Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
.Collaboration,Co-OperationAndConfidence’:HowaFeministSociologyofEducation...
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ofpracticeandtheenhancementoftechnologicalenablementinteaching,learningand
research.
Casestudy3(socialsupportnetworks)gaveadeeperunderstandingoftheroleof
socialsupportsineducationandprovidedinsightsintothelearnerexperienceforall,
andespeciallyformaturestudents.
Casestudy4(pandemicprojects)showedthat,usingmultipleandsuitabletechnolo-
gies,contributorscouldconnectinashorttime-frame,sothatideascouldbesharedand
plansdevisedtocontributetotheglobaleńortstocounterthecoronaviruspandemic.
CONCLUSIONS
Overall,thesecasestudiesdemonstratethatthepluralityofperspectiveswithin
afeministsociologyofeducationethoscanbeofenormousvaluein‘unpicking’the
relationshipbetweeneducation,multiculturalismandsociety.Someofthesepositiveim-
pactsincluderedressingsomeofthenegativeandhierarchicalimbalancesinscholarship
andresearch,creatingaconfidenceinacommunityofpracticeandbuildingtechnolog-
icalskillsinteachingandlearning.Teycanalsoleadtoanimprovementinthelearner
experience,especiallyformaturestudents.Inthison-goingperiodofcrisisandchange,
theycanleadtoasharingofexpertiseandskillstoredressthesocietalinequalitiesof
pandemicrestrictions.Itcanbearguedthatthesekindsofcollaborativesociologyofed-
ucationprojects,undertakeninaspiritembracingdiversityandinclusion,canalsobuild
networkingandmentoringskillsandpoolresourcestohavearealandlastingimpacton
personalandprofessionalconfidence,skillsandeńectivenessandareneededinthistime
ofcrisis,perhapsmorethaneverbefore.
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