The ISATT community collaborative projects for reimagining teaching for a more equitable world Part 2
Samara Moura Barreto1, Isabel Porto Filgueiras1, Luciano N. Corsino4, Vasileia Dilaveri5, Małgorzata Ekiert6, Willian Lazaretti7, Elisabete Freire8, Christos Govaris2, Stavroula Kaldi2, Constance Khupe9, Vânia Galindo Massabni10, Nikos Manesis11, Khadija Mohammed12, Alison Mitchell13, Cuthbert Nyamupangedengu9, Eunice Nyamupangedengu9, Tara Ratnam14, Luiz Sanches Neto1, Alexandra Stavrianoudaki15, Vassiliki Tzika2, Ourania M. Ventista2, Dorota Werbinska6, Luciana Venâncio16, Fernando Naiditch17, Melissa Newberry3, Anna van der Want18, Gabriela Jonas-Ahrend19, Meher Rizvi20
1Federal Institute of Education, Science and Technology at Ceará, Brazil; 2University of Thessaly, Greece; 3Brigham Young University, USA; 4Federal Institute of Education, Science and Technology, Brazil; 5National and Kapodistrian University of Athens, Greece; 6Pomeranian University, Poland; 7Federal University of Pará, Brazil; 8São Judas Tadeu University, Brazil; 9University of Witwatersrand, South Africa; 10University of São Paulo, Brazil; 11University of Patras, Greece; 12University of the West of Scotland, United Kingdom; 13University of Glasgow, United Kingdom; 14Independent Researcher, India; 15University of Thessaly, Greece; 16Federal University of Ceara, Brazil; 17Montclair State University, USA; 18University of Applied Sciences Leiden, Netherlands; 19Paderborn University, Germany; 20The Aga Khan University, Pakistan
Introduction
The standardization and uniformization imposed from above in education through systems of scrutiny and accountability (Hall & Pulsford, 2019) globally, make diversity seem a problem. One of the significant possible ways of enhancing the quality of teaching which makes it multiculturally inclusive lies in helping educators reimagine diversity as a necessary resource for transformative learning. Toward this, educators need to experience firsthand how learning is promoted in interaction among peers from multicultural contexts.
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.
Symposium Part 2 reports the findings of two of the five research topics of the ISATT collaborative project.
- Social justice pedagogies in teaching
- The Dynamics of Geographic Space When Working with International Teacher Educators in Collaborative Research.
The symposium Part 2, like Part 1, offers an understanding of the development of authentic learning dialogue in the sense-making going on among educators from diverse international contexts with different perspectives, experiences, and expertise. Collaborations transcend borders and the cross-pollination of ideas sparks innovation and expands the boundaries of knowledge.
Reference
Hall, R., & Pulsford, M. (2019). Neoliberalism and primary education: Impacts of neoliberal policy on the lived experiences of primary school communities. Power and Education, 11(3), 241-251. https://doi.org/10.1177/1757743819877344
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