Overview
- Offers insight into the intersectionality of race, diversity, and inclusion through the lens of quality education
- Highlights new thoughts, theories, and methodologies about diversity and inclusion
- Presents an innovative model for supporting teachers working with diverse groups of students
Part of the book series: Sustainable Development Goals Series (SDGS)
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Keywords
- Diversity and Inclusion
- Inclusive Education
- Diverse Education Communities
- Cross-Cultural Education / Studies
- Social Justice, Inclusion, and Equity
- Non-traditional Students
- Students with Dis/Abilities
- Regional and Rural Education
- Professional Learning / Experience Programs
- Parents as Teachers
- Neo-liberal Education Policies and Practices
- Indigenous Education, Knowledges, and Philosophies
- Pedagogy of the Oppressed
- Cultural Literacy/Competency
Table of contents (19 chapters)
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Interrogating Perspectives of Diversity and Inclusion
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Foregrounding Diverse Voices and Inclusive Practices
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Disrupting Mainstream Education Through Capacity Building
Editors and Affiliations
About the editors
Dr Sara Weuffen is a teacher-researcher specialist at Federation University, and the University of New South Wales, Australia. She has a Ph.D. in cross/inter-cultural education research between non-Indigenous people, Aboriginal peoples, and Torres Strait Islanders in Australia. She specializes in learning and content design for student-centred education diverse cohorts across a broad range of platforms: online, blended, and face-to-face. As a non-Indigenous woman born on Gundijtmara Country (Warrnambool) and living on Wadawurrung Country (Ballarat), Sara draws upon her formative grey methodological approach, where both Poststructural theory and Indigenous methodologies are bought together, and collaborations with Australia’s First Nations Peoples, to critique dominant structures and ideologies, interrogate binary discourses, and push educational boundaries for emancipatory and success-orientated shared-learning outcomes and positive social progress.
Professor Jenene Burke isthe Director of Academic Operations in the Institute of Education, Arts and Community at Federation University Australia. As a teacher educator, Jenene’s learning and teaching interests centre on educational responses to student diversity, with respect to inclusive education and disability studies in education. Jenene’s expertise as a higher education teacher was recognised with an Office of Learning and Teaching (OLT) Citation for Outstanding Contributions to Student Learning in 2013 in the Australian Awards for University Teaching. Jenene is the President of the World Federation of Associations for Teacher Education (WFATE) and co-chair of the Inclusion, Social Justice in Teacher Education in Global Contexts research focus area for WFATE.
Dr. Anitra Goriss-Hunter is the Director, Learning and Teaching and a Senior Lecturer at Federation University Australia. Her research and teaching focuses on gender and education, inclusion, and pre-service teacher (PSTs) education. Anitra was awarded the prestigious Australian Women’s and Gender Studies Association award for most outstanding PhD thesis. Anitra’s research investigates women’s careers in Higher Education; ways to improve female participation in Science, Technology, Engineering and Mathematics (STEM) education; and, the development of inclusive teaching approaches that offer authentic learning experiences for PSTs. Anitra’s contribution in the last field was recognized when she was awarded the Federation University Vice-Chancellor’s Award – Citation for Outstanding Contribution to Student Learning 2020.
Dr Sue Emmett is Senior Lecturer at Federation University, Australia. She has been extensively involved in early childhood education and the translation of research into the practical environment for over thirty years. Her professional experience includes early childhood teaching in a range of settings, work as an early childhood educational consultant and teaching and researching within TAFE and Higher Education sectors. Sue is currently working as Senior Lecturer in Education at Federation University, Australia, where she coordinates and teaches in Bachelor of Education in Early Childhood Programs and manages partnerships with external organisations both domestics international. Prior to this, Sue worked as a Research Fellow within the School of Social and Policy Research at Charles Darwin University, where early childhood literacy was central to her research, particularly in relation to indigenous education. Her research interests also include the well-being of children and educators including trauma informed practice in early childhood contexts, and has published academic literature in these areas. She completed her PhD in 2011, entitled 'Preparing Professional Caregivers as Young Children's Attachment Partners: A longitudinal study of a new Australian pre-service program', which centred upon relationship focused theory and practice in early childhood contexts as well as learning and teaching at tertiary level.
Bibliographic Information
Book Title: Inclusion, Equity, Diversity, and Social Justice in Education
Book Subtitle: A Critical Exploration of the Sustainable Development Goals
Editors: Sara Weuffen, Jenene Burke, Margaret Plunkett, Anitra Goriss-Hunter, Susan Emmett
Series Title: Sustainable Development Goals Series
DOI: https://doi.org/10.1007/978-981-19-5008-7
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023
Hardcover ISBN: 978-981-19-5007-0Published: 09 February 2023
Softcover ISBN: 978-981-19-5010-0Published: 10 February 2024
eBook ISBN: 978-981-19-5008-7Published: 12 March 2023
Series ISSN: 2523-3084
Series E-ISSN: 2523-3092
Edition Number: 1
Number of Pages: XXV, 287
Number of Illustrations: 10 b/w illustrations, 20 illustrations in colour
Topics: Sociology of Education, Educational Policy and Politics, Education, general