A case study on connecting to student lifeworlds and why teacher subjectivities matter: new perspectives
Date
2023
Authors
Diplock, A.
Editors
Rigney, L.-I.
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Book chapter
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Source details - Title: Global Perspectives and New Challenges in Culturally Responsive Pedagogies: Super-diversity and Teaching Practice, 2023 / Rigney, L.-I. (ed./s), Ch.10, pp.109-118
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Abstract
This chapter explores the challenges and risks that are inherent to teaching and learning in a diverse world. It proceeds from the assumption that, for teachers to be culturally responsive, they must engage with the lifeworld knowledges of their students. However, as this chapter reveals, this is not always straightforward. Students bring a range of experiences that they may or may not want to share in the classroom, some of which may be ‘difficult’. Teachers as ‘front-line workers’ must make decisions around ways to respond to these. This chapter suggests that there can be no set rights or wrongs with these classroom interactions; rather, the appropriateness of working with ‘difficult’ knowledges lies in the subjectivities of teachers in relation with their students. This chapter features a case study of a primary school teacher and how she worked with a refugee student in her class to write the story of his escape from his country. This offers some new perspectives about the significance of teacher subjectivities in culturally responsive practice.
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Copyright 2023 selection and editorial matter, Lester-Irabinna Rigney; individual chapters, the contributors