Exploring Classroom Inequalities in a Mathematics Class through a Capabilities-Based Social Justice Framework
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Tarih
2017
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Hacettepe Univ
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This paper aims to examine classroom justice through a capabilities-focused praxis. The research employs a case study design to explore inequalities in a classroom environment in Turkey. Data are drawn from in-depth individual interviews with six teachers working at the secondary level of primary school and from their classroom observations for one academic term. We monitored teacher-student and student-student interactions, and strategies for coping with inequalities and conversion factors (such as training, teacher behaviour, skills, power relations) that affect teaching and learning processes. We then looked into the conditions that limit student capability to participate in class, do well on exams and benefit from learning. The study lists the conditions of inequality and maps out a new capabilities direction to examine classroom inequalities in Turkey. These capabilities can be listed as: capability to access (appropriate) learning materials; capability to access the teacher; capability to have a democratic classroom environment; and capability to access appropriate teaching and pedagogy for different learning styles and needs.
Açıklama
Anahtar Kelimeler
Social justice, classroom inequalities, capabilities approach
Kaynak
Hacettepe Universitesi Egitim Fakultesi Dergisi-Hacettepe University Journal of Education
WoS Q Değeri
N/A
Scopus Q Değeri
Q4
Cilt
32
Sayı
1
