Pedagogical segregation

Date and country of first publication

2012
Sweden

Definition

Pedagogical segregation refers to the separation of students based on their ability or performance level in educational settings. It is a practice often used in schools to offer differentiated instruction and tailored learning experiences to students with similar academic needs.

Pedagogical segregation can take different forms, such as tracking or streaming, where students are placed into different classes or groups based on their skills or abilities. This segregation is often perceived as a way to provide more targeted instruction and support to students who may require additional assistance or advanced coursework.

However, pedagogical segregation has been a subject of debate because it can lead to educational inequalities and social divisions. Critics argue that segregating students based on ability can perpetuate academic disparities and limit opportunities for students placed in lower-performing groups. It may also lead to stigmatization and self-esteem issues for students in lower tracks.

Proponents of pedagogical segregation argue that it allows teachers to better address the diverse learning needs of students by tailoring instruction to their abilities. They believe that grouping students with similar learning levels can enhance academic growth and provide appropriate challenge and support.

Overall, pedagogical segregation has both advantages and disadvantages, and there is ongoing discussion and research in the education community about its impact on student achievement and social dynamics in schools.

Pedagogical segregation appears in the following literature

Hansson Å. (2012). The meaning of mathematics instruction in multilingual classrooms: Analyzing the importance of responsibility for learning. Educational Studies in Mathematics, 81(1), 103-125. https://doi.org/10.1007/s10649-012-9385-y

Schmidt C. (2022). Pedagogical Segregation from Students' Perspectives. Equity, Teaching Practice and the Curriculum: Exploring Differences in access to Knowledge, 123-140. Taylor and Francis.https://doi.org/10.4324/9781003218067-9