Cross-Border Dialogues: A Collaborative Instructional Design Inquiry to Promote Equity and Diversity

The COVID-19 pandemic complicates ingrained educational inequalities around the globe and foregrounds the pertaining challenges that teachers have encountered due to school closures and the shift to distance learning. This cross-border teacher education project intended to examine how academics and...

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Published in:Education sciences Vol. 13; no. 6; p. 567
Main Authors: Zhang, Zheng, Lee, Icy, Chan, Helen Wan Yu, Guo, Qi, Kuan, Angela, Lee, Jessica Sum Laam, Ma, Qianhui, Ng, Natalie Ching Tung, Trad, Rozan
Format: Journal Article
Language:English
Published: Basel MDPI AG 01.05.2023
Subjects:
Accountability
Canada
Classrooms
Collaboration
Critical Literacy
critical media literacy
Distance education
Distance learning
Education Courses
Epidemics
Equipment and supplies
Gender
Hong Kong, China
Instructional design
Learning Processes
Literacy
Literacy Education
Literature reviews
Media literacy
Pandemics
professional development
Racism
Recruiting
Social networks
Standardized Tests
Stereotypes
Students
Teacher education
Teachers
Teaching
Teaching Methods
United Kingdom
Canada
United Kingdom
Hong Kong, China
Hong Kong China
China
ISSN:2227-7102, 2227-7102
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Abstract The COVID-19 pandemic complicates ingrained educational inequalities around the globe and foregrounds the pertaining challenges that teachers have encountered due to school closures and the shift to distance learning. This cross-border teacher education project intended to examine how academics and pre-service teachers in different geographic locales could collaboratively explore equitable learning opportunities for diverse learners through the use of critical media literacies to respond to interconnected global crises. In this six-week cross-border teacher education project, we recruited four Mandarin and English literacy teacher candidates in Hong Kong to interact with one another and one Canadian professor as part of the teacher preparation phase of a larger-scale cross-border research project that connects youth from Hong Kong and Canada in a social networking space. For the purposes of teacher professional development, the Hong Kong teacher candidates and Canadian researchers engaged in collective exploration of how instructional designs in literacy education could promote equitable learning opportunities for diverse learners. Findings show that the cross-border teacher education project supported teacher candidates’ development of pedagogical skills and espoused their agency in promoting educational equity and collective problem-solving through critical media literacies. Findings relate the teacher candidates’ shifted perspectives from focusing on students’ decontextualized language skills to nurturing critical media skills. Changing from a deficit-oriented view about what literacy learners could not do, the teacher candidates also adopted an asset-oriented view about the linguistic and cultural repertoires that diverse learners could bring to literacy classrooms.
AbstractList The COVID-19 pandemic complicates ingrained educational inequalities around the globe and foregrounds the pertaining challenges that teachers have encountered due to school closures and the shift to distance learning. This cross-border teacher education project intended to examine how academics and pre-service teachers in different geographic locales could collaboratively explore equitable learning opportunities for diverse learners through the use of critical media literacies to respond to interconnected global crises. In this six-week cross-border teacher education project, we recruited four Mandarin and English literacy teacher candidates in Hong Kong to interact with one another and one Canadian professor as part of the teacher preparation phase of a larger-scale cross-border research project that connects youth from Hong Kong and Canada in a social networking space. For the purposes of teacher professional development, the Hong Kong teacher candidates and Canadian researchers engaged in collective exploration of how instructional designs in literacy education could promote equitable learning opportunities for diverse learners. Findings show that the cross-border teacher education project supported teacher candidates’ development of pedagogical skills and espoused their agency in promoting educational equity and collective problem-solving through critical media literacies. Findings relate the teacher candidates’ shifted perspectives from focusing on students’ decontextualized language skills to nurturing critical media skills. Changing from a deficit-oriented view about what literacy learners could not do, the teacher candidates also adopted an asset-oriented view about the linguistic and cultural repertoires that diverse learners could bring to literacy classrooms.
Audience Academic
Author Trad, Rozan
Zhang, Zheng
Chan, Helen Wan Yu
Ng, Natalie Ching Tung
Lee, Jessica Sum Laam
Ma, Qianhui
Kuan, Angela
Lee, Icy
Guo, Qi
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SubjectTerms Accountability
Canada
Classrooms
Collaboration
Critical Literacy
critical media literacy
Distance education
Distance learning
Education Courses
Epidemics
Equipment and supplies
Gender
Hong Kong, China
Instructional design
Learning Processes
Literacy
Literacy Education
Literature reviews
Media literacy
Pandemics
professional development
Racism
Recruiting
Social networks
Standardized Tests
Stereotypes
Students
Teacher education
Teachers
Teaching
Teaching Methods
United Kingdom
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