110 Chapter 2 On the level of both teacher training institutes and schools, ‘pedagogical leadership’ and the formation of a ‘professional learning community’ are necessary elements (de Voogd et al., 2024). Together, these elements— as the conceptual framework shows—form the building blocks for broadly formative education. These building blocks are grouped around the previously established (in 2.3.2) image of the whole child, with all its interconnected domains. Each dot is connected to this centre with a lemniscate, which refers to the in the introduction mentioned lemniscate allowing for constant movement between visions, intentions, designs and practices. The central objective of connection with the self, the other and the world encircles these building blocks, showing how WCD or broadly formative education aims to respond to the challenges of reductionism in education. This response also applies to the layered problem of fragmentation, as discussed in the previous chapter, because its focus on connection, relationship and agency bears the hallmarks of subjectification. It especially applies to contexts characterised by high diversity and high complexity. In a sub-group, members of the research consortium focused on adversity in education, which they defined as every obstacle to a full sense of belonging (related publications are currently in progress). In one of the last research consortium’s meetings, attention was paid to culturally responsive teaching (Alhanachi, 2023) as a means of including students from very diverse cultural contexts in both teaching and classroom processes.
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