Full Description
This book is the first national study of Canadian educators' perspectives and practices of multicultural and antiracism education. It explores teachers' perspectives on race and ethno-cultural equity and offers solutions for some of the most pressing social justice and diversity issues facing eduators in contemporary Canadian schools and society.
Solomon and Levine-Rasky suggest that the ineffectiveness of professional development initiatives to move educators from a posture of resistance to one of transformation points to the need for a more progressive teacher education pedagogy.
Based on a proven Urban Diversity Teacher Education model, this book provides theoretically driven practices for simultaneous renewal of teacher education in the university, partnership schools, and the communities they serve. It links the sensitive issues of race, ethnicity and culture to the broader equity, social justice, and diversity themes in Canadian society and institutions.
Teaching for Equity and Diversity will be useful to teachers, graduate students in education, teacher educators, and cultural workers who are committed to inclusive and democratic schooling.
Contents
Foreword by Jon Young
Acknowledgements
PART ONE: RESEARCH
Chapter One: Equity Through Anti-racism Praxis
Race, Ethnicity and Education Inequities
Equity and Diversity Education
Responses to Equity and Diversity Education
Research Approaches
Chapter Two: Racism, Ethnocentrism, and Educational Inequity
The Meaning of Difference
Interpretations of Racism and Ethnocentrism
On Educational Inequities
Conservative Views on Race, Racism, and Anti-racism
Chapter Three: Educators' Perspectives and Practices
Educators' Responses to Equity and Diversity Policies and Practices
Classroom Practices
Parent and Community Involvement in Schooling
Perspectives on Professional Development
Chapter Four: From Resistance to Transformative Possibilities
Deconstructing Resistance
Transformative Possibilities
Teacher Development Strategies
PART TWO: RESEARCH TO PRACTICE
Chapter Five: Racial Identity Development and Teaching
Racial Identity Formation and Teachers
Program Design and Implementation
Challenges of Implementing a Racial Identity Development Program
Implications for Teacher Education
Chapter Six: Cross-Race Dyad Partnerships in Pre-service Teacher Education
Introduction
Theoretical Framework
Designing Cross-Race Dyad Partnerships
Benefits of Cross-Race Dyad Partnerships
Challenges to Dyad Partnerships
Implications for Teacher Education
Chapter Seven: Community Involvement: A Service Learning Approach to Teacher Education
Introduction
Theoretical Underpinnings
Program Design and Implementations
Reflections
Some Challenges of Community Involvement
Implications for Teacher Education
Chapter Eight: The Professional Development School as a ""Community of Learners""
Introduction
Conceptualizing the PDS
Model Application
The Etobicoke-University Partnership Model
The Maple Leaf-University Partnership Model
The Peel-University Partnership Model
An Emergent ""Community of Learners"" Model
Productive Institutional Border-crossing
Appendix A: Impact of Teacher Identity on Perspectives and Practices
Appendix B: The Multiculturalism Policy of Canada
Appendix C: School Boards' Policies
References
Index
