Exploring the Epistemic Equity Among Physics Teachers’ Agency to Support Inclusivity in Learning
Exploring the Epistemic Equity Among Physics Teachers’ Agency to Support Inclusivity in Learning
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Date
2019-09
Authors
Ab Rahman, Nor Farahwahidah
Phang, Fatin Aliah
Editor
Corporate Author
Journal Title
Journal ISSN
Volume Title
Publisher
Commonwealth of Learning (COL)
Report/Paper Number
Abstract
This study considers how the learning of physics is powered by culture, language, and
subject matter to enable equity to be obtained. We analyse how teachers come to understand the Form
4 physics students’ sense making and establish their expectations regarding the learning outcome. This
paper draws attention to a discourse analysis of 44 physics lessons from 4 physics teachers at
Malaysian Elementary Schools about the epistemic equity of teachers’ discourse when assigning value
to physics ideas. The data collected for this study is audio video recordings focusing on how well the
teachers’ agency helps to reposition students as the knowledge producer. This study examines what
social conditions constitute teachers’ discursive practice during the meaning making process. Three
types of social condition, known as elicit, rhetorical, and conclusive, are identified and presented as
discourse moves. From our findings, we provide recommendations for policy makers’ and teachers’
agency to start setting rational goals of inclusivity that could enhance equity in elementary physics
education. The recommendations aim at disrupting the historical inequitable structures that exist
between the teacher and the students. This study argues for a reconceptualization of pedagogic
discourse to accommodate the transformation of social interaction in the physics classroom. The
discourse analysis provides teachers with a didactical awareness of how to empower and disempower
students.//Paper ID 186
Description
Subject
Equality,
Primary Education
Country
Malaysia
Region
Asia