{"title":"“为什么我不是一个画家”:建立一个包容性的课堂","authors":"Cara E. Furman","doi":"10.1353/EAC.2015.0007","DOIUrl":null,"url":null,"abstract":"In this paper, I connect John Dewey’s notion that growth occurs through interaction with a diverse community to contemporary discussions of inclusive education. I highlight the importance of materials that offer different access points, the chance for students to listen to one another, and the teacher’s openness to each child’s potential. Though I became a teacher already committed to a classroom community that celebrated a range of capacities, I wasn’t initially able to translate this belief into practice. Integrating practice and philosophy, I share my path to provide insights for other teachers seeking to create a more inclusive classroom.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2015-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"12","resultStr":"{\"title\":\"“Why I Am Not a Painter”: Developing an Inclusive Classroom\",\"authors\":\"Cara E. Furman\",\"doi\":\"10.1353/EAC.2015.0007\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this paper, I connect John Dewey’s notion that growth occurs through interaction with a diverse community to contemporary discussions of inclusive education. I highlight the importance of materials that offer different access points, the chance for students to listen to one another, and the teacher’s openness to each child’s potential. Though I became a teacher already committed to a classroom community that celebrated a range of capacities, I wasn’t initially able to translate this belief into practice. Integrating practice and philosophy, I share my path to provide insights for other teachers seeking to create a more inclusive classroom.\",\"PeriodicalId\":37095,\"journal\":{\"name\":\"Education and Culture\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2015-05-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"12\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education and Culture\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1353/EAC.2015.0007\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Culture","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1353/EAC.2015.0007","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Arts and Humanities","Score":null,"Total":0}
“Why I Am Not a Painter”: Developing an Inclusive Classroom
In this paper, I connect John Dewey’s notion that growth occurs through interaction with a diverse community to contemporary discussions of inclusive education. I highlight the importance of materials that offer different access points, the chance for students to listen to one another, and the teacher’s openness to each child’s potential. Though I became a teacher already committed to a classroom community that celebrated a range of capacities, I wasn’t initially able to translate this belief into practice. Integrating practice and philosophy, I share my path to provide insights for other teachers seeking to create a more inclusive classroom.