Educators on Diversity, Social Justice, and Schooling identifies categories of privilege and marginalization in the “master narrative” of social discourse and works to bring equity into classrooms across Canada. This timely text challenges students to question the power relations that value one group’s system of knowledge over another and brings this to bear on the classroom environment.
This volume features contributions by educators from diverse disciplinary backgrounds and includes chapter-end key questions, additional resources for more information, and suggested activities to engage students in critical thought and to ground concepts of diversity and social justice in practical application. Students in undergraduate and graduate education studies, curriculum studies, and foundational studies programs will value the combination of theoretical and practical knowledge that this collection puts forth to foster a new generation of inclusive educators.
Chapter 1: The Concept of Race — Didi Khayatt Chapter 2: Impoverished Pedagogy: A Critical Examination of Assumptions about Poverty, Teaching, and Cultural and Linguistic Diversity — Luigi Iannacci Chapter 3: Diversity, Adversity, and Determination: Making a Difference for African Nova Scotian Students — Wendy Mackey Chapter 4: Shades of Grey: In between Assimilating, Interjecting, and Re-Inventing CRRP: Exploring a Teacher Education Initiative — Manu Sharma Chapter 5: Not “Just,” but Just: A Conversation on Diversity, Social Justice, and Culturally Responsive Teaching — Carmen Rodriguez de France and Sarah Winona Waldron Chapter 6: The Gospel of Diversity: Performing Diversity to Create the Appearance of Institutional Change — Ann V. Dean
SECTION II: SOCIAL JUSTICE
Chapter 7: Colonialism: The Gift that Keeps on Giving — Gowri Parameswaran Chapter 8: Towards an Understanding of Inclusion through the Playbuilding of “Beyond the Masks” — Joe Norris, Sohyun An, Corrie L. Davis, Jillian Ford, Paula Guerra, Leena Her, Brad McDonald, Patricia Alvarez McHatton, and Scott Ritchie Chapter 9: Teacher Stories of Teaching for Social Justice in a Marginalized Community — Sarah Elizabeth Barrett and Carl E. James Chapter 10: Discourse Analysis: Investigating Canada’s Child Advocates as Catalysts for Change — Daniella Bendo Chapter 11: Navigating Neoliberalism: Challenges Faced by Social Justice Educators — Stephanie Tuters, John P. Portelli, and Angela MacDonald-Vemic Chapter 12: Digital Natives, Social Justice, and Interrupting Schools as Modernist Project Identity-Sorting Sites — Susan Beierling and W. James Paul
SECTION III: SCHOOLING
Chapter 13: Hoopoe and Young Eagle: Conversations from the Forest — Adrian Downey and Gonen Sagy Chapter 14: Creating Dialogue and Unschooling — Kathy Sanford, Bruno de Oliveira Jayme, and David Monk Chapter 15: Integrating an Ethic of Social Responsibility and Mindfulness with Critical Pedagogy in Teaching for Social Justice: Preparing Teacher Candidates to Respond to Diversity in Schools — Yvette Daniel and John Antoniw Chapter 16: Inclusive and Accessible Physical Education for Diverse Populations — Wendy Barber, Lorayne Robertson, Bill Walters, and Geoff Whent Chapter 17: Being Somebody: Inclusive Post-Secondary Education Programs within a Disability Studies Framework — M. Lynn Aylward and Cynthia Bruce Chapter 18: Relational Classroom Management: Lessons Learned from Teachers in Indigenous Communities — Patricia Danyluk Chapter 19: “All These Books Were Kinda Teaching Us Lessons”: Anti-Oppressive Children’s Literature in the Elementary School Classroom — Kate Paterson
Contributor Biographies
Biography
Sonya E. Singer is an Assistant Professor in the Faculty of Education at Mount Saint Vincent University.
Mary Jane Harkins is a Professor at Mount Saint Vincent University, where she is the (Co-Acting) Dean of Education, and the Coordinator of the Doctoral Program in Education Studies.
“Reading this book feels like listening in on educators’ conversations about what it means to work for social justice in schools. Including perspectives from both new and experienced educators working in a wide range of contexts with groups of students with diverse histories of oppression, this book is not about what should be done—it is a candid look at what educators who care about social justice are doing and trying to do.”
—Ruth Childs, Professor and Ontario Research Chair in Postsecondary Education Policy and Measurement, OISE, University of Toronto
“In a time of liquid modernity, social justice requires not poets but ‘strong poets’: those who are horrified at being a copy or a replica, those who have the courage and audacity to engage, look for, and think through the gaps in thoughts, ideas, and practices. These are difficult knowledges that society prefers not to face, be it racism, sexism, xenophobia, ethno-supremacy or homophobia. Educators on Diversity, Social Justice, and Schooling is a walk, so to speak, through these gaps and seemingly obscured spots, a collection of strong poetry written by strong poets. It dares to imagine otherwise, a beautiful and hopeful future.”
—Awad Ibrahim, Professor, Faculty of Education, University of Ottawa
Instructor Resources
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