Drawing on the Piagetian Research Tradition to Enact Equity-Oriented Classroom Practices

• In Event: Supporting Underrepresented Learners in Schools

Abstract

The significance of Piaget’s methodological synthesis, which reveals and studies thinking in real time, has largely been lost on U.S. learning theorists (Author 2). Meanwhile, contemporary educators often dismiss Piagetian research due to Piaget’s inattention to the role of cultural frameworks in learning. Here, we recount findings from a study of a teacher education course that combines experience teaching with critical exploration (Duckworth, 2006), a teaching practice derived from Piagetian method, in an afterschool program serving students of color with equity-oriented frameworks and literature (e.g., Gutiérrez and Rogoff, 2003; Ladson-Billings,1994, 2001; Gay, 2018; González, Moll, & Amanti, Eds. 2005). Learning outcomes for White teacher candidates included increased awareness of the creative brilliance (Delpit, 2013) of all children.

Authors

• Mary Kay Delaney, University of Denver

• Susan Jean Mayer, Critical Exploration Press

• Amy Senta, University of North Carolina - Wilmington