This study will explore the role that racial bias plays in placing
learners on different learning tracks (e.g. gifted, advanced, remedial) through
a thorough literature review. Then, using philosophical methods, the argument
will be made that self-directed learning (SDL) pedagogies can lead to more
equitable learning environments by disrupting this racialized
"tracking" of learners by infusing school design with learner choice
and agency.
Connect with Calen Collier, Ph.D. Candidate in Teaching and
Learning- Department
of Middle and Secondary Education: LinkedIn