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- Articulating the CCM approach and Lesson Study: a promising teacher professional development towards inclusive educationPublication . Fluminhan, Carmem; Castro, Paula Teixeira de; Schlünzen, Elisa Tomoe Moriya; Schlünzen Junior, KlausQuality provision of inclusion is directly impacted by the extent to which inclusive teaching practices are provided in inclusive educational settings. Besides exploring the contemporary concept of inclusion, this paper addresses the international research literature on Lesson Study (LS) for inclusive settings and investigates the Constructionist, Contextualized and Meaningful (CCM) approach by Schlünzen et al. (2020) as a possible fit to create enhanced conditions for inclusive education in tandem with LS. Findings showed that international experiential studies using LS for improving inclusion shared similar nature with the CCM approach regarding the collaboration amongst teachers for effective professional learning and the centrality of the students’ voices to improve and transform teaching practices towards inclusion. Finally, the study suggests that the articulated use of LS and the CCM approach might ignite more effective inclusive teaching practices whilst providing an education that promotes all learning, and meets the needs of all students in inclusive educational settings. This study also indicates further avenues for empirical research to deepen the understanding of how the LS movement and the CCM approach integrated to teaching and learning can impact education in different cultures.
- Rhizomatic learning environments: possibilities for educationPublication . Zaduski, Jeong Cir Deborah; Schlünzen Junior, Klaus; Barros, Daniela Melaré Vieira; Schlünzen, Elisa Tomoe MoriyaSchools’ routine starts with exhaustive planning including a list of procedures to be attended, a school program to be addressed, a list of skills and abilities to be developed and many rules to be followed. Struggling with these practices is not a privilege for novice teachers, and it is easy to fall into the trap of standardization, copying and pasting former classes, making only small adjustments to accommodate new content, or avoiding changes whatsoever. Embracing a rhizomatic learning environment with no patterns and with a constant and natural need for changes, doesn't seem realistic. For many educators, the educational system is better understandable and more comfortable with patterns, repetition, and standards because ‘we tend to be uneasy with chaos and chance’ (Gilovich, T. (1991). How we know what isn't so: The fallibility of human reason in everyday life. Free Press.). This chapter is a summary of a doctoral thesis that embraced the idea of differences to create a virtual learning and teaching program to help educators to recognize unconscious bias, acknowledge and understand the beauty of diversity (including disabilities) and promote inclusion as a part of our daily mission, without setting patterns or promise miracle receipts. Educational processes can be improved, but they are no ‘preestablished paths’ (Deleuze, G., & Guattari, F. L. (1987). A Thousand Plateaus: Capitalism and Schizophrenia (B. Massumi, Trans.).) to be followed. Nonetheless, it is possible to be prepared, have pathways in mind, plan ahead for different learning profiles, and embrace diversity as an unsolvable yet beautiful part of our learning environment.