Creating the Conditions for Productive Dissonance: An Inclusive Pedagogical Framework

Abstract

In this chapter, we present a framework of inclusive pedagogy to foster education for global citizenship. We argue that certain conditions must be in place for students in higher education classrooms to engage critical issues, wrestle with difficult questions, and reflect on the ethical implication of their individual and collective action. We discuss how instructors can create these conditions, by focusing on three concrete aspects of instruction: Scaffolding, Interaction, and Noticing. While these aspects are prevalent in literature on effective pedagogy for international and/or multilingual students, we argue that they can benefit all students, preparing them for deep learning, toward the end goal of global citizenship. The pedagogical applications presented through this framework demonstrate the close relationship between Scaffolding, Interaction, and Noticing. Furthermore, we believe that the simplicity of this framework will serve as an accessible point of reference for instructors as they are planning for learning that centers student voices, values diversity in the classroom, and aims to cultivate the knowledge, skills, and values of global citizenship.

Citation

Farrelly, R., Shapiro, S. and Tomaš, Z. (2017), "Creating the Conditions for Productive Dissonance: An Inclusive Pedagogical Framework", Engaging Dissonance: Developing Mindful Global Citizenship in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 9), Emerald Publishing Limited, Leeds, pp. 25-42. https://doi.org/10.1108/S2055-364120170000009002