"Feeling Heard": Inclusive Education, Transformative Learning, and Productive Struggle

Autor/inn/en	Murdoch, Diana; English, Andrea R.; Hintz, Allison; Tyson, Kersti
Titel	"Feeling Heard": Inclusive Education, Transformative Learning, and Productive Struggle
Quelle	In: Educational Theory, 70 (2020) 5, S.653-679 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12449
Schlagwörter	Inclusion; Transformative Learning; Educational Policy; Educational Quality; Teacher Student Relationship; Student Centered Learning; Listening; Educational Environment + Suchen Sie Ihr Suchwort? Inklusion; Pädagogische Transformation; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Teacher student relationships; Lehrer-Schüler-Beziehung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Hörvorgang; Zuhören; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Developments in international inclusive education policy, including in prominent UN documents, often refer to the aim of a "quality" education "for all." Yet, it remains unclear: What exactly is meant by quality education? And, under what conditions are quality educational experiences possible for all learners? In this essay, Diana Murdoch, Andrea English, Allison Hintz, and Kersti Tyson bring together research on inclusive education with philosophy of transformative learning, in particular John Dewey and phenomenology, to further the discussion on these two questions. The authors argue that teacher-learner relationships, of a particular kind, are necessary for fostering environments wherein all learners have access to quality educational experiences associated with "productive struggle" as an indispensable aspect of transformative learning processes. They define such relationships as "educational relationships that support students to feel heard." In developing their argument, the authors first analyze the concept of productive struggle, an aspect of learning increasingly recognized in research and policy as an indicator of quality education. Second, they discuss three necessary, though not sufficient, conditions for the teacher to cultivate educational relationships that support students to feel heard. Third, they draw out connections between environments that support feeling heard and those that support productive struggle, and they discuss teachers' challenges and risk-taking in creating such environments. The authors close with a discussion of implications for international policy, practice, and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01