Orientations for co-constructing a positive climate for diversity in teaching and learning

Publikation: Beiträge in SammelwerkenKapitelbegutachtet

Standard

Orientations for co-constructing a positive climate for diversity in teaching and learning. / Viesca, Kara Mitchell; Alisaari, Jenni; Flynn, Naomi et al.
Teacher Education in (Post-)Pandemic and (Post-)Digital Times: International Perspectives on Intercultural Learning, Diversity and Equity. Hrsg. / Silke Braselmann; Lukas Eibensteiner; Laurenz Volkmann. Peter Lang Verlag, 2024. S. 59-78.

Publikation: Beiträge in SammelwerkenKapitelbegutachtet

Harvard

Viesca, KM, Alisaari, J, Flynn, N, Hammer, S, Lemmrich, S, Routarinne, S & Teemant, A 2024, Orientations for co-constructing a positive climate for diversity in teaching and learning. in S Braselmann, L Eibensteiner & L Volkmann (Hrsg.), Teacher Education in (Post-)Pandemic and (Post-)Digital Times: International Perspectives on Intercultural Learning, Diversity and Equity. Peter Lang Verlag, S. 59-78. https://doi.org/10.3726/b21759

APA

Viesca, K. M., Alisaari, J., Flynn, N., Hammer, S., Lemmrich, S., Routarinne, S., & Teemant, A. (2024). Orientations for co-constructing a positive climate for diversity in teaching and learning. In S. Braselmann, L. Eibensteiner, & L. Volkmann (Hrsg.), Teacher Education in (Post-)Pandemic and (Post-)Digital Times: International Perspectives on Intercultural Learning, Diversity and Equity (S. 59-78). Peter Lang Verlag. https://doi.org/10.3726/b21759

Vancouver

Viesca KM, Alisaari J, Flynn N, Hammer S, Lemmrich S, Routarinne S et al. Orientations for co-constructing a positive climate for diversity in teaching and learning. in Braselmann S, Eibensteiner L, Volkmann L, Hrsg., Teacher Education in (Post-)Pandemic and (Post-)Digital Times: International Perspectives on Intercultural Learning, Diversity and Equity. Peter Lang Verlag. 2024. S. 59-78 doi: 10.3726/b21759

Bibtex

@inbook{ddb23299482745e3bea7aeb3468afd14,
title = "Orientations for co-constructing a positive climate for diversity in teaching and learning",
abstract = "Based on the reality that cultures often do collide, especially in classroom learning spaces, we have engaged with the theoretical, conceptual, and empirical literature regarding diversity, equity, and inclusion in teaching/learning spaces, particularly from the perspective of our expertise around multilingualism and multiculturalism. In this contribution, we identify five orientations that we believe are necessary conditions for creating a positive climate for diversity in teaching/learning spaces. These orientations are Openness (teaching/learning that embraces multiple knowledges with grace), Interconnectedness (humanizing teaching/learning that produces belonging), Agency (teaching/learning grounded in self-determination), Curiosity (teaching/learning for growth through exploration and inquiry), and Creativity (teaching/learning that generates possibility and transformation). By operationalizing these orientations, we provide a heuristic for educator and educational stakeholder reflection, action, and praxis (Freire 1994) and argue for their value in these (post-)pandemic times for intercultural learning, diversity, and equity.",
keywords = "Diversity, Equity, Literature review, Orientations, Teacher education, Educational science",
author = "Viesca, {Kara Mitchell} and Jenni Alisaari and Naomi Flynn and Svenja Hammer and Svenja Lemmrich and Sara Routarinne and Annela Teemant",
note = "Publisher Copyright: {\textcopyright} 2024 Peter Lang Group AG, Lausanne. Published by: Peter Lang GmbH, Berlin, Deutschland. All rights reserved.",
year = "2024",
month = jul,
day = "16",
doi = "10.3726/b21759",
language = "English",
isbn = "9783631872222",
pages = "59--78",
editor = "Silke Braselmann and Lukas Eibensteiner and Laurenz Volkmann",
booktitle = "Teacher Education in (Post-)Pandemic and (Post-)Digital Times",
publisher = "Peter Lang Verlag",
address = "Germany",

}

RIS

TY - CHAP

T1 - Orientations for co-constructing a positive climate for diversity in teaching and learning

AU - Viesca, Kara Mitchell

AU - Alisaari, Jenni

AU - Flynn, Naomi

AU - Hammer, Svenja

AU - Lemmrich, Svenja

AU - Routarinne, Sara

AU - Teemant, Annela

N1 - Publisher Copyright: © 2024 Peter Lang Group AG, Lausanne. Published by: Peter Lang GmbH, Berlin, Deutschland. All rights reserved.

PY - 2024/7/16

Y1 - 2024/7/16

N2 - Based on the reality that cultures often do collide, especially in classroom learning spaces, we have engaged with the theoretical, conceptual, and empirical literature regarding diversity, equity, and inclusion in teaching/learning spaces, particularly from the perspective of our expertise around multilingualism and multiculturalism. In this contribution, we identify five orientations that we believe are necessary conditions for creating a positive climate for diversity in teaching/learning spaces. These orientations are Openness (teaching/learning that embraces multiple knowledges with grace), Interconnectedness (humanizing teaching/learning that produces belonging), Agency (teaching/learning grounded in self-determination), Curiosity (teaching/learning for growth through exploration and inquiry), and Creativity (teaching/learning that generates possibility and transformation). By operationalizing these orientations, we provide a heuristic for educator and educational stakeholder reflection, action, and praxis (Freire 1994) and argue for their value in these (post-)pandemic times for intercultural learning, diversity, and equity.

AB - Based on the reality that cultures often do collide, especially in classroom learning spaces, we have engaged with the theoretical, conceptual, and empirical literature regarding diversity, equity, and inclusion in teaching/learning spaces, particularly from the perspective of our expertise around multilingualism and multiculturalism. In this contribution, we identify five orientations that we believe are necessary conditions for creating a positive climate for diversity in teaching/learning spaces. These orientations are Openness (teaching/learning that embraces multiple knowledges with grace), Interconnectedness (humanizing teaching/learning that produces belonging), Agency (teaching/learning grounded in self-determination), Curiosity (teaching/learning for growth through exploration and inquiry), and Creativity (teaching/learning that generates possibility and transformation). By operationalizing these orientations, we provide a heuristic for educator and educational stakeholder reflection, action, and praxis (Freire 1994) and argue for their value in these (post-)pandemic times for intercultural learning, diversity, and equity.

KW - Diversity

KW - Equity

KW - Literature review

KW - Orientations

KW - Teacher education

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85200427656&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/9a545200-aa86-34e2-a202-0d8a6383b4e5/

U2 - 10.3726/b21759

DO - 10.3726/b21759

M3 - Chapter

AN - SCOPUS:85200427656

SN - 9783631872222

SP - 59

EP - 78

BT - Teacher Education in (Post-)Pandemic and (Post-)Digital Times

A2 - Braselmann, Silke

A2 - Eibensteiner, Lukas

A2 - Volkmann, Laurenz

PB - Peter Lang Verlag

ER -

DOI

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