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How Pedagogical Diversity Can Afford Parallaxes of Competence: Towards More Inherently Inclusive School
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Finn, Roxanne – International Journal of Inclusive Education, 2021
An historical commitment to child-centred pedagogy notwithstanding, classrooms for an increasing diversity of young people are constituted by their constrained affordances for learning; a single teacher, configurations of tables and chairs, and digital resources. The remit of teaching in such confines perpetuates passivity, a one size fits all…
Descriptors: Teaching Methods, Student Diversity, Inclusion, Learning Processes