Module 2:SACSA Framework

Constructivist approaches

and Equity

Module 2: Slide 2:1Constructivist approaches and Equity

Introduction

• This Module draws on the constructivist family

of learning theories with a particular focus on

critical constructivism as the most productive

approach to teaching and learning for equity.

Module 2: Slide 2:2Constructivist approaches and Equity

Purpose of this Module

• To develop an understanding of critical

constructivism, and how this approach can support

learners’ academic and social learnings.

Module 2: Slide 2:3Constructivist approaches and Equity

Constructivism and the SACSA Framework (1)

• The theoretical basis for the conception of learning in

the SACSA Framework is provided by the family of

theories of learning that are grouped under the title

‘constructivism’.

(General Introduction, SACSA Framework, p10)

Module 2: Slide 2:4Constructivist approaches and Equity

Constructivism and the SACSA Framework (2)

• The central thesis of constructivism is that the learner

is active in the process of taking in information and

building knowledge and understanding; in other

words, of constructing their own learning.

(General Introduction, SACSA Framework, p10)

Module 2: Slide 2:5Constructivist approaches and Equity

1.The Individualist

No one can do it

for us

Jean Piaget

(Glenda Mac Naughton – Centre for Equity and Innovation in Early Childhood, Faculty of Education, University of Melbourne)

The personal, where the individual learner is given the conditions and is then responsible for constructing their own meaning i.e. learning.

Module 2: Slide 2:6Constructivist approaches and Equity

Lev Vygotsky We need

the more competent to help us

(Glenda Mac Naughton – Centre for Equity and Innovation in Early Childhood, Faculty of Education, University of Melbourne)

The social, where the educator sets the conditions and is responsible for the learner making learning

2. The Socialist

Module 2: Slide 2:7Constructivist approaches and Equity

Jurgen Habermas

(Glenda Mac Naughton – Centre for Equity and Innovation in Early Childhood, Faculty of Education, University of Melbourne)

The critical, where learner and educator build on diversity of experiences and question the conditions for learning, revealing and discussing power relations and injustices and how things can be changed for the better of each and all.

We do it between us

by overcoming what comes between us

3. The critical change agent

Module 2: Slide 2:8Constructivist approaches and Equity

In groups of 4-6 share examples of the three constructivist approaches in practice.

What might this look like for educator and learner ?

Constructivist theories in practice

Module 2: Slide 2:9Constructivist approaches and Equity

Critical Constructivism: A focus on Equity

• According to the SACSA Framework, it is essential

that learners come to recognise the nature and

causes of inequality, and understand that these are

socially constructed and can therefore be changed

through people’s actions.

(General Introduction, SACSA Framework, p 7)

Module 2: Slide 2:10Constructivist approaches and Equity

Using Critical Constructivism In a supportive learning community learners, together with educators, critically investigate:

• Words and ideas associated with being beautiful or ugly and how it might make them think about people. They identify where their ideas have come from and consider other ways of thinking ( the readily available video, Shrek {PG }, would be a great resource). 

• The topic of families and diversity using, for example, picture story books, TV programs, videos.They recognise that families in Australia are diverse ( eg single parent, one mum & one dad, extended families, blended families, two mums, two dads - see the ABS definition of family).

Module 2: Slide 2:11Constructivist approaches and Equity

Using Critical Constructivism

In a supportive learning community learners, together with educators, critically investigate:

• What might be limiting the ways they think about themselves and relations with others, and the world, for example, the impact of language used in relation to asylum seekers i.e. illegals, queue jumpers.

• How can people together contribute to a more rewarding and just future for everyone? For example, child labour locally and globally can be identified and considered for action. What are others doing, what can we do?

Module 2: Slide 2:12Constructivist approaches and Equity