The world’s education systems are in the midst of change (aka informed transformation) unlike any other time over the past century. It’s a historical moment where governments, teachers, parents and school communities are exploring visions of an education system that would embody increased flexibility (curricular and otherwise), innovation (technologies and pedagogy) and more individualized and self-directed approaches to student learning. Within this 21st-century parade of change, the notion of personalization in education is moving to the forefront. It’s an ambiguous and often broadly defined notion that has been hotly contested in the United Kingdom over the past several years. It’s a movement that could be as influential to how public education is conceived as privatization was in the 1980s.
The intent of this article is to provide a brief introduction to the discourse on personalization and encourage a space where Alberta teachers can raise their voices to (re)define and (re)shape this fragile idea as it gets positioned as the next big educational reform.
The intent of this article is to provide a brief introduction to the discourse on personalization and encourage a space where Alberta teachers can raise their voices to (re)define and (re)shape this fragile idea as it gets positioned as the next big educational reform.
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