TY - BOOK ID - 56716156 TI - Learning, Social Interaction and Diversity – Exploring Identities in School Practices AU - Hjörne, Eva AU - Aalsvoort, Geerdina van der AU - Abreu, Guida de AU - SpringerLink (Online service) PY - 2012 SN - 9789460918032 9460918034 9460918018 9789460918018 9789460918018 9460918026 9789460918025 9460918018 PB - Rotterdam SensePublishers DB - UniCat KW - Teaching KW - onderwijs KW - Education. KW - Education, general. KW - Children KW - Education, Primitive KW - Education of children KW - Human resource development KW - Instruction KW - Pedagogy KW - Schooling KW - Students KW - Youth KW - Civilization KW - Learning and scholarship KW - Mental discipline KW - Schools KW - Training KW - Education KW - Multicultural education. KW - Communication in education. KW - Social interaction in children. KW - Child psychology KW - Intercultural education KW - Culturally relevant pedagogy KW - Culturally sustaining pedagogy UR - https://www.unicat.be/uniCat?func=search&query=sysid:56716156 AB - The main idea of the book is to contribute to a broader understanding of learning, identity and diversity by presenting actual research findings that were retrieved from classroom settings and related social practices. Learning is to a large extent an ongoing social process as both students and their teachers learn by being part of shared social practices through social interactions that facilitate learning gains. Sociocultural research shows that the organization of schooling promotes or restricts learning, and is a crucial factor to understand how children from a diversity of backgrounds profit from instruction. This is a first urgent issue to be considered by teachers and teacher education in our socio and culturally diverse society. A second issue is the on-going debate about learning as a process that involves the construction of identities in schools and classrooms, and in the transitions between school and home practices. Last but not least, since school practices can be addressed from the perspective of diversity and special educational needs an on-going discussion about optimizing pedagogical approaches is of main importance to allow maximum educational effectiveness. Our potential audience for this book are researchers, post-graduate students in education and psychology, teachers, teacher education, other academics and policy makers. ER -