Sociocultural perspectives on curriculum, pedagogy and assessment to support inclusive education

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dc.contributor.author Morton, Mary Winston en
dc.contributor.author Guerin, A en
dc.contributor.editor Noblit, GW en
dc.date.accessioned 2018-10-08T20:57:32Z en
dc.date.issued 2017 en
dc.identifier.uri http://hdl.handle.net/2292/39555 en
dc.description.abstract Sociocultural perspectives on curriculum, pedagogy, and assessment support teachers in developing and implementing inclusive pedagogies. Sociocultural assessment approaches disregard impairment as an identity in itself, privileging the strengths and knowledge evident in observed interactions. A sociocultural approach to assessment recognizes the dynamic interaction between teaching, learning, and assessment, spread across people, places, and time. Where traditional forms of curriculum, pedagogy, and assessment focus on a decontextualized individual, a sociocultural perspective pays close attention to contexts. Teachers’ practices, expectations, and understandings of learning and diversity form a key part of the contexts. In culturally responsive paradigms, learning is recognized as sociocultural—being informed through interactions with others. All students are recognized and valued as people who gain experiences and knowledge across many contexts. Multiple perspectives are valued as shared understandings and constructions of learning are developed in response to observations and interactions in a community of learners—where students and teachers learn with and from each other. Teachers who recognize themselves as capable of teaching everyone in the class are more likely to recognize everyone as a learner, to think critically about their positioning and understanding of disability, and to plan teaching, learning, and assessment in inclusive ways of working. en
dc.publisher Oxford University Press en
dc.relation.ispartof Oxford Research Encyclopedia of Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.subject inclusive education , inclusive assessment , inclusive curriculum , inclusive pedagogies , sociocultural theory , disability studies in education , culturally responsive pedagogies en
dc.title Sociocultural perspectives on curriculum, pedagogy and assessment to support inclusive education en
dc.type Book Item en
dc.identifier.doi 10.1093/acrefore/9780190264093.013.147 en
dc.rights.holder Copyright: The author en
pubs.author-url http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-147 en
pubs.place-of-publication Oxford en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.elements-id 704659 en
pubs.org-id Education and Social Work en
pubs.org-id Critical Studies in Education en
pubs.record-created-at-source-date 2017-11-03 en
pubs.online-publication-date 2017-10-31 en


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