Access and Equity in Pedagogical Spaces
Access to pedagogical spaces is intricately tied to my other two categories of research: change and
growth in understanding, and innovation and innovative practice in pedagogical spaces.
This is because in order for access to be equitable and achievable it can never work on its own, but only in tandem with other constructs (Gutierrez, 2012).
growth in understanding, and innovation and innovative practice in pedagogical spaces.
This is because in order for access to be equitable and achievable it can never work on its own, but only in tandem with other constructs (Gutierrez, 2012).
Questions I am Exploring:
How can we teach social justice and critical pedagogy in online pedagogical spaces? Who has access to STEAM, what systems prevent access, and how do we combat/circumvent/override...the barriers? What does access to real mathematics look like for learners who experience difficulties learning mathematics?
How can we teach social justice and critical pedagogy in online pedagogical spaces? Who has access to STEAM, what systems prevent access, and how do we combat/circumvent/override...the barriers? What does access to real mathematics look like for learners who experience difficulties learning mathematics?
