![]() ![]() ![]() It was helpful to mitigate the losses due to the closure of educational institutes. Their task is to bring the curriculum to life, to make it. Paradigm shift in education professional#"Fixing" Marginalized Families -> Eradicating Marginalizing PracticesĪ) Do I tend to find fault in students of color, students experiencing poverty, and other students and families while failing to examine ways policies and practices, as well as larger societal factors (inequities in access to living wage work, health care, and safe and affordable housing, for instance), drive outcome disparities?ī) Do I tend to use strategies for addressing educational outcome disparities that focus on “fixing” marginalized families rather than addressing the conditions that marginalize families?Ī) Am I ignoring the existence or implications of difference as a way to avoid addressing the inequities related to them?ī) Is color-blindness possible? And, if so, is it desirable when it denies people what may be important dimensions of their identities?Ĥ. Ministry of Federal Education, Professional Training, and Pakistan Television have collaborated to launch the National TV for online classes to promote Tele-education and deal with the need for educational coaching due to schools' closure (Naslund et al., 2017). The role of teachers under the prevailing paradigm is to deliver the relevant year-level curriculum. But do I consider ways some students-women, for instance-are socialized not to pursue advanced math, which also is a matter of access and equity?Ģ. There are six major paradigms of education relevant to health professions education: behavourism, cognitivism, constructivism, sociocultural, humanism, and. Advancing Equality -> Advancing EquityĪ) Do all students who walk into my school or classroom have an opportunity to achieve to their fullest capabilities regardless of race, gender identity, sexual orientation, religion, socioeconomic status, home language, (dis)ability, and other identities?ī) Do I understand that equity requires eliminating disparities in access and opportunity-what some people call fairness or justice-and that sometimes when we advocate equality (giving everybody the same thing) we fail to meet this requirement?Ĭ) When I advocate for equity do I take into account all types of “access”? Do I consider physical access as well as social, economic, and cultural access? For example, all students might have “access” to advanced math classes insofar as they are available to anybody who takes the prerequisites. a) Do all students who walk into my school or classroom have an. Five Paradigm Shifts for Educational Equityġ. In second language education, the principal paradigm shift over the past 40 years flowed from the positivism to post-positivism shift and involved a move away. ![]()
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