Full Description
Drawing on international best practice from schools and classrooms, this book is a timely and invaluable collection that engages with innovative school practices promoting social justice and empowerment for learners and teachers who are diverse in race, ethnicity, language, gender, sexual orientation, or faith. International in approach, widely researched, theoretically informed, and straightforwardly written, it illustrates the perpetual process of working towards the goals of social justice and empowerment, and some of the many ways this is done. Taking a case study approach, the book outlines and describes effective models of social justice and empowerment for diverse learners and diverse teachers developed by schools. With case studies ranging from preschool to secondary school, and with examples from both rural and urban environments, it is essential reading for classroom teachers and administrators, teacher-education students and their teachers.The contributors range from across Europe, Scandanavia and North America.
Contents
Foreword (Ninetta Santoro); 1. Inclusive practicesempowerment in a preschool in Iceland (Hanna Ragnarsdottir and Hildur Blondal); 2. Cultural identity and the kindergarten: A Norwegian case study (Kirsten Lauritsen); 3. Towards flexible pre- and primary education in multicultural contexts? An example of collaborative action research in Finland (Heini Paavola, Kaisa Kopisto, Annu Brotherus, and Fred Dervin); 4. Supporting cultural and linguistic diversity in rural Manitoba: How one kindergarten-Grade 6 school is rising to the challenge (Clea Schmidt); 5. The development of a collaborative school culture: The case of an inner-city school in Reykjavik, Iceland (Hanna Ragnarsdottir and Borkur Hansen); 6. Individualistic strategies of teaching in relation to language minority pupils' needs: A discussion based on fieldwork at Meadows school, Oslo, Norway (Thor Ola Engen); 7. Becoming multilingual: Bridges and barriers to change in a monolingual primary and secondary school in Scotland (Geri Smyth and Nathalie Sheridan); 8. Social justice for English language learners at Parkdown Secondary School in Toronto (Antoinette Gagne and Stephanie Soto Gordon)
