Features and Benefits
The major themes of the book are organized into nine chapters.
Chapter 1 examines some theoretical understandings of diversity. The purpose of the chapter is to establish a theoretical and analytical framework within which the discussions in subsequent chapters are grounded. To achieve this, some commonly held views of the relationship between diversity and academic achievement are discussed. The chapter also examines different views of the school as a social institution, and ends with a discussion of the constituents of social justice.
In an analysis of how immigration policies have contributed to Canada’s demographic profile, and in turn to diversity among students, Chapter 2 begins with an examination of the historical foundations of Canadian diversity.This is followed by a discussion of the unique case of Aboriginal peoples, and their quest for self-determination and just social and educational policies. Arguing that teaching for diversity is also a matter of fundamental rights, the chapter looks at the implications of the Canadian Charter of Rights and Freedoms for Canadian diversity. Finally, models of some enduring educational responses to Canadian diversity are explored.
Continuing the theme of Canadian experiences with diversity, Chapter 3 shifts the focus to the challenges and dilemmas that face various educational stakeholders, especially students and teachers, vis-à-vis diversity in schools. Arguing from the position that a complex web of interacting variables impact on diversity within the educational arena, the chapter examines the interface between the following aspects of Canadian diversity and schooling- religious diversity, socio-economic diversity, and gender-based differences.
A new addition to this edition, Chapter 4 explores the linkages between education and linguistic diversity. The discussion in the chapter is premised on the view that language mediates educational success in very important ways, and consequently, language matters feature prominently in the discourse on diversity and schooling on the one hand, and language and life chances on the other. Issues such as the centrality of inclusive language policies and practices in schools, as well as the status of heritage and non-official languages in Canada, are also examined in the chapter.
Chapter 5 asks the perennial question that dogs educators and policy-makers, but has yet to be answered: What shall we teach, especially in contexts of student diversity? In response to this question, readers are introduced to the concepts of negotiable and non-negotiable knowledge as authentic inclusive knowledge. Emphasizing the linkages between teaching practices and student academic success, the chapter also discusses several progressive pedagogical frameworks (e.g., diversity pedagogy, critical pedagogy, and peace education) which teachers can adopt to empower their students, especially those from nondominant group background. Furthermore, since global matters cannot be disconnected from teaching and learning in contemporary classrooms, the chapter outlines the intricate connections between Canadian diversity and an emergent globalized world. The key stance adopted in the chapter is that teachers need to create alternative visions of their classrooms, beyond the orthodox practices and pedagogies that are, more often than not, unsuitable for the socio-demographic realities of their teaching environments.
Premised on the belief that action for changing unjust educational practices must begin with understanding and changing the “self” as a situated being, Chapter 6 examines the ways teachers and administrators can better understand their own biographies in order to initiate praxis. In addition to providing educators strategies for conducting critical self-analysis, the chapter also offers educational leaders a tool for conducting programmatic, policy and practice-related audits.
Continuing the theme of practical strategies, Chapter 7 discusses important strategies for creating a community of learners in contexts of student diversity. A unique feature in this chapter is an assemblage of vignettes that serve as hypothetical examples of “teachable moments” – unanticipated opportunities that enable teachers to reflexively and proactively engage diversity issues in their classrooms. The chapter concludes with a discussion of fair and anti-bias assessment practices.
The goal of promoting diversity in Canadian schools cannot be achieved without substantive structural reforms and policy changes at all levels of the educational system. Thus, Chapter 8 argues that policy and training matter. Progressive policies should be essential components of educational responses to diversity, as should the training of new teachers and educational leaders.
Finally, Chapter 9 points to future directions and provides a concluding synthesis of the discussions in the book.