Deliberative Teacher Education for Inclusion of Gender

• In Event: 14.027 - Gendered and LGBTQ Experiences: Critical Reflections on School-Based Equity

Abstract

Inclusion requires a new kind of thinking about socio-cultural differences as an opportunity of collaborative learning. In a deliberative approach participation and learning beyond boundaries of gender, minority status, social class or functional disabilities is central. Here our main attention is on inclusion as deliberative boundary crossing (Engeström, 2001). The European project GIMMS (Gender, Innovation and Mentoring in Mathematics and Science) was mostly concerned with developing curriculum innovation and gender inclusion in lower secondary Science and Mathematics education through productive mentoring. Different case studies were conducted with a deliberative approach of teacher education, which focused on gender awareness beyond boundaries. Findings from the project indicate a new role for teachers, teacher educators and policy leaders for curriculum innovation and inclusion.

Authors

• Geraldine Mooney Simmie, University of Limerick

• Manfred Lang, IPN - Leibniz Institute for Science and Mathematics Education