Orientations for co-constructing a positive climate for diversity in teaching and learning
Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet
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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 Sammelwerken › Kapitel › begutachtet
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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 -