Extracts from Webinar 3

Keynote: Why does who I am matter? : Creating inquiry spaces in teacher education

Prof. Jean Clandinin (University of Alberta, Canada); Assist-Prof Simmee Chung (Concordia University of Edmonton, Canada)


Panel discussion  - Quotes

This SDG is a complex one [..] (Alois Chiromo)

People should have different possibilities to access the resources. (Alois Chiromo)

It is quite interesting when we look at the idea of where inequality comes from [..] it is quite interesting to look back into the documents that relate to the realization of SDGs or education for sustainable development. The road map which gives quite complex ideas of access, we don’t find detailed information. (Michelle Proyer)

Many of us have a relation to the word inclusion […] but it is unclear, to the broad context, it is also misinterpreted in a certain way. (Michelle Proyer)

[…] how they make institutions more inclusive. Then they refer to the facts of “people of all genders and backgrounds”. The road map leaves a lot of spaces for interpretation and consider a lot of groups. But it is quite sad that there is no mention of people with disabilities, or specific vulnerable groups, no mention of developing in this regard. (Michelle Proyer)

The Terminology is very important [...] there are strong words, but we should know what the terms mean. (Michelle Proyer)

I will mainly talk about the situation in South Africa […] I observe inequality across the races […] now it’s the third or fourth generation when I talk about inequality. (Carolyn Chisadza)

The girls are less educated as the boys, it has huge consequents in their adult live [...] (Carolyn Chisadza)

Kids benefits from their early education […] how to achieve equal access. (Carolyn Chisadza)

We have to go back to […] that there are different layers of inequality, a part is because students have different access to resources, that is import for education. But on the other hand inequality is also rooted in the fact that there are people who have the power to set standards which students have to attain and then you have attend to that. (Dominique Klein)

The system is focusing a lot on the defensive things on students and how the defensives can be compensated. And the defensives can also be defined as defensive because there are standards. What the students need to be in order to be successful in education systems. (Dominique Klein)

Just think about how we can as a system reduce inequality. We cannot just look at access to education of students […] also on how we can change this perspective of the people. [...] we have to strengthen and support the students. (Dominique Klein)

I try to figure out what are the discrimination lines in our society like sexual orientation, global north, global south, gender aspects [...] a lot of lines where our world is divided. (Joanna Egger)

It is a bit ambivalent. On the one hand there is a big group which is affected by discrimination and at the same time we want to skip it, and don’t want to talk. (Joanna Egger)

I think when we talk about global education it really important that children and also adults’ analyse power relations. How is our history, what is our colonial background, how is power divided in our world […] critical thinking is very important. (Joanna Egger)

Education is so important to reflect the own role of power. […] to open up the space where they reflect about their own role in society. (Joanna Egger)


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