Diversity and Inclusion in Innovation, Teaching and Learning

 Article #1: What should we do with a feminist educational theory when we have one? A response to Audrey Thompson (Martin, 2003)

Jane Roland Martin’s article discusses the culture wealth approach to education which “asks which portions of stock are being preserved and transmitted to the next generation” (Martin, 2003, p. 67). In her response to Audrey Thompson, she suggests that when we pass on knowledge, in the form of research there is risk that the findings are misinterpreted or pieces are left out based on the political, academic and social agenda of the researchers. She also discusses the need for other institutions besides schools to disseminate knowledge and Cultural wealth. 


In regards to connecting to my definitions this article touches on the idea that knowledge is often passed on (teaching/learning) based on what value it has to the stakeholders. As Martin states, “we who treasure it had better make sure that it is being well preserved and that it is being passed down to our young” (Martin, 2003, p. 68). At the end of the article she also mentions her hopes for the future that innovative and creative ways will continue to evolve for integrating feminist educational theory into society. She calls upon a “collective” of experts who recognize “assumptions and gaps”, offer “constructive criticism” , and “recognize the positive contributions” of those before us to preserve feminist theory as a “living legacy” (Martin, 2003, p. 76). This is the process I speak of in many of my definitions, where we draw on background knowledge, experts and research to create new things and then continually monitor for effectiveness and value. 


As a female who has the obligation of imparting knowledge and feminist theory to my students it is key that I remember the aforementioned process of teaching and learning. I need to keep my assumptions in check as well as continue to monitor and evaluate the current research and practices I am using in the classroom that will affect future generations. 


Question: How do we have discussions with our students surrounding feminist theory in a way that male and female students alike feel they can personally connect with the material being presented?



Article #2: Digital Technology and inclusive learning (Sparks, 2019)

This article from Sparks explores the potential benefits and challenges associated with technology in inclusive education. She discusses the idea that students with learning differences require diverse needs and individualized approaches. Sparks states that, “managing different needs and abilities and ensuring that all learners have equal opportunity to succeed and flourish have prompted the conceptualization of frameworks to revise current educational practices to move toward more inclusive educational systems” (Sparks, 2019, p. 1). Some of the risks associated with integrating technology for inclusive education can be related to race, socioeconomic status, different cultures and language and a variety of academic skill levels. 


This thinking relates to my definition of innovation in the sense that innovation usually stems from a need or desire to create something new. When deciding what technology innovations should be used in the classroom, many factors need to be considered to ensure that all students have equal access and opportunity to use the technology effectively. Another important consideration Sparks brings up is the need to constantly examine, with a critical eye the effectiveness of the technology that we are using; this is something I mentioned in my definition of creativity. Innovation, creativity and teaching and learning are all a process that should be  monitored and altered as the needs of the stakeholders are evolving. Sparks states, “systems and practices need to be flexible and responsive to diversity” (Sparks, 2019, p. 2)


In my daily practice as a teacher whose students have a diverse set of learning needs, it is integral that I am continually monitoring the success and accessibility of the technological resources provided. For example some speech to text or text to speech programs are ineffective for my dyslexic students because they find it difficult to understand the robotic nature of the software. Every year I find myself searching for new and creative ways to get students comfortable with and successful using the technology that is available to them. 


Question: I would ask her what she thinks about people who suggest that students are too reliant on technology?


Martin, J. R. (2003). What should we do with a feminist educational theory when we have one? A response to Audrey Thompson. Curriculum Inquiry, 33(1), 67-77. doi: 10.1111/1467-873X.00250

Sparks, H. (2019). Digital Technology and inclusive learning. Encyclopedia of Educational Innovation, 1–6. https://doi.org/10.1007/978-981-13-2262-4_136-1

 

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