Equitable PedagogyOur nation is at a significant turning point in education. As educational leaders we have been empowered by research that has enabled us to conceptualize the utmost innovative practices. Therefore, It is up to us to rewrite what statistics involving student achievement reflects. “Intellectual capacities are varied, multi-dimensional and can be developed over time IF stimulated to do so” (Conley, 2014 p.13). Fundamentally, the school’s curriculum endeavors are grounded by the state’s academic standards and driven by data. The school’s mission to inspire all learners to achieve their highest intellectual capacities should hold up their curricula initiatives. Educational leaders must place emphasis on a comprehensive system that inspires instructional decisions to impact the learner throughout the learning process.
Successful schools have one thing in common and it has nothing to do with the demographics of the student population: despite popular debate. Instead, it has everything to do with the school’s culture and climate; a climate which is infused by it's educational leaders. Successful leaders foster a positive climate that is grounded by a growth mindset and develop educators' whom continuously seek professional development. |
What is equitable pedegogy? |
Equitable pedagogy provides all learners the opportunity to develop and formulate meaningful learning experiences that are crucial to the learning process. In other word, educators must strategically prepare diversified experiences that maximizes educational opportunities and eliminates learning barriers; student-centered pedagogy.
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How does diversity relate to the characterizing of equitable pedagogy? |
Diversity spreads far beyond the obvious individual differences that many bear in mind such as ethnicity, race, gender, and ability. Diversity encompasses every unique characteristic that makes up an individual’s character. These differences require a specialized learning pathway that takes hold of a learner’s strengths, experiences, and ways of expression to encourage them to reach their full potential (Allen, Robbins, Payne, & Brown, 2016). The logistics of how to support this broad display of diverse needs is still within the developmental stages. Today education is faced with discovering what exemplifies a diversely responsive learning environment that allows all to reach their potential regardless of individual attributes due to socioeconomic, sociocultural, and special education influences. The root to an individual’s true character is conceived not only by their genetic makeup, but also by their diverse talents, experiences, and cognitive thought processes. An individual’s perception and response to pedagogy is largely influenced by their diverse individuality. Providing a learning environment that allows all to flourish within pedagogy requires opportunities for learners to share perspectives. “It is critical that all students be given the opportunity to connect their own worlds of language and communications to the curriculum they encounter in schools” ( Piazza, Rao, & Protacio, 2015 p. 3). Essentially, every student should be considered a diverse learner. Every student’s learning path is uniquely conformed by their strengths and weaknesses. Perspectives are influenced by experiences and exposure; therefore learners will always perceive new knowledge differently.
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