Attuning to Children’s Layered Life-Making Through Relational Learning and Assessment

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Alyssa Mayer
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引用次数: 0

Abstract

Interweaving my thinking with childhood stories of schooling, familial narratives, and experiences as a teacher alongside children, this article makes visible how my pedagogical approaches and desires for children to experience belonging shape my intentional work to recraft marginalizing curricula and assessment practices. In sharing my learning, unlearning, and continued growth, I endeavor to prompt a rethinking of how we, pre-service teachers, fellow educators, and school leaders, support children’s life‑making and wellbeing on school landscapes and offer approaches for all children to be centered as knowledge holders.
通过关系学习和评估关注儿童多层次的生活创造
这篇文章将我的思考与童年的求学故事、家庭叙事以及作为一名教师与儿童并肩作战的经历交织在一起,阐明了我的教学方法和让儿童体验归属感的愿望是如何影响我重新设计边缘化课程和评估实践的有意识工作的。在分享我的学习、反学习和持续成长的过程中,我努力促使大家重新思考我们这些职前教师、教育工作者和学校领导如何支持儿童在学校的生活和幸福,并为所有儿童提供以知识持有者为中心的方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
LEARNing Landscapes
LEARNing Landscapes EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.60
自引率
0.00%
发文量
28
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