Associate Professor of Adult Learning in Education at the University of Pécs, Hungary
It is a coincidence that while the article I have reviewed deals with the problem of inclusive classrooms, the European Platform for Adult Learning has identified Equity and Inclusion as a key topic of March 2018 in its programme calendar. Shermaine Barrett provided a well-structured article on the roles and potentials of adult educators in creating and developing inclusive classrooms as identical place for adult learning. The author underlined in her abstract that adult educators are able to improve a better understanding of themselves in terms of their values, moral perspective, biases and prejudices and identify how these traits influence their interactions with their students. Accordingly, her assumption was that reflexivity, the willingness to self-reflect enable instructor self-knowledge, which result in better self-management and context management, arriving in turn to being better able to create an inclusive learning environment.
The author clearly described the realities and impacts of a varied student diversity in the process of understanding values, moral perspectives, biases and prejudices and, therefore, claimed a role of reflexivity to help self- management and context management to work and develop in case an inclusive learning environment would be available built on personality, internal dimensions, external dimensions and organisational dimensions. In this respect, one can share the conclusion that adult eduction, on the one hand, has a role to lead to a better and fulfilling personal life and, on the other, to result in a better citizenry and a better world. For that purpose, learners must be empowered and included and, consequently, learning ought to be more facilitated in the context of mutuality and respect.
Another conclusion of the article one may also support is that the adult educator should to move from simply acknowledging and accepting that individual learners are different, to a position of creating a good ground for inclusion. In order to achieve such environment for learning, an inclusive classroom offers a beneficial space which would accelerate participation, teamwork and cohesive interactions by sharing ideas through diversity management in practice.
By understanding reflexive learning and reflexivity, this process enables teachers to integrate their professional beliefs and theoretical knowledge into new professional meanings and concrete practices by creating and maintaining inclusive classrooms and ensuring the learning of their students. In this respect, reflexivity supports the personal and social competence and emotional intelligence of the teacher and the making of a friendly learning environment. In order to get this process through, potential strategies may be exercised in order to promote a relevant form of reflexivity through a clear vision and conscious position of the teacher or the instructor who helps the teacher to develop with capacities and skills.
While the matter of diversity gains importance in our changing world, adult educators must improve their skills and competencies to manage diversity and related conditions in the classroom by creating and moving an appropriate learning environment based on trust, respect for learners’ stable participation. If a necessary appreciation may be included in the process of forming this learning environment together with a self-controlled behaviour and awareness of the teacher, that will result in a good room for inclusive class to enjoy learning in.
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