Cultivating Individuality and Equality in Education: Ideas on Respecting Dimensions of Diversity within the Classroom
Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32795
Cultivating Individuality and Equality in Education: Ideas on Respecting Dimensions of Diversity within the Classroom

Authors: Melissa C. LaDuke

Abstract:

This systematic literature review sought to explore the dimensions of diversity that can affect classroom learning. This review is significant as it can aid educators in reaching more of their diverse student population and creating supportive classrooms for teachers and students. For this study, peer-reviewed articles were found and compiled using Google Scholar. Key terms used in the search include student individuality, classroom equality, student development, teacher development, and teacher individuality. Relevant educational standards such as Common Core and Partnership for the 21st Century were also included as part of this review. Student and teacher individuality and equality is discussed as well as methods to grow both within educational settings. Embracing student and teacher individuality was found to be key as it may affect how each person interacts with given information. One method to grow individuality and equality in educational settings included drafting and employing revised teaching standards which include various Common Core and US State standards. Another was to use educational theories such as constructivism, cognitive learning, and Experiential Learning Theory. However, barriers to growing individuality, such as not acknowledging differences in a population’s dimensions of diversity, still exist. Studies found preserving the dimensions of diversity owned by both teachers and students yielded more positive and beneficial classroom experiences.

Keywords: Classroom equality, student development, student individuality, teacher development, teacher individuality.

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 586

References:


[1] M. J. Grant and A. Booth. A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, vol. 26, pp. 91-108, 2009.
[2] M. Mason. Teachers as critical mediators of knowledge. Journal of Philosophy of Education, vol. 53, no. 2, pp. 343-352, 2000.
[3] M. Radovic Markovic, C. E. Lindgren, R. Grozdanic., D. Markovic, and A. Salamzadeh. Freedom, individuality and women’s entrepreneurship education. Entrepreneurship Education-A Priority for the Higher Education Institutions, 2012.
[4] Common core standards. Retrieved from http://www.corestandards.org/ELA-Literacy/CCRA/SL/, 2016.
[5] Texas essential knowledge and skills for career development. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter127/ch127b.html, 2016.
[6] W. F. Pinar. Individuality as an education project. Encounters in Theory and History of Education, vol. 16, pp. 112-128.
[7] B. Achinstein and R. Ogawa. What the resistance of new teachers reveals about professional principles and prescriptive educational policies. Harvard Educational Review, vol. 76, no. 1, pp. 30-63, 2006.
[8] M. W. Apple. Comparing neo-liberal projects and inequality in education. Comparative Education, vol. 37, no. 4, pp. 409-423, 2001.
[9] S. Yamamura. National education policy and the masses in modern Japan: The origins of a state-oriented mentality and the long detour to a new form of citizenship education. International Education Journal, vol. 3, no. 5, pp. 5-15, 2002.
[10] J. E. Ormrod. Educational Psychology. Upper Saddle River, NJ: Pearson Merrill Prentice Hall, 2008.
[11] W. M. LaMorte. (2019, September 9). The social cognitive theory (web log comment) Retrieved from http://sphweb.bumc.bu.edu/otlt/MPHModules/SB/BehavioralChangeTheories/BehavioralChangeTheories5.html, 2016.
[12] J. Piaget. The Origins of Intelligence in Children. (M. Cook, Trans). New York, NY: Harcourt, Brace, 1952. (Original work published 1936).
[13] C. H. Liu and R. Matthews. Vygotsky’s philosophy: Constructivism and its criticisms explained. International Education Journal, vol. 6, no. 3, pp. 386–399, 2005.
[14] Activity theory. Retrieved from http://www.learning-theories.com/activity-theory.html, 2006.
[15] C. W. Tolman. Society versus context in individual development: does theory make a difference? In Perspectives on Activity Theory. Y. Engestrom, R. Miettinen, and R. L. Punamaki, Eds. New York: Cambridge University Press, 1999, pp. 70-86.
[16] United Nations Educational, Scientific and Cultural Organization (UNESCO). Most influential theories of learning. Retrieved from http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/most-influential-theories-learning, 2020.
[17] Partnership for 21st Century Skills. Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework, 2016.
[18] D. A. Kolb, R. E. Boyatzis, and C. Mainemelis. Experiential learning theory: Previous research and new directions. In Perspectives on Cognitive, Learning, and Thinking Styles, R. J. Sternberg and L. F. Zhang, Eds. New Jersey: Lawrence Erlbaum, 2000.
[19] R. E. Boyatzis and D. A. Kolb. Assessing individuality in learning: The learning skills profile. Educational Psychology, vol. 11, no. 3-4, pp. 279-295, 1991.
[20] M. B. Lykes. Gender and individualistic vs. collectivist bases for notions about the self. Journal of Personality, vol. 53, no. 2, pp. 356-383, 1985.
[21] C. B. Casden. Taking cultural differences into account. In Multiliteracies: Literacy Learning and the Design of Social Futures. B. Cope and M. Kalantzis, Eds. New York, NY: Routledge, 2000.
[22] B. Cope and M. Kalantzis. Multiliteracies: Literacy Learning and the Design of Social Futures. New York, NY: Routledge, 2000.
[23] M. Zembylas. Interrogating “teacher identity”: emotion, resistance, and self-formation. Educational Theory, vol. 53, no. 1, pp. 107-127, 2003.
[24] M. Cole. Cultural psychology: some general principles and a concrete example. In Perspectives on Activity Theory. Y. Engestrom, R. Miettinen, and R. L. Punamaki, Eds. New York: Cambridge University Press, 1999, pp. 87-106.
[25] L. Zawilinski. HOT blogging: a framework for blogging to promote higher order thinking. The Reading Teacher, vol. 62, no. 8, pp. 650-661, 2009.
[26] J. P. Gee. What Video Games Have to Teach Us About Learning and Literacy. New York, NY: Palgrave MacMillan, 2007.
[27] Semiosis. Retrieved from http://www.merriamwebster.com/dictionary/semiosis, no date.
[28] V. A. Lektorsky. Activity theory in a new era. In Perspectives on Activity Theory, Y. Engestrom, R. Miettinen, and R. L. Punamaki, Eds. New York, NY: Cambridge University Press, 1999.
[29] S. Gaikwad and P. Brantley. Teacher isolation: loneliness in the classroom. Adventist Education, no. 39, pp. 18-19, 1992.
[30] D. J. Flinders. Teacher isolation and the new reform. Journal of Curriculum and Supervision, vol. 4, no. 1, pp. 17-29, 1988.
[31] D. Ravitch. The Death and Life of the Great American School Systems. New York, NY, Basic Books, 2010.
[32] H. Kohl. I won’t learn from you: Thoughts on the role of assent in learning. Rethinking Schools, vol. 7, no. 1, pp. 1-5, 1992.
[33] A.B. Osborne. Practice into theory into practice: Culturally relevant pedagogy for students we have marginalized and normalized. Anthropology & Education Quarterly, vol. 27, no. 3, pp. 285-314, 1996.
[34] L. Urrita Jr. Dis-connentions in ‘American’ citizenship and the post/neo-colonial: People of Mexican descent and whitestream pedagogy and curriculum. Theory and Research in Social Education, vol. 32, no. 4, pp. 433-458, 2004.
[35] G. Orfield. School desegregation after two generations: race, schools, and opportunity in urban society. In Race in America: The Struggle for Equality. H. Hill & J. Jones, Jr., Eds. Madison: The University of Wisconsin Press.
[36] J. Dewey. The School and Society: Being Three Lectures by John Dewey Supplemented by a Statement of the University Elementary School. Chicago: University of Chicago Press, 1907.
[37] Metalanguage. In Dictionary.com. Retrieved from https://www.dictionary.com/browse/metalanguage, 2016.
[38] A. Loveless, J. Burton, and K. Turvey. Developing conceptual frameworks for creativity, ICT, and teacher education. Thinking Skills and Creativity, no. 1, pp. 3-13, 2005.
[39] F. A. J. Korthagen. In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teacher and Teacher Education, no. 20, pp. 77-97, 2004.
[40] A. Delwiche, A. Massively multiplayer online games (MMOs) in the new media classroom. Educational Technology & Society, vol. 9, no. 3, pp. 160-172, 2006.
[41] D. Oblinger. The next generation of educational engagement. Journal of Interactive Media in Education, no. 8, 2004.
[42] S. Thiagarajan. The myths and realities of simulations in performance technology. Educational Technology, vol. 38, no. 5, pp. 35-41, 1998.
[43] D. I. Cordova and M. R. Lepper. Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, no. 88, pp. 715-730, 1996.
[44] T. W. Malone. Toward a theory of intrinsically motivating instruction. Cognitive Science, no. 4, pp. 333-369, 1981.
[45] K. Squire. Changing the game: What happens when video games enter the classroom? Innovate: Journal of Online Education, vol. 1, no. 6, pp. 5, 2005.
[46] L. Schrum, M. D. Burbank, J. Engle, J. A. Chambers, K. F. Glassett. Post-secondary educators’ professional development: Investigation of an online approach to enhancing teaching and learning. Internet and Higher Education, no. 8, pp. 279-289, 2005.
[47] J. Davies. Facework on facebook as a new literacy practice. Computers and Education, vol. 59, 19-29, 2011.
[48] L. Darling-Hammond. Constructing 21st-century teacher education. Journal of Teacher Education, vol. 57, pp. 1-15, 2006.
[49] M. B. Baxter Magolda. Self-authorship: The foundation for twenty-first-century education. New directions for teaching and learning, no. 109, pp. 69-83, 2007.
[50] N. Noddings The Challenge to Care in Schools: An Alternative Approach to Education. New York: Teachers College Press, pp. 15-27, 1992.
[51] P. Freire. Pedagogy of the Oppressed. New York: Continuum, pp. 71-86, 2009.
[52] G. McAllister and J. Jordan Irvine. The role of empathy in teaching culturally diverse students: A qualitative study of teachers’ beliefs. Journal of Teacher Education, vol. 53, no. 433, pp. 433-443, 2002.
[53] L. Mays. The cultural divide of discourse: Understanding how English‐language learners' primary discourse influences acquisition of literacy. The Reading Teacher, vol. 61, no. 5, pp. 415-418, 2008.