Centering Diversity
Asynchronous Session
Promoting Learner Diversity and Identities through Collaborative Book Creation: A Case Study on the Book “O Mundo de Elisa: Amizade, Inclusão e Cidadania” [Elisa's World: Friendship, Inclusion and Citizenship] View Digital Media
Paper Presentation in a Themed Session Nuno Fraga, Roberto Alves
This case study presents the creation of "O Mundo de Elisa: Amizade, Inclusão e Cidadania" [Elisa's World: Friendship, Inclusion and Citizenship], a collaborative project by students at the Conservatório - Madeira Professional School of the Arts. The project aimed to foster learner diversity and identities, particularly supporting a student living with Bethlem myopathy. The process engaged students in discussions on inclusion and diversity, drawing on the philosophies of Dewey (2005), Eisner (1995, 2002) and Meirieu (1998) to emphasize experiential learning and the transformative power of art education. Students' engagement with Elisa, who contributed to the book using an iPad, underscored the importance of imagination in overcoming difficulties and exploring diverse cultures. The students wrote chapters on themes such as bullying, discrimination, and entrepreneurship, inspired by their interactions with Elisa. The project underscores the transformative power of inclusive education (UNESCO, 2021; ONU, 2015) and the potential of pedagogical innovation to foster empathy, understanding, and social skills among learners. The public presentation of the project at the Funchal Book Festival in 2023 demonstrated the tangible impact of this pedagogical approach. In conclusion, this case study underscores the potential of innovative teaching methods to foster learner diversity and identities, promoting social justice, multicultural understanding, and tolerance. It affirms Freire's principle that reading the world precedes reading the word (Freire, 1989), highlighting the importance of understanding the diverse contexts and visions of our students.
What Do Primary School Teachers Need in Their Training to Address Diversity?: A Concept Mapping Study with University Professors View Digital Media
Paper Presentation in a Themed Session Belén González-Laguillo, Silvia Carrascal Domínguez, Joanne Mampaso Desbrow
Diversity is an inherent characteristic of human beings. However, it has not been taken into account in education until recently. Today, attention to diversity and inclusive education is a legal and moral imperative at the international level and teacher education is one of the most important ways to achieve it. The aim of this study is to find out the opinion of teacher educators in this field of research on what primary school teachers need in their training to be able to deal adequately with student differences. Concept Mapping methodology was used, a mixed group technique in which these needs were identified, rated according to their importance and categorised into groups. According to the professors, there is a need for teachers to be aware of pedagogical practices that have been shown to be effective in student learning, as well as active and flexible methodologies that respect and encourage diversity. It is concluded that practical and experiential training is the area considered most important in teacher training for inclusion, followed by theoretical knowledge about diversity.
Learner Diversity and Cultural Identity in Urban Art Education View Digital Media
Paper Presentation in a Themed Session Zartasha Shah
The process of supporting diversity and cultural identity impacts the social contacts of students in their classrooms. Learner diversity informs about the importance of values of distinct cultures, customs, and traditions. To support the critical inquiry, the process of implementation can mobilize the moves and clarify the critical learnings through the conceptual theory of the constructivist learning theory. This conceptual interpretation can support the developmental process for structural assessment, critical inquiry, and diversity in education. The value of social norms, connections, and learning will be explained more. The diverse climate also supports multiculturalism. Supporting multiculturalism, urban art education, and critical race theory also impacts the social contact of students in their classrooms. Individual identity is essential; the issues revolve around separating identities from each other, differences between ethnic groups, and the changes in the values of diverse communities in education. Urban education is about diversity, equity, inclusion, issues, concerns, and the effects of social justice in education. Urban learning informs us about the importance of each ethnic student in the larger cities, the overcrowded classrooms, fewer chances to ask questions in each class, and also fewer chances to get the attention of teachers in each class. The lack of federal, state, and local funding cannot support the learning process in urban education. The lack of trained the teachers affects the progress of students in education. Therefore, to teach students in urban settings, trained and knowledgeable the teachers are needed in the classrooms for students to expand their knowledge in education.
Not This!: Witness Marks from Incarcerated Youth Seeking Educational Access and Compliance with the Individuals with Disabilities Education Act in the U.S. View Digital Media
Paper Presentation in a Themed Session Melissa Svigelj
Although much has been written about demographic disproportionality in the U.S. among children identified as eligible for services under the Individuals with Disabilities Education Act (IDEA), less has been written about how county detention officials, guards, and employees in schools and school districts ignore, utilize, and manipulate nuances of this federal civil rights legislation to exclude eligible children from protections. Using expansive theoretical frameworks and archiving processes between 2014 and 2022, this analysis exposes through a lens of "not this" how youth in the U.S. resist and refuse obstructions and manipulations that prevent them from accessing educational opportunities, protections in the IDEA, and earning a high school diploma. Witness marks as a research and analytic tool are borrowed from horology, with infusions of critical horology. The author examines witness marks created by incarcerated male youth and their refusals to accept systemic blockages and violations of educational civil rights law as they experience bindovers to the adult court system, jail, and prisons. In all of these witness marks, young people and allies must engage in extraordinary measures to ensure that what is supposed to happen or should happen in the interest of justice actually happens.
