Blog Post #6 Diversity and Inclusion in Innovation, Teaching, and Learning
Innovation from the viewpoint of diversity and inclusion appears to be part of a broader system of interconnected ideas such as culture, society, ethics, and philosophy that should aim to reduce and eliminate inequities to ensure equal opportunities for students regardless of their race, gender, age, religion, or other characteristics.
Lo and Hew’s article, A Critical Review of Flipped Classroom Challenges in K-12 Education: Possible Solutions and Recommendations for Future Research (2017), provides an overview of flipped classroom studies in K-12 education. The flipped classroom approach in K-12 education yielded a neutral or positive impact on student achievement compared to traditional classrooms (Lo & Hew, 2017). However, student attitudes toward the flipped classroom approach were mixed from positive to neutral impacts. Lo and Hew (2017) identified and categorized the challenges of implementing flipped classrooms into student-related, faculty, and operational challenges. These challenges include related to the students’ attitudes, behaviours, and learning styles, as teachers’ attitudes, skills, and readiness to implement the flipped classroom approach and finally, challenges related to the logistical and technical aspects of implementing the flipped classroom approach (Lo & Hew, 2017).
Martin’s work Transforming Moral Education (1987) argues that if moral education is to foster love and an ethic of care in education, it must be redefined, and moral education as we know it must be transformed. This transformation involves a shift from focusing on predefined goals in the form of universal virtues or moral principles to initiation into those personal and social practices that constitute a progressively fulfilling life. Martin (1987) states that men are considered rational, interested in study, and overall, not emotional and their qualities are tied to education, while women are described as emotional, having empathy, and sensitivity and are connected to domestic domains. Theories at the time of the article point to a distinct separation of these skills and learning areas. Martin (1987) argues that the curriculum should also make empathy and generative love a component of learning alongside other subjects. While educated members of society have a role to play and skills that are necessary, many lack the emotional awareness to be concerned about the future and others.
The context explored in both articles appears to be the intersection of diversity, inclusion, and innovation in teaching and learning from different perspectives. The argument is that key elements are essential for promoting educational equity and inclusivity, fostering a sense of belonging among students, and enhancing their learning experiences. The arguments presented relate to the understanding of innovation in teaching and learning by highlighting the need for innovative practices that promote diversity, inclusion, and respect for unique societal perspectives.
After reading the articles, some questions that arise include:
- How can educational institutions better integrate diversity, inclusion, and equity perspectives into their curriculum and pedagogy?
- What strategies can be employed to overcome the challenges of implementing DEI programs?
- How can teachers better use innovative tools ethically and responsibly?
The implications for practice include the need to:
- Foster a culture of diversity and inclusion.
- Integrate culture, society, ethics, and philosophy perspectives into their curriculum and pedagogy.
- Use innovative tools ethically and responsibly.
- Provide teachers with the necessary training and resources to implement DEI programs effectively.
In conclusion, it requires us to ask not only “What can we do?” but also “What should we do?” and “How should we do it?”. It invites us to reflect on our values, responsibilities, and the kind of world we want to create. Innovation can be a powerful tool for social change, helping us build a more diverse, inclusive, and equitable world.
References
Lo, Chung Kwan & Hew, Khe. (2017). A critical review of flipped classroom challenges in K-12 education: Possible
solutions and recommendations for future research. Research And Practice in Technology Enhanced Learning.
12. 1-22. https://doi.org/10.1186/s41039-016-0044-2
Martin, J. R. (1987). Transforming Moral Education. Journal of Moral Education, 16(3), 204–213.
https://doi-org.proxy.queensu.ca/10.1080/0305724870160305