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ERIC Number: EJ1293008
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2602-3717
EISSN: N/A
Diversity Consciousness in the Classroom: A Case for Opening New Spaces and Generating 'New' Knowledge for Critical Literacy Using Imaginative Practices
Iyer, Ishwarya N.; Ramachandran, Sridhar
Journal of Pedagogical Research, v3 n2 p63-73 2019
The purpose of this research paper is to offer/propose a framework/model of specific imaginative practices, classroom engagement ideas, and implementation pathways that can be adapted across various grade levels within the K-12 (preferably language and literacy) classrooms to utilize the inherent diversity (of lived experiences) amongst the learners as a resources for fostering equity, diversity, and inclusion (EDI) in the classroom while simultaneously generating 'new' knowledge for learning and sense-making. Essentially, the framework proposed will afford expressive outlets into the curriculum via imaginative practices that are designed to allow opportunities for critical literacy learning by bringing common experiences and issues to the fore (utilizing dialogic comprehension-as-sensemaking pedagogy) and thus perpetuating diversity consciousness. The paper also includes a mock-up (i.e. present an example for each step in the framework when possible) of the proposed model in the hope that it will provide an impetus to teacher scholars and educators interested in adapting/including the framework into their classroom.
Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A