Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
4
result(s) for
"Gerrard, Jessica, author"
Sort by:
Learning Whiteness
Whiteness is not innate – it is learned. The systems of white domination that prevail across the world are not pregiven or natural. Rather, they are forged and sustained in social and political life.Learning Whiteness examines the material conditions, knowledge politics and complex feelings that create and relay systems of racial domination. Focusing on Australia, the authors demonstrate how whiteness is fundamentally an educational project – taught within education institutions and through public discourse – in active service of the settler colonial state.To see whiteness as learned is to recognise that it can be confronted. This book invites readers to reckon with past and present politics of education in order to imagine a future thoroughly divested from racism.
eBook
Precarious Enterprise on the Margins
This book explores the contemporary conditions of marginal work within the context of persistent unemployment, poverty, and homelessness in wealthy nations. Drawing from research concerning three cities—Melbourne, San Francisco, and London—Jessica Gerrard offers a rich account of one of the most precarious informal forms of work: selling homeless street press (The Big Issue and Street Sheet). Combining analyses of sellers' everyday work experiences with theorizations of marginality, working, and learning, Gerrard provides much-needed insight into contemporary forms of entrepreneurial and precarious work. This book demonstrates that those who are unemployed and seemingly unproductive are, in fact, highly productive. They value, desire, and seek practical work experience whilst also struggling to fulfill the basic needs that many of us take for granted.
eBook
Expertise
This book offers a distinctive perspective on keyword expertise by positioning teacher expertise within broader social and political debates surrounding the constitution of knowledge, truth and experts. Bringing debates surrounding teacher expertise into conversation with wider debates surrounding expertise, Jessica Gerrard and Jessica Holloway reflect on recent events, including COVID-19 and the climate crisis, to show that expertise is not a neutral, objective or fixed idea that is easily definable. Rather than seek to understand expertise simply in relation to pedagogical or curriculum practices in the classroom, they demonstrate that any account of expertise must first reckon with its social and political positioning and how it creates boundaries between who is an expert and who is not. Drawing on international research, this book places experience within a global context, attending to the ways in which teacher expertise itself is subject to struggles and contestations in power in different ways across different national and sub-national contexts. Through illustrative examples taken from this research, this book shows how expertise is as much about who is understood to be an expert, and who is understood not to be. Expertise sheds timely light on the contradictory and ambivalent practices of expertise.
eBook