Research Aim:

This study aims to explore the characteristics of quality teaching within the context of creating inclusive learning environments by implementing critical thinking in educational settings. The research seeks to enhance understanding of how educators can foster inclusivity and promote student engagement in diverse classroom settings by examining how to integrate critical thinking into teaching practices.

Theoretical Framework:

This research is grounded in the belief that by promoting critical thinking skills, educators can empower students to become active and engaged learners who can navigate complex issues and contribute positively to a diverse and inclusive society. It draws on theories of critical pedagogy, social constructivism, and multicultural education.

Methods:

This qualitative study utilized a combination of literature review, classroom observations, and interviews with educators to explore the implementation of critical thinking in educational settings. Data analysis involved thematic coding and interpretation to identify key themes related to the characteristics of quality teaching and the promotion of inclusive learning environments.

Findings:

The findings of this research highlight the importance of integrating critical thinking skills into teaching practices to create inclusive learning environments. Educators who actively incorporate essential thinking strategies reported increased student engagement, improved critical reasoning abilities, and a greater sense of belonging among diverse student populations.

Relevance to the Conference Theme and Specific Strand:

This research contributes to the conference theme of advancing quality teaching by emphasizing the significance of creating inclusive learning environments through implementing critical thinking. By promoting critical thinking skills in educational settings, educators can enhance the quality of teaching and support the development of a more inclusive and equitable learning environment for all students. This study aligns with the specific strand of promoting diversity and inclusivity in education, offering practical insights for educators seeking to create more engaging and supportive classroom environments.

Typical academic notions of pedagogy assume separate participatory roles, teachers as providers, pupils as receivers. Increased cultural diversity calls for inclusive and teaching practices that are flexible and equitable. Inclusion and social integration of newcomers are in focus where general education is crucial. Ideology considering personal knowledge as valuable funds that can enhance learning, has been developed, benefitting perhaps mostly children and youth. Adults among immigrants on the other hand often have limited access to formal education. This raises questions about whether informal education might be understated and should be considered as an option for socially just learning environment for newcomers.

For many, craft knowledge is an important part of their funds of knowledge.

In this study I wanted to explore the educational potentials of informal gathering of craft practices among strangers with different cultural backgrounds. The main research question was: What mutual educational potentials might informal craft gatherings have for locals and newcomers? Four open craft gatherings were advertised through Facebook. Data was collected through participant observation, qualitative interviews and field notes. Content analysis was conducted.

Preliminary findings indicate that practicing and sharing craft knowledge informally, can have multiple educational potentials for people with diverse cultural backgrounds. The education taking place seems to exceed learnings about methods and materials in crafts. Additional learnings are learning about one another in a way that might enable mutual integration beyond assimilation in a typical one-way process of the formal, from teacher to pupil or local to immigrant. This education happens through the social magic of actual face to face interaction and sharing funds of knowledge outside of that frame.

In this presentation I argue how the very nature of craft knowledge, being tacit and best transmitted through active participation, may hold realistic and promising potentials for equitable teaching in contemporary society.