Everybody has a story: storytelling as a community building exploration of equity and access

Baloche, Lynda

doi:10.1080/14675986.2014.905240

Cited by 8 publications

(2 citation statements)

References 14 publications

(10 reference statements)

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“…Thus, these activities may reinforce connections with personal and family's stories and support a sense of learning. Moreover, sharing their stories gives students opportunities to solidify feelings of inclusion (Baloche 2014). In the next sections, we present an overview of the programme and examples of the activities.…”

Section: A Four-stage Programmementioning

confidence: 99%

Fostering equity in a multicultural and multilingual classroom through cooperative learning

Buchs

Maradan

2021

Intercultural Education

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This paper presents a programme designed to deepen knowledge regarding diversity and to sustain equality and equity in participation during class activities in high sociolinguistic diversity classrooms. We investigated a four-stage programme integrating all students' heritage languages in cooperative school activities in one 4th grade class in the French-speaking canton of Geneva in Switzerland. Activities that the teacher engaged in included: a) activities devoted to openness to others, b) activities devoted to linguistic diversity, c) activities devoted to cultural diversity, d) cooperative activities, relying on heritage languages and personal family stories. The three first stages aimed to help students feel accepted and comfortable when participating in multilingual cooperative activities. Feedback from the teacher, students and parents indicated that this programme found its place in the regular curriculum and participants appreciated it. This programme also improved students' sense of belonging to the class and a feeling of relatedness.

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Section: A Four-stage Programmementioning

confidence: 99%

Fostering equity in a multicultural and multilingual classroom through cooperative learning

Buchs

Maradan

2021

Intercultural Education

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“…However, these need to be taken into account because this state of uncertainty, of 'standing in dilemmas' (Pescarmona 2014b, 32), can give both in-service and pre-service teachers the power to re-formulate the problem. Reformulating a problem encourages them to dwell in disequilibrium by leading them to examine what-is-taken-for-granted in the process of teaching and learning and analyse blind spots and biases (see also Baloche 2014 on the power of being dis-positioned and Griffiths 2014, 122; who emphasises how 'living contradiction' may develop teachers' critical reflection and enhance creativity). This process does not offer a set of tools and ready-to-use solutions.…”

Section: Reflexivity and Imagination: Changing The Perspective Of Tea...mentioning

confidence: 99%

Reflexivity-in-action: how complex instruction can work for equity in the classroom

Pescarmona

2017

Journal of Education for Teaching

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Introduction: innovating teaching for multicultural contextsInnovation has become a keyword in today's educational debate. The European Commission (2013) indicates that new approaches to curricula, learning environments and teacher professional development are urgently needed in order to promote equity, social cohesion and active citizenship. Innovation requires teachers to develop skills and competences at a high level and enhance quality at all levels of education and training in order to address the challenges of our multicultural societies. The goal is to support an inclusive, innovative and reflective society, which is a prerequisite for a sustainable European integration.Teachers are crucial players in this process. They are expected to be culturally sensitive and have the knowledge, skills, disposition and commitment for teaching a wide range of students (see Council of Europe 2008; UNESCO 2011). They also need to adopt strategies to promote more equitable participation in class. A significant aspect of the educational debate concerns issues such as (a) what preparation and support teachers will need to meet the needs of diverse learners and (b) what kind of staff development is effective for innovating teachers' professional identity.

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Putting It All Together

Orland‐Barak¹,

Maskit²

2017

Methodologies of Mediation in Professional Learning

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Everybody has a story: storytelling as a community building exploration of equity and access

Cited by 8 publications

References 14 publications

Fostering equity in a multicultural and multilingual classroom through cooperative learning

Fostering equity in a multicultural and multilingual classroom through cooperative learning

Reflexivity-in-action: how complex instruction can work for equity in the classroom

Putting It All Together

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