The ISATT community collaborative projects for reimagining teaching for a more equitable world Part 1
Stefania Kifor1, Daniela Crețu1, Daniela Roxana Andron1, Heidi Flavian4, Maria Assunção Flores5, Agnieszka Kamyk-Wawryszuk6, Sally Wai-Yan Wan7, Magdalena Kohout-Diaz2, Marie Christine Deyrich2, Marie-Anne Châteaureynaud2, Franck Tanguy2, Chinwe Ogunji8, Jiri Kropac9, Martin Strouhal9, Albina R. Drozdikova-Zaripova10, Gulnara D. Gutorova10, Rosa Valeeva10, Loredona Perla11, Laura Sara Agrati12, Arianna Beri13, Annamaria Di Grassi14, Stefania Massaro11, Daniela Savino11, Ugo Lopez11, Maria Teresa Santacroce11, Quinter Migunde15, F. Sehkar Fayda-Kinik16, Bilge Kalkavan17, Duygu Yalman18, Stefinee Pinnegar19, Stravoula Kaldi20, Panagiotta Diamanti20, Dorota Werbińska3, Joana Romanowski21, Outi Kyrö-Ämmälä22, Million Chauraya23, Cheryl Craig24, Małgorzata Ekiert3, Rachel Romanowski-Müller25
1Lucian Blaga University of Sibiu, Romania; 2University of Bordeaux France; 3Pomeranian University, Poland; 4Achva Academic College, Israel; 5University of Minho, Portugal; 6Kazimierz Wielki University in Bydgoszcz, Poland; 7Faculty of Education, Chinese University of Hong Kong, Hong Kong; 8Alex Ekwueme Federal University, Nigeria; 9Charles University, Czech Republic; 10Kazan Federal University, Russia; 11University of Bari, Italy; 12Pegaso University, Italy; 13University of Bergamo, Italy; 14University of Foggia, Italy; 15Maseno University, Kenya; 16Istanbul Technical University,Turkey; 17Hasan Kalyoncu University, Turkey; 18Fatih Sultan Mehmet University, Turkey; 19Brigham Young University, USA; 20University of Thessaly, Greece; 21Centro Universitário Internacional UNINTER, Brazil; 22Lapland University, Finland; 23Midlands State University, Zimbabwe; 24Texas A&M University, USA; 25Humboldt-Universität zu Berlin, Germany
Introduction
Imagining possible ways to enhance quality teaching for creating equitable learning opportunities for diverse learners needs to recognize the historically and socially developing opposition between global imperatives that impose uniformity in education and the local cultures that are diverse. The diverse ways of knowing that students bring to formal education are largely overlooked in the stress to homogenize teaching and learning. However, there is much theoretical support to view diversity as a necessary aspect of learning in a dialogic meaning making process (e.g., Bakhtin, 1981) and research literature on teaching and learning uphold the value of multiculturalism (Ladson-Billings, 2014; Parkhouse, Lu & Massaro, 2019; Ratnam, 2020). The ISATT collaborative projects are premised on the epistemological principle that reimagining teaching to diversity involves support to teachers/educators to experience first hand what it means to learn from diversity so that they are able to provide similar support to the diverse students they teach.
Purpose and significance
The ISATT collaborative projects involves 72 members from Africa, Asia, Europe, North and South America. This provides a rich opportunity for members from diverse sociocultural contexts to gain a firsthand understanding of what learning with diversity means. They learn about, with and from each other as they engage collaboratively in exploring new possibilities for the future of teaching and learning through five studies on research topics which address the persisting challenges of enhancing quality teaching and teacher education.
Symposia Part 1 reports the findings of the first three of the five research topics of the ISATT collaborative project.
- Filling the gaps of online practicum for pre-school and primary education in-service teachers
- Integration of AI-based tools as part of teacher training: a step towards digital inclusion?
- The changing roles of teachers in contemporary education
