Supporting educators’ professional learning for equity pedagogy: the promise of open educational practices

Article


Tualaulelei, Eseta and Green, Nicole Catherine. 2022. "Supporting educators’ professional learning for equity pedagogy: the promise of open educational practices." Journal for Multicultural Education. 16 (5), pp. 430-442. https://doi.org/10.1108/JME-12-2021-0225
Article Title

Supporting educators’ professional learning for equity pedagogy: the promise of open educational practices

ERA Journal ID123947
Article CategoryArticle
AuthorsTualaulelei, Eseta (Author) and Green, Nicole Catherine (Author)
Journal TitleJournal for Multicultural Education
Journal Citation16 (5), pp. 430-442
Number of Pages13
Year2022
PublisherEmerald
Place of PublicationUnited Kingdom
ISSN2053-535X
Digital Object Identifier (DOI)https://doi.org/10.1108/JME-12-2021-0225
Web Address (URL)https://www.emerald.com/insight/content/doi/10.1108/JME-12-2021-0225/full/html
Abstract

Purpose – In the research literature relevant to open educational practices (OEP), the terms 'students' or 'learners' often refer to individuals engaging in formal study. This study aims to broaden the conception of learners to include those who engage with continuing professional development or professional learning. The study focussed on one intersection of OEP with equity pedagogy for these learners.

Design/methodology/approach – Guided by transformative approaches to knowledge, the research is qualitative and draws upon nine focus group interviews about multicultural education professional learning needs conducted in November 2019 and July 2020 with 74 early years educators and staff. Data were analysed with theoretical thematic analysis to provide a rich overall description of the data set.

Findings – Early years educators and teachers aim to centre equity pedagogy in their practices but are constrained by a lack of opportunity to engage in professional development, and fragmented approaches to professional learning, issues which may potentially be addressed through OEP.

Originality/value – This paper extends understandings of OEP as a means of helping learners, broadly interpreted, to promote equity pedagogy. Specifically, it highlights the promise of OEP for addressing early years educators’ professional development and learning about reconciliation and multicultural education.

KeywordsMulticultural education, Professional development, Professional learning, Early childhood, Reconciliation, Intercultural curriculum
ANZSRC Field of Research 2020390410. Multicultural education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples)
390307. Teacher education and professional development of educators
390302. Early childhood education
Byline AffiliationsSchool of Education
Institution of OriginUniversity of Southern Queensland
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