Equity-Oriented Learning and Teaching

Xudong Zhu, Michael A. Peters
2021 Beijing International Review of Education  
as the Editor of this special issue on Equity-Oriented Teacher Education squarely addresses the question of preparing classroom teachers for the problem of a growing diversity of student learning needs. Wei argues that 'teachers' lack of preparation in diversity, inclusiveness, and equity' marginalizes disadvantaged students, widens achievement gaps among different groups, and perpetuates structural inequities. Teacher education properly attuned has the potential to address these equity issues
more » ... hrough appropriate equity-related pedagogies and inclusive strategies such as culturally responsive forms of teaching. The massification of education and increased student mobility, ruptured by Covid-19, has strong implication for the equity and quality of learning catering for diverse student needs. Covid-19 has highlighted the class and racial divisions and exposed the inequities of schooling around the world, including the special needs of students in war-torn and conflict zones where there are large displacements of families and an increasing number of refugee students who lack the basic schooling infrastructure. In the developing world students need curricula and pedagogies that address local needs, that encourages the design in curricula where students can recognize their own cultures and histories. Increasingly in the developed world also students are voting with their feet as many countries face student disaffection with school and high rates of truancy. As Wei points out in his introduction teacher education needs to be able to address the issues of equity and diversity, and to design ways of increasing student participation and engagement. This means increasing the awareness of student teachers' , often recruited from the middle class, greater intercultural understanding, moderation a close of the language of instruction and textbooks to reflect minorities, increasing social inclusiveness through culturally responsive pedagogies, and developing new opportunities
doi:10.1163/25902539-03030003 fatcat:ykkzauoq5ngqdh3dpbbu422fje