This book is a collection of papers delivered at the 30th Anniversary Conference of the Transitional Year Programme (TYP) of the University of Toronto. It presents the collective and distinct voices of the contributors to the conference, many of whom are experienced university educators and are considered experts in the area of education access and equity. Among the contributors are past and present students of TYP.
The conference papers are focused on: the weight of university education in national development; significant current themes in education; class, race, and gender barriers to education equity; racism and stereotyping; changes universities must undergo in order to make real access a possibiility; school retention and drop-outs; standardized testing; mentoring; education; funding and student debt; curricula development; the value of culture in education; ethno-cultural equity in faculty hiring; and private schooling.
This book makes a valuable contribution to the discussion on equity, access, and democratizing education in Canada and will inform policy development and implementation at the university level.
Part One: Opening and Introduction Opening Prayer – Elder Lillian McGregor Acknowledging Our Ancestors: TYP’s Thirtieth Anniversary – Carol Couchie (TYP 1989-90) Chapter 1: Access and Equity in the University: An Introduction – Keren S. Brathwaite TYP Alumni Voices Reflections – Alexander Francis (1973-1974) From Amusement Park to University – Marilli Martyn (1985-1986)
Part Two: The Meaning of Access and Equity Chapter 2: Is It Possible to Have Access and Equity in University Education in the Twenty-First Century? Lessons from the Transitional Year Programme of the University of Toronto – Horace Campbell Chapter 3: Reflections on My Years in TYP: Lessons in Education Equity – Keren S. Brathwaite Chapter 4: University Access and Educational Opportunity: A Canadian Perspective – Ketih A. Allen Chapter 5: Implications of Providing Access in a Context of Inequality – Rona Abramovitch Chapter 6: Dimensions of Access to Transition – Frederick Ivor Case Chapter 7: TYP and University Boundaries – Frank Cunningham TYP Alumni Voices TYP Has Opened Doors for Me – Thomas Howe (TYP 1988-1989) The TYP Route to a Ph.D. – Paul Bakary Gibba (TYP 1993-1994)
Part Three: Critical Considerations and Strategies for Increasing Access and Equity Chapter 8: Becoming “Insiders”: Racialized Students in the Academy – Carl E. James Chapter 9: Aboriginal Students in the Transitional Year Programme at the University of Toronto – Eileen M. Antone Chapter 10: From Outsider to Insider: Toward a Model of Transition for Non-traditional University Students – Carolyn Stallberg-White Chapter 11: Minority Graduate Students and Funding: What Do We Know? – Roslyn Thomas-Long Chapter 12: Teaching and Learning Strategies that Promote Access, Equity, and Excellence in University Education – Selina L.P. Mushi TYP Alumni Voices TYP Prepared Me for Graduate School – Claude Davis (TYP 1994-1995) Building My Self-Esteem Through Success in TYP – Simone Amelia Louis (TYP 1996-1997) The Lost Playground! – Mohamed Abdulle “Dudishe” (TYP 1997-1998)
Part Four: Implications of Naming and Perception for Access and Equity Chapter 13: Breaking the Testing Mould: Or What Opponents of Affirmative Action Can Learn from TYP-ing – Olufemi Taiwo Chapter 14: Stop Calling Us “Slaves” – Althea Prince Chapter 15: The Sociological Imagination, Critique of the Model Minority Argument, and Empowerment – Horace Henriques Chapter 16: Diversity and Representation in Canadian Universities: What Do University Web Sites Say? – Andrew M.A. Allen TYP Alumni Voices From TYP Student to Winner of National Scholarship – Tyler Burgess (TYP 1998-1999) TYP Took My Dreams and Made Them Real! – Jennifer Cowan (TYP 1999-2000)
Part Five: University Access Through Partnerships with Schools Chapter 17: Extending Access into the Secondary Schools: The Case of Steps to University in Toronto – Thomas Mathien Chapter 18: Teaching in the Steps to University Program: A Personal Reflection – Patricia Albanese Chapter 19: Enhancing Access to University for “At-Risk” Students: The Steps to University Program in the Eyes of Two Participants – Watson E.J. Morris and Andrew C. Okolie TYP Alumni Voices Thirtieth Anniversary Class – Rosamund Dorrington (TYP 2000-2001) My Life – Clint Otto (TYP 2000-2001)
Part Six: Access and Equity in Science and Math Education Chapter 20: Science Literacy: Schooled Science in the Service of Equity and Social Justice – Wanja Gitari Chapter 21: “Heteroglossia with Science”: A Tool for Conceptualizing Curriculum for Science Students – Theresa Caolvini Chapter 22: Mathematics and African Canadians – Francis Ahia TYP Alumni Voices I Want to Be the Main Role Model for My Child – Raquel Madahbee (TYP 2000-2001) What TYP Meants to Me – John David Herron (TYP 2000-2001) TYP: There Is a Light – Debbie Innes (TYP 2000-2001)
Notes on Contributors
Keren Brathwaite is Associate Director of the Transitional Year Programme at the University of Toronto.
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