An International Investigation of Education Stakeholders’ Perspectives Regarding Creating a Positive Climate for Diversity in Classrooms

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: International Perspectives and Experiences in Diversity and Equity in Educational Contexts (Table 36)

Abstract

This exploratory qualitative study across five nations (Finland, Norway, Germany, England, and the US) examined the perspectives of education stakeholders (teachers, students, and administrators) regarding orientations towards a positive climate for diversity in classrooms and schools. A new conceptualization of orientations for diversity framed the study: openness (teaching/learning that embraces multiple knowledges with grace), interconnectedness (humanizing teaching/learning that produces belonging), agency (teaching/learning grounded in self-determination), curiosity (teaching/learning for growth through exploration and inquiry), and creativity (teaching/learning that generates possibility and transformation). Data analysis revealed both the value of these orientations as well as the barriers and opportunities to putting them into practice. Participants also articulated the necessity for an additional orientation—shared responsibility.

Authors

• Kara Mitchell Viesca, University of Nebraska - Lincoln

• Jenni Alisaari, Stockholm University

• Svenja Hammer, Norwegian University of Science and Technology

• Svenja Lemmrich, Leuphana University - Lueneburg

• Naomi Flynn, University of Reading

• Sara Routarinne, University of Turku

• Wen-Chia Claire Chang, National Institute of Education - Nanyang Technological University

• Annela Teemant, Indiana University - Indianapolis