Removing the Margins works to identify and challenge many of the cultural and systematic paradigms that perpetuate racism and other forms of oppression in mainstream schooling. The authors pursue the ideal that education should not simply affirm the status quo but should produce knowledge for social action. This philosophical and theoretical resource also moves beyond the study of educational failure to explore the new and creative ways schooling barriers have been confronted. The focus is placed on the factors of representation, family and community, staff equity, language integration and spirituality as fundamental to school reform.
Removing the Margins is the product of five years of research and writing in the search for best practices in inclusive education. The authors address the philosophical and theoretical bases for inclusivity in this book, while laying out the practical approach in the accompanying volume Inclusive Schooling: A Teacher’s Guide to Removing the Margins.
Chapter 1: Rethinking Inclusive Schooling: Theoretical and Philosophical Foundations
Chapter 2: Research and Method: Exemplary Practices of Inclusive Schooling
Chapter 3: Schooling and Education in North America
Chapter 4: Spirituality in Education: A Critical Perspective
Chapter 5: Language Integration: Framing Issues of Language in Schooling
Chapter 6: Achieving Success through Inclusive Education: Fulfilling the Needs of All Students
Chapter 7: Representation in Education: Centring Silenced Voices, Bodies and Knowledges
Chapter 8: Integrative and Inclusive Approaches: Community Schooling
Chapter 9: Conclusion – Making Connections to Public Schooling: Multicentric Education
Biography
George J. Sefa Dei is a Professor in the Department of Humanities, Social Sciences, and Social Justice Education at the Ontario Institute for Studies in Education, University of Toronto.
Irma Marcia James is a graduate student in the Department of Sociology and Equity Studies in Education, OISE/University of Toronto.
Leeno Luke Karumanchery is a graduate student in the Department of Sociology and Equity Studies in Education, OISE/University of Toronto.
Sonia James Wilson is a graduate student in the Department of Sociology and Equity Studies in Education, OISE/University of Toronto.
Jasmin Zine is a graduate student in the Department of Sociology and Equity Studies in Education, OISE/University of Toronto.
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