months since the COVID-19 pandemic became a reality for Australia. The immediate, farreaching and ongoing impact of the pandemic on education has been captured and documented in much academic and professional debate to date (Kenley, 2020 Zentrum für Lehrerinnen- und Lehrerbildung Bamberg (ZLB), 2020). Restrictions on travel resulting from the pandemic have severely impacted teachers, students and teacher educators all over the world (Tran, 2020).
Publisher: Routledge
Date: 21-10-2022
Publisher: Routledge
Date: 21-10-2022
Publisher: Routledge
Date: 21-10-2022
Publisher: Routledge
Date: 21-10-2022
Publisher: Springer Singapore
Date: 2018
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 19-07-2023
Publisher: Routledge
Date: 21-10-2022
Publisher: Springer Science and Business Media LLC
Date: 10-12-2019
Publisher: MDPI AG
Date: 25-04-2017
Abstract: This paper is drawn from a research project that investigates the relationship between teachers’ understanding of the religious identity of Asian background students, and recent Australian curriculum initiatives focused on religion and religious identification. Based on responses from an Australia-wide survey, and follow-up interviews from teachers and principals in several Australian states, the project examined the ways that Australian teachers understand, respond to and talk about the religious identities of their students, and the implications of these demands for teacher practice and education. This paper is concerned with the findings from the interview phase that for a significant number of teachers, notions of religion were often elided with culture and race, and often subsumed by broader notions of a nominal ‘white’ Australian culture. Research conversations appeared framed by an often Christian perspective and sense of self, as opposed to a putative and Asian religious and cultural other. We argue that a better understanding of the ways that teachers participate in discourses of representations about Asian religious identities negotiated by Australian diasporic communities has direct implications for the refinement of policy and for teacher professional learning. In the light of our findings, we further argue that there is a need for curriculum, teachers and researchers to move beyond an understanding of culture and identity that is based on monolingual, monocultural and Anglocentric perspectives that frame the foreign as the ‘exotic’ other, and define it through references to limited, tokenistic artefacts of culture, which are reinforced by iconic use of language to talk about culture, religion and identity.
Publisher: Routledge
Date: 21-10-2022
Publisher: Informa UK Limited
Date: 15-06-2021
No related grants have been discovered for Michiko Weinmann.