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ERIC Number: EJ1328749
Record Type: Journal
Publication Date: 2022-Mar
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0311-6999
EISSN: N/A
What Influences Teachers' Support for Children's Reasoning about Social Inclusion in Primary School Education Classrooms?
Brownlee, Jo Lunn; Bourke, Terri; Walker, Sue; Ryan, Mary
Australian Educational Researcher, v49 n1 p155-173 Mar 2022
Reasoning about social inclusion is at the very heart of what it means for children to engage in active citizenship. In this paper, we focus on collaborative argumentation as a core approach to reasoning about social inclusion for active citizenship. We engaged a group of Australian primary school teachers in a social lab conversation, informed by reflexivity theory, to explore their ideas about, and experiences with, supporting children to reason about social inclusion. Teachers overwhelmingly identified a range of personal and cultural emergent conditions that enabled children's reasoning for social inclusion. Across these enabling emergent properties, an evaluativist view of the nature of knowledge and ways of knowing emerged with respect to teaching social reasoning. These findings suggest that it may be important to pay attention to teachers' reflexive deliberations about epistemic stances and their view of what enables and constrains such reasoning.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A