Short literature review of main trends and challenges in curriculum approaches, educational practices, and social climate interventions aiming to tackle social inequalities

This short literature review aims to document the main current trends and challenges in curriculum approaches, educational practices, and social climate interventions aiming to tackle educational and social inequalities in both centre-based early childhood and primary education.

The report builds on the Bioecological theoretical framework to guide and support the ISOTIS approach to curriculum, pedagogy, and social climate. After discussing current trends and challenges in interventions for reducing social inequalities at the classroom and school level, the authors define and clarify key concepts. Inclusive pedagogy and culturally responsive pedagogy are included as key concepts to address the needs and promote the achievement of all learners. Pluralistic approaches to languages and cultures are also addressed in the literature review. These approaches involve the use of a variety of languages or cultures simultaneously during the teaching process. Finally, relevant topics, questions and assessment tools are identified for future surveys with parents, children and professionals working in early childhood and primary school. Those include useful measures on multicultural education, school climate and contact between groups.