Pedagogy of sameness or architecture of sameness has been long rooted in the concept of learning in education. It is a historical and systemic approach to education built on the foundational—yet fictional—assumption that all learners are essentially the same which led for the idea, where students simply would go through the standardized methods of learning rather than amplifying the consideration of individual needs and learning styles. In this manner, one of the most widespread and generalized contexts in education is the prevalent notion that culture is of lesser importance in learning, with the primary focus being on the transmission of knowledge more than anything. In consideration of the pervasive matter, one dimension of learner difference that really stands out to me is the “symbolic difference”, as it mainly targeted on one's diverse way of making meaning in learning through our cultures, languages, and identities.

If we truly want to honor the diverse identity of every student is, we cannot simply limit ourselves into following a set of instructional activities just because it was listed on the paper, we also have to take into consideration the value of one's prior knowledge and personal experiences that they bring into the classroom. One of the most powerful literacy strategies for addressing symbolic difference is moving toward "meaning as design”. Instead of a simple manner of following and replicating rules from the activities provided, using the notion of meaning as a design would encourage the learners to be the designer who takes available resources in order to rebuild them into something that could establish and contribute into reflecting their voice and identity. To make this space truly inclusive, we must embrace multimodality. Allowing them to be exposed to different type of learning such as visual imagery, gesture, audio, and narrative, rather than just alphabetic text, would enable the learners to gradually express their thinking. In addition, by offering multiple entry points through audio, video, or art, we cater to different thinking styles and allow learners to lead with their strengths while building their less preferred modes.

This way, it offers us a realization that addressing these differences isn't just a professional task; but a noble commitment into ensuring that every student feels like they belong in the learning. And when we shift the balance of command and responsibility to the learners, we provide them with the opportunity to guide their own learning paths, making sure their education is something they actively participate in and create.

Beyond Sameness: Addressing Symbolic Differences Through Multimodal Literacy and Meaning as Design