Open Access(Re)Imagining Teacher Preparation for Conjoint Democratic Inquiry in Complex Classroom Ecologies
Author(s) -
Deborah Seltzer-Kelly,
Serina Cinnamon-Morrison,
Craig A. Cunningham,
Suzanne T. Gurland,
Kalinda R. Jones,
Shan Lindsay Toth
Publication year - 2011
Publication title -
complicity
Language(s) - English
Resource type - Journals
ISSN - 1710-5668
DOI - 10.29173/cmplct9185
Subject(s) - democracy , product (mathematics) , sociology , pedagogy , quality (philosophy) , mathematics education , psychology , epistemology , political science , philosophy , politics , geometry , mathematics , law
This paper explores the classroom-level implications of complex ecologies, especially regarding the interactions among the cognitive and social/relational aspects of learning. Our focus is upon the ways teacher preparation must be re-imagined if educators are to be ready to facilitate genuinely educative and democratic learning in our country’s increasingly diverse classrooms. We explore the works of John Dewey, Gregory Bateson, James Hillman and others to consider the ways in which teacher educators must be explicitly prepared to understand pathology as a product of the interactions among the elements of the complex ecologies of classrooms and social systems, rather than as an individual quality of students who struggle in the classroom.