Diversity and Equity in Canadian Schools

Fostering Human Flourishing

Häftad, Engelska, 2024

869 kr

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This edited collection introduces readers to the main concepts that comprise the spectrum of diversity and multicultural education in Canada, with a particular focus on social justice and on what human flourishing might mean in these contexts. Diversity and Equity in Canadian Schools blends theory and practice with each section containing one theoretical and one practical chapter devoted to each area of diversity, including socio-economic status, gender and sexual orientation, language, religion, geography, disability, ethnicity and race, and Indigenous education, with a continuous focus on intersectionality.The first chapter in each section is conceptual, providing thoughtful narrative of the historical and current concerns of the given area of diversity. The second chapter then provides practical considerations for educators in the K–12 classroom, building teacher capacity both to work against the structures, policies, curriculum, and pedagogies that limit marginalized students' flourishing and to build the capabilities for flourishing in all students. Readers are provided with practical guidelines to help them approach each chapter with openness, humility, and critical engagement.Diversity and Equity in Canadian Schools is well-suited for Canadian university courses in Education that focus on critical multicultural education and equity, diversity, and inclusion in the classroom.

Produktinformation

Utgivningsdatum2024-12-16
Mått171 x 248 x undefined mm
FormatHäftad
SpråkEngelska
Antal sidor277
FörlagCanadian Scholars
ISBN9781773384474

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Cathlene Hillier (PhD) is Assistant Professor of Education at Crandall University. She teaches social studies education and theory and practice courses to B.Ed. students. She has also taught undergraduate sociology courses which address diversity and inequality in public policy and schooling. She has published articles on religious diversity in schools, along with socioeconomic and geographical inequalities in academic outcomes. Dr. Hillier is currently leading a SSHRC funded project on technology use among children, families and schools in New Brunswick and Ontario. Wendy Bokhorst-Heng (PhD) is a Research Fellow of Education at Crandall University (retired as Full Professor in 2021) and teaches part-time at Wilfrid Laurier University. She has taught courses related to diversity and multiculturalism to undergraduate, B.Ed., and graduate students, both in the USA and in Canada. She has published extensively on language and education policy in Singapore, and its relationship with multicultural policy, or national ideologies. Her recent research focuses on intercultural competence within the context of French immersion education in New Brunswick, considering the role of teachers and students, with focus on human flourishing and ethics of care.

AcknowledgementsIntroduction: Educating for Diversity and Human Flourishing: A Conceptual ModelPart I: Education Policy: A History and Application of Multicultural and Critical Ideologies in CanadaChapter 1: The Evolution of Canadian Multiculturalism: Policy and Legal ConsiderationsChapter 2: Critical Race Theory in Canadian Educational PraxisPart II: Ethnicity and Race: Incorporating a Pedagogy of Justice, Liberation, and CareChapter 3: Cosmopolitan Education and Racial Justice: The Implications of Martha Nussbaum's Philosophy of Education for Forging a Common National Memory in CanadaChapter 4: Supporting Students to Thrive, Grow, and Flourish: Embracing Their Literate Lives as Liberatory PraxisChapter 5: Towards Strengths-Based Culturally Responsive Teaching of Refugee Students with Interrupted Formal EducationPart III: Socioeconomic Status: Understanding and Responding to Systemic Barriers to Foster Human FlourishingChapter 6: Socioeconomic Status and Children's Education in Canada: The Importance of Aspirations in FlourishingChapter 7: Pedagogical Strategies for Equity and Inclusion: Addressing Low Socioeconomic Status Students in the Canadian ClassroomPart IV: Gender and Sexual Diversity: Supporting Students' Identity as Important to Human FlourishingChapter 8: Gender and Sexuality in Education: Critical ConsiderationsChapter 9: Disruptive Stories: Straight Teachers Navigating Queer Allyship in Ontario SchoolsPart V: Indigenous Education: Remembering the Past, Acknowledging the Present, Fostering Communities of FlourishingChapter 10: Tribal Critical Race Theory, Wâhkôhtowin, and Decolonizing Canadian EducationChapter 11: Fostering Wellness and Redefining Success for All Students through Indigenous PerspectivesPart VI: Language: Policies and Practices to Support Linguistic Inclusion and FlourishingChapter 12: Globalization, Decolonization, and the Diversity of Linguistic Identities: A Review of Language Policies and Practices in Canadian K to 12 EducationChapter 13: Inclusive Instructional Design within Language Education: Principles and Practices for the Modern Canadian ClassroomPart VII: Religion: Understanding, Inclusion, and Flourishing of Religious DiversityChapter 14: Framing Religious Diversity in the Canadian ClassroomChapter 15: Broadening Understandings of Religion to Support Student FlourishingPart VIII: Disability: Nurturing Belonging and Flourishing Among Students with DisabilitiesChapter 16: Lived Disability Experience in Canadian Schooling: Essential Knowledge for Fostering Disabled FlourishingChapter 17: Schools as Polis: Fostering Participation and Belonging of Children with Disabilities in Classrooms and SchoolsPart IX: Geography: The Importance of Location in Supporting Students and TeachersChapter 18: The Landscape of Education Inequalities in Northern and Rural Locations in CanadaChapter 19: Encountering Rural Narrative/Fiction in Teacher Education: Toward a ConversationPart X: Intersectionality: Teaching the Whole Child in Consideration of Human FlourishingChapter 20: Implicit Inequities in School Practices: Interdisciplinary PerspectivesChapter 21: The Things We Carry: Human Flourishing for Students and Educators through the Equity Backpack ProjectConclusion: Pedagogy for Flourishing: Preparing and Equipping the EducatorAuthor Biographies