A Socially Inclusive Pedagogy: One Teacher’s Approach to a Novel Study

Yiola Cleovoulou

Abstract


Drawing on a case study of one elementary school teacher in an inner city school, Yiola Cleovoulu explores ways the teacher’s literacy practices foster social inclusion in her classroom. Rooted in classroom observations and extensive teacher interviews, a teacher’s teaching methods and practices are examined as a base from which to explore socially inclusive pedagogy in literacy curriculum. The analysis suggests that 1) exploring point of view 2) having classroom conversations, and 3) letter writing to members of the community foster a sense of social inclusion within literacy curriculum.

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