Typology of Multi-Age Education Theories and Practices from the Perspective of Diversity Pedagogy
Belokurova Vera Viktorovna, Ignateva Elena Yurievna
St. Petersburg Academy of Postgraduate Pedagogical Education
Yaroslav-the-Wise Novgorod State University; Petersburg Academy of Postgraduate Pedagogical Education
Submitted: 10.10.2021
Abstract. The purpose of the research is to shed light on the features peculiar to multi-age education theories and practices that are known in history and currently exist, having analysed their characteristics from the perspective of diversity pedagogy. The paper determines the phenomenon of multi-age education, its pedagogical specificity. Special attention is paid to education in multi-age groups of adolescents and adult students (analogous to evening schools). Scientific novelty lies in developing a multi-age education typology according to the degree of heterogeneity on the basis of a comparative analysis. As a result, approaching the study of multi-age education from the perspective of diversity pedagogy, the researchers have provided rationale for introducing the notion of the "degree of heterogeneity" as a measure of diversity in a multi-age group of students and have added the characteristic of diversity of students’ life experience (vitagenic/sociogenic) to the characteristics already used before.
Key words and phrases: типология, разновозрастное обучение, педагогика многообразия, степень гетерогенности, typology, multi-age education, diversity pedagogy, degree of heterogeneity
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