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Teaching for Equity and Diversity
Research to Practice
By R. Patrick Solomon, By Cynthia Levine-Rasky, Assisted by Jordan Singer
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.
Table of Contents
Foreword by Jon YoungAcknowledgementsPART ONE: RESEARCHChapter One: Equity Through Anti-racism PraxisRace, Ethnicity and Education InequitiesEquity and Diversity EducationResponses to Equity and Diversity EducationResearch ApproachesChapter Two: Racism, Ethnocentrism, and Educational InequityThe Meaning of DifferenceInterpretations of Racism and EthnocentrismOn Educational InequitiesConservative Views on Race, Racism, and Anti-racismChapter Three: Educators' Perspectives and PracticesEducators' Responses to Equity and Diversity Policies and PracticesClassroom Practices Parent and Community Involvement in SchoolingPerspectives on Professional DevelopmentChapter Four: From Resistance to Transformative PossibilitiesDeconstructing ResistanceTransformative PossibilitiesTeacher Development StrategiesPART TWO: RESEARCH TO PRACTICEChapter Five: Racial Identity Development and TeachingRacial Identity Formation and TeachersProgram Design and ImplementationChallenges of Implementing a Racial Identity Development ProgramImplications for Teacher EducationChapter Six: Cross-Race Dyad Partnerships in Pre-service Teacher EducationIntroductionTheoretical FrameworkDesigning Cross-Race Dyad PartnershipsBenefits of Cross-Race Dyad PartnershipsChallenges to Dyad PartnershipsImplications for Teacher EducationChapter Seven: Community Involvement: A Service Learning Approach to Teacher EducationIntroductionTheoretical UnderpinningsProgram Design and ImplementationsReflectionsSome Challenges of Community InvolvementImplications for Teacher EducationChapter Eight: The Professional Development School as a "Community of Learners"IntroductionConceptualizing the PDSModel ApplicationThe Etobicoke-University Partnership ModelThe Maple Leaf-University Partnership ModelThe Peel-University Partnership ModelAn Emergent "Community of Learners" ModelProductive Institutional Border-crossingAppendix A: Impact of Teacher Identity on Perspectives and PracticesAppendix B: The Multiculturalism Policy of CanadaAppendix C: School Boards' PoliciesReferencesIndex
"Teaching for Equity and Diversity is extremely insightful and fittingly grounded in the knowledge and practice of educators committed to promoting equity and anti-racism education. The book is a must-read for students, teachers, community workers and, in fact, and educational practitioner bent on combining critical thought, self reflection and social practice in order to enhance schooling outcomes for all learners."George J. Sefa Dei, Professor and Chair, Department of Sociology and Equity Studies, OISE, University of Toronto
"Teaching for Equity and Diversity is extremely insightful and fittingly grounded in the knowledge and practice of educators committed to promoting equity and anti-racism education. The book is a must-read for students, teachers, community workers and, in fact, an educational practitioner bent on combining critical thought, self reflection and social practice in order to enhance schooling outcomes for all learners."— George J. Sefa Dei, Professor and Chair, Department of Sociology and Equity Studies, OISE, University of Toronto
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