無形的教育心態(tài)發(fā)展對(duì)Pedagogies-WN8

JULY2024

WORKINGPAPER#187.1

SPARKSWORKINGPAPERI

INVISIBLEPEDAGOGICAL

MINDSETS

DEVELOPINGACONTEXTUAL

UNDERSTANDINGOFPEDAGOGIES

GHULAMOMARQARGHA

RACHELDYL

InvisiblePedagogicalMindsets:DevelopingaContextualUnderstandingofPedagogies

GhulamOmarQarghaandRachelDyl

July2024

WorkingPaper#187.1

SPARKSWorkingPaperI

AbouttheCenterforUniversalEducation

Foundedin2002,theCenterforUniversalEducation(CUE)isaleadingpolicycenterfocusedon

universalqualityeducationandskillsdevelopmentaroundtheworld.CUEcollaboratescloselywith

networksofinternationalpartnerstoaccelerateeducationalprogressandsystemschangesothatall

learners–especiallythemostmarginalized–candevelopabreadthofskillstothriveinarapidlychanging

world.

Acknowledgements

WewouldliketoexpressourgratitudetoGabrielleArengeandJimWilliams,whorevieweddraft

reports,andBradOlsenfromtheCenterforUniversalEducationattheBrookingsInstitutionforhis

editorialreview.WealsothankRachaelGrahamTinforherinvaluablefeedbackduringthewriting

process.

1

TableofContents

Summary3

A.Useatailoreddefinitionofpedagogyinpedagogicalresearchandreform4

1.Understandthatthereisnosingledefinitionfor“pedagogy.”4

2.Considerlocalculture,educationecosystems,andlearningtheorieswhendefining

pedagogy5

B.AdaptpedagogicalapproachestoaccountforInvisiblePedagogicalMindsets.6

1.Accountfortheeffectsofculture,localeducationecosystems,andlearningtheorieson

pedagogicalchoicesintheclassroom7

2.Acknowledgethatteachersareprofessionalswithdifferentbackgroundsandexperiencesthatinformtheirpedagogicalapproaches.8

3.Alignpedagogicalreformstothelocaleducationecosystem10

C.Combineinternationalresearchwithcollaborative,locallydrivenresearchtogainafullunderstandingofhowInvisiblePedagogicalMindsetsinfluencepedagogicalchoices11

1.FocusmorepedagogicalresearchonInvisiblePedagogicalMindsets11

2.Useaprocess-orientedresearchapproachtounderstandtheeffectsofInvisiblePedagogicalMindsetsonpedagogies11

3.Drawfromlocalizedandcollaborativeresearchapproachesforresearchingpedagogical

reforms12

Conclusion13

AppendixI:WorkingDefinitionsofKeyConcepts14

AppendixII:ProminentLearningTheories17

References19

2

Summary

Althoughglobalaccesstoschoolinghasincreasedoverthelastseveraldecades,SustainableDevelopment

Goal4(SDG4),whichchampionsinclusive,equitable,qualityeducation,isfarfrombeingachieved.

Expertspredictthatiftheglobalcommunitycontinuestooperateeducationsystemsinthesameway,by

2030,onlyoneinsixcountrieswillreachtheuniversalsecondaryschoolcompletiontargets,and

approximately300millionstudentsinschoolwillcontinuetolackbasicnumeracyandliteracyskills

(UnitedNations,2023a).The2022UnitedNationsTransformingEducationSummitemphasizedtheurgent

needforacompleteoverhaulofeducationsystemstomeetSDG4targets.Onesignificantoutcomeofthe

summitwasacalltoimprovestudentlearningbytransformingteacherclassroompractice(United

Nations,2023b).Changesinclassroompracticerequirechangesinteachers’pedagogicalapproaches.

However,theprocessofpedagogicalreformiscomplexandmultifacetedandrequiresafirm

understandingofeducationpolicy,research,andlocalcontexts.

Thispaperisthefirstinaseriesofthreeworkingpapersmeanttoserveasreferencesandconversation

startersforpolicymakersandresearchersastheynavigatepedagogicalreformforeducationsystem

transformationintheirlocalcontexts.Together,thethreeworkingpapersemphasizetheneedformore

locallydrivencollaborativeresearchonhowtheinteractionofculture,localeducationecosystems,and

learningtheories—collectivelycalledInvisiblePedagogicalMindsets—influencesteachers’pedagogical

choicesintheclassroom.

1.WorkingPaperIexploreswhatdifferentdefinitionsof“pedagogy”promote,emphasizesthe

importanceofInvisiblePedagogicalMindsetsforpedagogicalreforms,andsetsthestagefor

WorkingPapersIIandIII.

2.WorkingPaperIIexplainswhyitisimportanttoexamineInvisiblePedagogicalMindsetstoinform

localpedagogicalreformagendas.Specifically,itoutlinesthechallengesofa“bestpractices”

approach,asseenwiththegeneralizedimplementationofstudent-centeredpedagogies.

3.WorkingPaperIIIdetailshowcollaborativeresearchmethodologiescanhelpensurepedagogical

researchconsidersInvisiblePedagogicalMindsetsandrespondstolocalcontexts.

WorkingPaperIexploresvariousdefinitionsofpedagogies,thelackofconsensusonwhatpedagogy

meansinpractice,andtheeffectsofInvisiblePedagogicalMindsetsonpedagogicalapproaches.

Policymakersandresearcherscanconsiderourrecommendationswhenaccountingfortheroleof

InvisiblePedagogicalMindsetsinpedagogicalreform.AppendixIprovidesworkingdefinitionsofkey

conceptsfromthethreeWorkingPapers.

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A.Useatailoreddefinitionofpedagogyinpedagogicalresearchandreform.

Despitewidespreaduseoftheterm“pedagogy,”thereisnoconsensusonwhatthetermmeansin

practice.Someseepedagogyasapurelytechnicalactivityanddescribeitas“thescienceofteaching.”

Othersfocusonhowsocioculturalelementssuchasculture,localeducationecosystems,andlearning

theoriesinfluencepedagogicalchoices.Andothersproposesomecombinationofthesedefinitions

(Alexander,2009;Bremner,2021).“Pedagogy”isambiguouspartlybecausethepurposesofeducation

varyandbecausewaysofteachingandlearningarecontestedtopics(Burde,2014;Qargha,2022).This

sectionexploreshowvariousindividualsandentitiesdefine“pedagogy”andhighlightstheimportanceof

consideringInvisiblePedagogicalMindsetswhendefining“pedagogy”inlocalcontexts.

1.Understandthatthereisnosingledefinitionfor“pedagogy.”

“Pedagogy”isacomplexterm,anditsmeaningvariesbasedonpolitical,historical,orsocialfactorsin

localcontexts.Althoughmanyculturesvaluegoodteachingpractice,themodernuseoftheterm

“pedagogy”todescribeteachingandlearningispredominantlyaWesternphenomenon.Datingbackto

the16thcentury,thetermhasbeenadoptedbynon-Westernlocalitiesortransferredfromtheoutside

byinternationalactors(Loughran,1999;Rizvi,2009;Schweisfurth,2013;Steiner-Khamsi&Waldow,2012).

Theterm“pedagogy”ismorecommoninFrench-,German-,Russian-,andSpanish-speakingcommunities

thaninEnglish-speakingones(Hamilton,2009).“Pedagogy”hasbeenusedtodescribevariousconcepts,

includingtheplace,practice,system,science,art,andprinciplesofeducationandteaching.Forinstance,

theOxfordEnglishDictionarydefines“pedagogy”asaplaceofinstruction(suchasaschool,college,or

university),asystemofintroductorytraining,andameansofguidance.

LinguisticDefinitionsof“Pedagogy”

“thescienceofteaching”(OxfordShorterEnglishDictionary,1993)

“theart,science,orprofessionofteaching”(MerriamWebsterDictionary)

“thefunctionorworkofateacher”()

“thestudyofteachingmethods”(OxfordLearnersDictionary,2023)

Inacademicliterature,theterm“pedagogy”encompassesthevisibleaspectsofteachingandlearning,

liketeachingmethods,interactionsbetweenteachersandstudents,thelearningenvironment,andthe

curriculum,aswellastheinvisibletheories,values,knowledge,attitudes,experiences,andresearchthat

influenceclassroompractice(Alexander,2009;Moylesetal.,2002;Shah&Campus,2020;Siraj-Blatchford

etal.,2002).Academicsalsousetheterm“pedagogy”todescribeinteractionsindiversefields,suchas

health,fitness,gender,literature,management,culturalstudies,andmediastudies(Loughran,1999;

Marton&Booth,1997).

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AcademicDefinitionsof“Pedagogy”

“theobservableactofteaching”and“theideasthatinformtheactofteaching”

(Tabulawa,2013)

“thedynamicrelationshipbetweenlearning,teaching,andculture”(Istance&

Paniagua,2019)

“theactofteachingtogetherwithitsattendantdiscourseofeducationaltheories,

values,evidenceandjustifications”(Alexander,2009)

Ministriesofeducationandinternationaldevelopmentorganizationsalsohavevarieddefinitionsof

“pedagogy.”Forinstance,theVictoriaStateDepartmentofEducationandTraininginAustraliafocuseson

instructionalmethodsandsees“pedagogy”asthemethodsorprinciplesofteaching(Departmentof

EducationandTraining,2018).AUSAIDreportdefines“pedagogy”asstrategiesandtechniques

supportingdevelopmentandlearning(Bub,2022).Withoutexplicitlydefining“pedagogy,”theWorld

Bankemphasizestheimportanceofpedagogyforteachers’professionaldevelopmentandadvocatesfor

specificinterventions,suchasstructuredpedagogy(GlobalEducationEvidenceAdvisoryPanel,2023).An

OECDworkingpaperdefines“pedagogy”asrepeatedpatternsorsetsofteachingandlearningpractices

thatshapeinteractionsbetweenteachersandlearners(Petersonetal.,2018).

Theterm“innovativepedagogies”emergedinthelasttwodecadestorefertopedagogicalapproaches

thataimtosignificantlyimprovelearningoutcomesbycreatingtransformativeshiftsinteachingand

learning,describedasleapfrogging(Istance&Paniagua,2019).Accordingtorecentliterature,twomain

characteristicsmakeapedagogyinnovative:a)intentionallyplannedpracticestoenhancestudent

learning,andb)adeparturefromcommonpedagogicalapproachesinaspecificcontext(Averill&Major,

2020;Kukulska-Hulmeetal.,2020).Therefore,anyintentionalchangestoclassroompracticethataimto

improvestudentlearninginalocalcontextcanbeconsideredan“innovativepedagogy.”However,no

singlepracticeisuniversally“innovative.”An“innovative”practiceinonelocalcontextmightbecommon

practiceinanother.InWorkingPaperII,wediscussstudent-centeredpedagogiesasaleadingexampleof

innovativepedagogiesinpractice.

Werecommendaworkingdefinitionforpedagogyasastartingpointfordiscussioninlocalcontextsto

overcomethelackofconsensusonauniversaldefinitionfortheterm.

2.Considerlocalculture,educationecosystems,andlearningtheorieswhendefining

pedagogy.

Inattemptingtodefinepedagogy,wedrawfromworkbyeducationscholarRobinAlexander,who

emphasizedtheimpactofcultureandlocalcontextonpedagogicalchoices.Alexander(2009)defines

“pedagogy”as“theactofteachingtogetherwithitsattendantdiscourseofeducationaltheories,values,

evidenceandjustifications”(p.928).Inotherwords,pedagogyisnotonlytheteachingmethodsbutalso

thetheories,values,andexperiencesthatinfluenceateacher’sworldview,aswellastheevidenceand

justificationthatimpactateacher’schoices.WebuildonAlexander’sdefinition,toarriveataworking

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definitionofpedagogyastheinteractionofculture,localeducationecosystems,andlearningtheories

thatshapehowteachersteachandstudentslearn.

“Pedagogyistheinteractionofculture,local

educationecosystems,andlearningtheoriesthat

shapehowteachersteachandstudentslearn.”

Weencouragepolicymakersandresearcherstobuildonourworkingdefinitiontodevelopadefinition

mostappropriatefortheirlocalcontextandalignedwiththeireducationreformagendas.InWorking

PaperIII,weoutlineacollaborativeresearchstrategythatcanhelpresearchersandeducationactors–

whichcanincludepolicymakers,academics,teachers,students,donors,civilsocietyorganizationsand

otheractorsinthelocaleducationecosystem-jointlydefineandexplorepedagogiesintheirlocalcontext.

Ourworkingdefinitionofpedagogyaimstocapturethemultipleelementsthatmakeuppedagogy.Inthe

followingsection,werefertotheseelementsasInvisiblePedagogicalMindsets.

B.AdaptpedagogicalapproachestoaccountforInvisiblePedagogical

Mindsets.

Theactofteachingisthevisiblepartofpedagogy—thetipoftheiceberg.Butbeneaththesurface,

elementssuchasculture,localeducationecosystems,andlearningtheoriesinformteachers’choices

andshapetheteachingandlearningexperience.Weusethesethreecategoriestoencompasswhatwe

defineasInvisiblePedagogicalMindsets:themultifaceted,interconnected,andunobservableelements

thatimpactpedagogicalapproachesintheclassroom.

UNESCOdefinescultureas“thesetofdistinctivespiritual,material,intellectualandemotionalfeatures

ofsocietyorasocialgroupthatencompasses,notonlyartandliterature,butlifestyles,waysofliving

together,valuessystems,traditionsandbeliefs”(UNESCO,2001).Becauseknowledgeissituatedwithina

socialcontext,anindividual’slearningisshapedbysocialprocessesandvalueswithinthisculturalcontext

(Kim&Davidson,2019).Jones(1989)alsounderlinestheimportanceofcultureintheclassroom,stating

that“wecannotdiscusswhathappensintheclassroomanditssignificanceforsocialchangewithoutat

leastanunderstandingofthestructured,collectiveculturalinterpretationsofthepupils”(p.22).

Theterm“ecosystem”isderivedfromthefieldofbiologyanddescribestheinterdependenceofmultiple

organismsandtheirnaturalenvironment(Hannonetal.,2023).Ineducation,localecosystemshighlight

thediversityofthought,knowledge,andexpertiseamongstactorsandtheimportanceof

contextualizationtoaddresslocalchallenges.Localeducationecosystemsincludeeducationpolicies,

curriculum,assessments,allocatedinstructiontime,andclassroomsizes,aswellaspolitics,technology,

andtheformal,informal,andnon-formaleducationoutlets.Forexample,fixedassessmentprotocolsand

curriculumpoliciescangreatlyimpacthowandifaninnovativepedagogicalapproachwilltranslatetothe

classroom.Incaseswherepedagogicalreformsarenotsuccessfullyimplemented,Tabulawa(2013)

describesthisas“tissuerejection,”whereaninnovationisnotcongruentwithlocaleducationecosystems.

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ThethirdcategoryweusetodefineInvisiblePedagogicalMindsetsislearningtheories.Frombehaviorism

toconstructivism,manyscholarshaveattemptedtoprovidelearningtheoriesabouthowstudentsshould

learnandhowknowledgeiscreated(SeeAppendixII).Thedifferentepistemologies—waysofknowing—

thatsupportvariouslearningtheoriescloselyconnecttothepedagogicalapproachesteachersemployin

theclassroomandcanaffecthowknowledgeispresented,created,andreflectedupon.

Asillustratedinthegraphicbelow(SeeFigure1),thethreecategories—culture,localeducation

ecosystems,andlearningtheories,alongwiththeelementsthatmakeupeachcategory—together

capturewhatwemeanbyInvisiblePedagogicalMindsets.

Figure1:InvisiblePedagogicalMindsets

WhenweconsideralltheelementsthatmakeuptheInvisiblePedagogicalMindsets,pedagogicalreforms

willbemoreeffectiveandlocalizedtoaspecificcontext,discussedfurtherinthissection.

1.Accountfortheeffectsofculture,localeducationecosystems,andlearningtheorieson

pedagogicalchoicesintheclassroom.

Historically,manyeducationsystemsaroundtheworldhavepracticedwhatisoftenlabeled“teacher-

centeredpedagogy”byoutsideobserversor“experts,”oftenwithanegativeconnotationandacallfor

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change(Sakataetal.,2023).Withateacher-centeredpedagogicalapproach,theteacherisseenasthe

centralsourceofknowledgeintheclassroom,andteachersprimarilyrelyonlecturestyleclasses.

Changingteachingmethodsthataredeeplyengrainedinthesocietalstructureandvaluedaseffective

strategiesbyeducators,students,andfamiliesiscomplexandcanleadtoresistance.AcasestudyinKenya

demonstratedthatexistingvaluesandpracticesplayamoresignificantrolethantechnicalconsiderations,

suchasresourcesandtraining,ininfluencinghowquicklyandsuccessfullyschoolsadoptinnovations(Kay,

1975).Often,pedagogicalreformsadvocateforaspecificinterpretationofstudent-centeredteaching

methodsthatchallengetraditionalbeliefsaboutknowledge,learning,andteacher-studentdynamics.

Theseapproachesoftenclashwithestablishedpowerstructuresandvaluesabouttheroleoftheteacher

andstudents(Alexander,2008;Zhao,2020).InWorkingPaperII,wediscusswhygeneralizedapproaches

tostudent-centeredpedagogieshavefailedtobringaboutchangesinclassroompractice.

Ifnewpedagogicalapproachesalignwiththeculture,localeducationecosystem,andlearningtheories

relatedtoeducation,therewillbelessresistancetoimplementationinclassrooms(Alexander,2008;

Chafi&Elkahouzai,2017;Tabulawa,2013).

TheCulturalPoliticsofPedagogicalReforminEthiopia

In1994,student-centeredpedagogywaspartoftheEthiopianEducationandTraining

Policy.Thepushforstudent-centeredpedagogycamefromadesireformoreinnovative

teachingandlearningapproachesandamoveawayfrommoretraditionalapproaches.

However,manyoftheobstaclesofreformaroseduetotheculturalmismatchbetween

theproposedreformandtheexistingvalues,resources,andtrainingapproaches.

Studentsstruggledtoadapttoanewpedagogicalapproachthatstressedmoreactive

participation.Teacherslackedsupport,materials,andexpertiseinthenewapproaches.

Asaresult,mostteacherscontinuedtorelyonteacher-centered,lecture-basedlesson

modelsthatweremoresuitableforthecontext.Itisimportanttoconsiderhowculture,

thelocaleducationecosystem,andlearningtheoriesaffectimplementationofinnovative

pedagogicalapproaches(Serbessa,2006).

2.Acknowledgethatteachersareprofessionalswithdifferentbackgroundsand

experiencesthatinformtheirpedagogicalapproaches.

Teachershaveformedconsciousandsubconsciousopinionsaboutgoodteachingbasedontheir

professionalexperience,culturalenvironments,systemconstraints,andprioreducationexperiences.

Therefore,whenteachersareaskedtoimplementnewpedagogicalreforms,theyareforcedtoreconcile

theirprofessionalidentity,experiences,andlivedrealitieswiththelatestpedagogicalapproaches

(Denscombe,1982;Olsen,2014).Experiencedteachers,likeotherprofessionals(Shryock,2018;Strebel,

1996),areoftencomfortablewiththeirtoolkitoftypicalclassroompracticesandfeelliketheyaredoing

thebestjobgiventhelimitationsoftheirwork.

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However,teachersfacepressuresbothfromhigherauthoritiesformandatedreformsandfromtheday-

to-daychallengesintheirclassrooms(Jones,1989;Olsen,2014).Inmanyclassrooms,teachersworkwith

studentsfromdiversesocial,racial,andculturalbackgrounds.Theteacherisresponsibleformanagingthe

dynamicinteractionsamongstudentseffectively,withinthetime,curricular,structural,andsystematic

limitationsofthelocaleducationsystem(Burridge,2018).Thesepressuresandconstraintsmightlead

teacherstorejectproposedreformsandadoptalternative,context-appropriatepedagogicalapproaches

moresuitablefortheirclassrooms(Horn,2018).AstudyonpedagogicalreforminVietnamhighlighted

thatpolicymakersandothereducationactorsoftenblameteachersforthelackofchangesinclassroom

practices.However,thestudyconcludedthattheburdenofreformattheclassroomlevelgoesbeyond

theteacher.Forclassroompracticetochange,teachersneedeffectivesystems,supportingmaterials,

ongoingtraining,andclearguidance(Ho&Dimmock,2019)

Whilepolicymakersmightseechangesinclassroompracticeasanopportunitytoimprovetheeducation

system,formanyteachers,changingclassroompracticeisneithersoughtnorwelcomed.Changing

classroompracticecanbedisruptiveandintrusiveandimplytheyarenotdoingagoodjobintheir

classrooms(Tabulawa,2013).Thisresistanceisn’tapersonalflaw.Itisanaturalinclinationtoassessthe

burdenandrisksofchangingpracticeversustheperceivedrewards.Changingclassroompractice

becomesmoreofachallengewhenthechangesdonotalignwithwhattheteachervaluesasgood

teachingandtherealityoftheirlivedexperiences.Withoutacknowledgingteacherdifferences,their

expertise,andhowtheproposedreformsaffectteachers’workload,weriskmiscalculatingthefeasibility

ofreformsandassumingthata“one-size-fits-all”approachwillchangeclassroompractice.

Teachersareactiveagentsandnotmerepassivereceiversofreform.Forpedagogicalreformstobecome

partofclassroompractice,policymakersneedtoseelocalteachersasprofessionalswithdeep

understandingofthechallengesandconstraintsofthelocalcontext.Becauseiflocalteachersseethe

proposedpedagogicalreformsasmisalignedwiththeculture,localeducationecosystems,andpreferred

learningtheories,thereformisunlikelytobecomepartofclassroompractice.

CaliforniaCaseStudy:HowTeachersInfluenceSchoolReform

AstudybyOlsenandKirtman(2002)inCaliforniaidentifiedindividualandschool-wide

influencesonhowreformsareimplemented.Thestudyaimedtoaddresshowteachers

canbeactiveagentsforreformandhighlightthe“mediatinginfluences”thatcancarry

overtotheclassroomfromteachers’personalidentitiesandbeliefs.Theindividual

influencescanincludeexperience,expertise,assumptionsaboutlearning,andother

personalfactors.Theinterviewsrevealedthatteachersoftenreferredtopersonal

experienceswhendiscussingtheirwork.Thefindingsalsorevealedthatmanyteachers’

opinionsandattitudesabouttheschool’srestructuringeffortsweredirectlyorindirectly

linkedtoschoolstaffdevelopmentefforts.Thisstudyshowcasestheimportanceof

consideringhowteacheridentitycanaffecttheuptakeofschoolreform.

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3.Alignpedagogicalreformstothelocaleducationecosystem.

Ineducation,anecosystemincludesdifferentactorslikepolicymakers,principals,teachers,students,and

others,aswellascurriculum,assessmentrequirements,professionaldevelopmentladders,andother

educationpoliciesthatfostercertainnormsandpractices.Historically,educationecosystemswerebased

ona“bureaucraticregimentationofknowledgeandclassrooms”(Fuller&Kim,2022).However,because

differentecosystemshavedifferentgoalsanddifferentactorshavedifferentperspectives,education

ecosystemshaveevolvedtocreateorganizationalstructuresthatalignwiththepurposeofeducationin

thelocalcontext.Forexample,inAustralia,despiteattemptstointroduceinnovativelanguageprograms,

theexistingecosystemandcurricularstructureprioritizedothercoresubjectsthatweremorealigned

withtheoverallpurposeofeducation(Liddicoatetal.,2018).SeeWorkingPaperIIforadiscussionofthe

differentpurposesofeducation.Ecosystemsareeitherdesignedwithspecificpurposesandoutcomesin

mindorunintentionallypromotealreadyengrainedvalues.Ratherthanexaminingisolatedelementsthat

affecteducationandmakeupanecosystem,anecosystemapproachallowsustothinkaboutallthe

interactionsofelementsthattakeplacewithinalocalcontextandhowtheseinteractionsaffect

pedagogicalchoicesintheclassroom.

Implementingpedagogicalreformsthatdonotfitwithinanexistingeducationecosystemiscomplicated.

ABrookingsreportdefined“strengtheningeducationsystems”as“aligningtheirgovernance,

managementofschools,teachers,financingrules,andincentivemechanisms”(Fuller&Kim,2022).Itis

similartomaintainingagarden,wherethegrowthandhealthofeachflowerorplantdependsonfactors

suchasthesoil,sunlight,andotherplantsaroundthem.Changestoanyofthesefactorsmayaffectthe

growthandvitalityofthegarden.Similarly,changestooneelementinalocaleducationecosystemcan

affecttheotherelementsthatarepartofthelargerecosystem.

Wemustconsiderhowdifferentelementsofalocaleducationecosysteminteract,especiallywhen

attemptingtochangethewayoneoftheelementsfunctionsthroughpedagogicalreform.Anecosystem

perspectivehelpsusseethebiggerpictureandaddressthedynamicinterplayofInvisiblePedagogical

Mindsetswithintheoveralleducationecosystem.

EffectsofColonialismontheIndianEducationSystem

InIndia,studiesshowthattheremnantsofBritishcolonialismhavegreatlyimpacted

educationreforms.Manypreviousreformsdidnotaddresslingeringdiscrimination

andtheimpactofcolonizationonmindsetsandstructureswithintheIndianeducation

system.TheIndianeducationsystemfirstmustbedecolonizedbeforeitcanprovide

equitableaccesstoaholisticeducationforallIndianchildren.In2018,India’sMinistry

ofHumanResourceDevelopmentcreatedtheSamagraShikshaframeworktohouse

previouseducationalprogramsandinitiativeswithhopestoencourageamore

integratedapproachtoeducation(Qarghaetal.,2023).

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C.Combineinternationalresearchwithcollaborative,locallydrivenresearch

togainafullunderstandingofhowInvisiblePedagogicalMindsets

influencepedagogicalchoices.

Mostoftheinternationalresearchonpedagogyfocusesontherelationshipbetweenpedagogicalchoices

andteacherprofessionaldevelopment,curriculumreform,andeducationtechnology(EdTech)(Hassler

etal.,2018;Yakavetsetal.,2021;Yelenevych,2022).Foramoredetailedoverviewofthesethree

mechanismsforpedagogicalreform,refertoWorkingPaperII.However,weneedpedagogicalresearch

thatfocusesonInvisiblePedagogicalMindsetsinlocalcontextstounderstandwhyclassroompractice

remainsunchangedandhowwecanpromotereformsthataremorelikelytopositivelychangeclassroom

practice.

ThefollowingsectiondemonstratestheneedformorefocusedresearchonInvisiblePedagogicalMindsets

usingacollaborative,process-orientedresearchapproach.InWorkingPaperIII,wedelvefurtherinto

howcollaborativeresearchapproacheshavebeenusedininternationaleducationdevelopmentandthe

opportunitiescollaborativeresearchprovidesforresearchingpedagogies.

1.FocusmorepedagogicalresearchonInvisiblePedagogicalMindsets.

Togainadeeperunderstandingofhowpedagogicalreformcanleadtopositivechangesineducation

experiencesforstudentsinlocalcontexts,weneedfurtherresearchonhowInvisiblePedagogical

Mindsetsimpactthedecisionsofteachersandothereducationactorsastheyimagineandimplement

pedagog