Responsible Living

doi:10.1007/978-3-319-15305-6

Cited by 8 publications

(1 citation statement)

References 109 publications

(168 reference statements)

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“…In addition, student teachers' reflections on their own practice in intercultural groups are analysed to access the wider structural dimensions of equity. As the interconnectedness of everyday life and societal development is at the centre of home economics (Turkki 2015) and as it is a school subject characterised by collaboration and communication (e.g. Venäläinen 2010), home economics provides a favourable learning context in an increasingly diverse world (Janhonen-Abruquah et al 2017) and can thereby educate towards social justice (Dupuis 2017).…”

Section: Introductionmentioning

confidence: 99%

Towards equity literacy: exploratory enquiry with Finnish student teachers

Posti-Ahokas

Janhonen-Abruquah

2021

European Journal of Teacher Education

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Equity-centred teacher education recognises the dual challenge of preparing teachers to support the learning of all students while encouraging future teachers to recognise and challenge societal systems reproducing inequity. The paper focuses on analysing Finnish student teachers' perceptions of teachers' skills related to diversity and equity. The data are drawn from written individual and group assignments completed during three master's level courses in home economics teacher education. A qualitative content analysis of students' assignments present student teachers' collaboratively produced understanding of teachers' diversity skills. Their self-assessment of both professional strengths and areas of development are evaluated against Paul Gorski's equity literacy framework. The findings are suggestive of a relatively strong cultural selfawareness and response-ability related to learner diversity. More attention should be given to unfolding structural inequities to enable future teachers to develop the equity literacy necessary to create and sustain equitable learning environments.

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Section: Introductionmentioning

confidence: 99%

Towards equity literacy: exploratory enquiry with Finnish student teachers

Posti-Ahokas

Janhonen-Abruquah

2021

European Journal of Teacher Education

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Success factors of transformative learning: putting theory into practice

Schnitzler

2020

Reflective Practice

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The Bridge Between Education for Sustainable Development and Transformative Learning: Towards New Collaborative Learning Spaces

Schnitzler¹

2019

Journal of Education for Sustainable Development

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Recent research has become increasingly interested in the concepts of education for sustainable development (ESD) and transformative learning (TL). However, even as ESD can be described as holistic and transformational education with the purpose to transform our society, only few studies have examined potential bridges between these two concepts. The article at hand gives an indication on this issue by studying the literature of ESD and TL. Strengthening the transformative aspect of ESD requires taking into account critical reflection, participation and social engagement, all of which all express key features of the new collaborative learning spaces (CLS). Subsequently, the potential of such CLS for the transformative mission of ESD are emphasized. In ESD as well as in CLS, the bridge between learning and action is crucial and a core element of social transformation. In order to clarify this, the new method of WeQ is described, aiming to better understand and develop CLS.

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Responsible Living

Cited by 8 publications

References 109 publications

Towards equity literacy: exploratory enquiry with Finnish student teachers

Towards equity literacy: exploratory enquiry with Finnish student teachers

Success factors of transformative learning: putting theory into practice

The Bridge Between Education for Sustainable Development and Transformative Learning: Towards New Collaborative Learning Spaces

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