Equity and power dynamics in a student-centered classroom -

Abstract

Middle primary (8 to 11 years), early secondary (12 to 15 years) and higher secondary (16 to 18 years)

The prevailing impression of student-centred classes is that they are a more equitable space for students to learn, with gender and racial dynamics seeming to be less of a contributing factor to student outcomes. However, there is research to indicate that this may not be the case; not all student-centred activities eliminate or reduce differences between marginalized and non-marginalized groups.

In this workshop, we will explore how power dynamics can be used as a framework to create or troubleshoot student-centred classroom activities to ensure a more equitable outcome. We will specifically use the Building Thinking Classrooms framework and the use of roles in group work to explore how structuring the power dynamics inherent in any activity can provide more equitable interactions between students, providing a space for all students to participate and thrive.