Bildung-making as a key for inclusive education

Hanke Drop*, Peter Mesker

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This paper explores how a Bildung-making approach underpinned
by embodied pedagogy and didactics can contribute to a learner
becoming a person and a teacher’s development of artistry. We
argue that the existing Cartesian divide between mind and body
can explain the fundamental differences in how teachers and learners perceive Bildung within the Dutch educational system: either
as an ‘academic’ phenomenon (for ‘the head’) or as vocational (for
‘the hand’). In this study, Dutch (pre)vocational teachers designed
and co-created Bildung prototypes in professional learning communities (PLCs) and classrooms. The teachers used ‘real life’ questions from their teaching practices as their departure point to
develop Bildung-making. The results of the study show that when
Bildung education becomes an embodied maker’s process, it
enables learners to transcend barriers to educational equity. Cocreated enjoyment and social emotional learning come to the foreground during Bildung-making, thus fostering inclusive education
Original languageEnglish
Number of pages18
JournalPedagogy, Culture and Society
DOIs
Publication statusE-pub ahead of print - 29 May 2024

Keywords

  • Bildung-making
  • educational equity
  • embodied pedagogy and didactics
  • professional learning community
  • teacher artistry

Fingerprint

Dive into the research topics of 'Bildung-making as a key for inclusive education'. Together they form a unique fingerprint.

Cite this