Sexuality and neurodiversity are relatively recent additions to the diversity discussion. learning differences) as well as how these intersect. It examines different forms of diversity, namely, race/ ethnicity/language, religion, gender, sexuality, social class, disability and neurodiversity (i.e.
This chapter assesses how education responds to diversity and interconnected inequality, and how these responses work towards human flourishing and social justice. A key conclusion of the report is that, rather than expecting education alone to transform our societies, we need to commit to action to alter our social and political contexts so as to enable education systems to refocus on the intrinsic value of learning. Taken together, the analysis challenges the tendency in much contemporary discourse to hail education as a silver bullet for society’s ills and argues that realizing an educational vision consistent with true human flourishing requires understanding the limitations of education to solve the problems that confront us. Themes addressed in the various chapters include the political economy of education, the challenges of diversity, education in conflict-affected societies, the relationship between context and technological and scientific interventions in education (including educational neuroscience), and crucial institutional features of education systems (curriculum, assessment and arrangements for the training and deployment of teachers). WG2 emphasizes the complex ways in which diverse contexts (ecological, political, cultural, social and economic) shape, and are shaped by, diverse understandings of what it means to lead a fulfilling life, and of education’s role in this. The full report, entitled 'Reimagining Education', appeared in March 2022.
This is the report of the 'Context' Working Group of the 'International Science and Evidence-based Education Assessment' conducted by UNESCO-MGIEP.
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