Plurality Overload and the Compulsion to Regress: A Conversation through Questions
Notice bibliographique
Résumé
In Teaching to Transgress, bell hooks (1994) writes: “When I first entered the multicultural, multiethnic, classroom setting I was unprepared. I did not know how to cope with so much ‘difference’. Despite progressive politics, and my deep engagement with the feminist movement, I had never before been compelled to work within a truly diverse setting and I lacked the necessary skills. It is difficult for many educators in the United States to conceptualize how the classroom will look when they are confronted with the demographics which indicate that ‘whiteness’ may cease to be the norm ethnicity in classroom settings on all levels. Hence, educators are poorly prepared when we actually confront diversity. This is why so many of us stubbornly cling to old patterns” (p. 41).
 
 hooks’ thoughts accurately portray the struggle that I currently face with excessive plurality in my educational practice. Although she primarily refers to plurality in the cultural and ethnic sense, the plurality that I am concerned with is much broader in scope and in range. My class of twenty-five inner-city grade fours is not only diverse in terms of culture and ethnicity, but also in terms of learning preferences, languages, individualized academic programs, academic ability, physical ability, intellectual ability, emotional readiness, gender, individual motivation, socio-economic status, family situations, and parental involvement just to name a few. This picture becomes more complex when you consider that each individual student also possesses these traits in varying degrees. Much of the literature that I have read concerning diversity makes the general argument that students extract more meaning from an education that corresponds to their unique needs and validates their individuality. Although I agree with this argument, I am uncertain of how to make it happen in the practical sense given that there is so much diversity in my classroom. This situation causes me to feel that I am constantly thrust into a paralytic state of indecisiveness and unresponsiveness. The overload of plurality that I am faced with causes me to experience cognitive overload and therefore leaves me unable to process whose needs I should respond to now versus later, especially given that they are all urgent. Consequently, I feel as though I am unable to teach in a comprehensive, meaningful, and professional manner, but rather am forced out of a survivalist necessity to engage in a form of educational triage in which I manage to pay attention only to the immediate concerns of each student before quickly moving on to the next, without being able to address their larger educational picture.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».