Getting to the point where I could articulate my framework in a formal way has taken several years of study and experience. I feel, though, that while both theory and practice did indeed enhance the end result, it's my own life experiences that have predisposed me to view social interaction in the following way. Several personality-building factors have conspired to instil in me a keen sensitivity to the differences among individuals. Studying anthropological theory enhanced this sensitivity by exposing me to rigorous methods of analysis; in particular, I found in French structuralism (tempered by a degree of post-structural critique) the method best suited to my procedural mind.
I firmly believe that, in general, effective social interaction requires substantial translation across the life experiences of the agents involved. By being sensitive to the variables or factors (such as age, ethnicity, socio-economic status, religion, etc.) that distinguish individuals from each other, a greater mutual understanding can be achieved. This applies directly to education in two important ways: as a discursive frame and as an agenda for transformation. By the former, I mean to say that effective teaching requires an awareness of the diversity in the classroom; by the latter, I suggest that truly great teaching calls for a challenge and response to these same social categories of difference. For a theoretical and practical extension of the ideas presented below, visit my philosophy & pedagogy page.