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EDS310H5 Chapter Notes - Chapter reading note : Intercultural Competence


Department
Education Studies
Course Code
EDS310H5
Professor
Liz Coulson
Chapter
reading note

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EDS310- Capacity Building Series 01-20-2017
Ontario’s Equity and Inclusive Education Strategy (2009) provides a framework for
building an inclusive education system
ways to remove discriminatory biases and barriers to student achievement and well-
being that relate to ethnicity and race, faith, family structure and socio-economic status
as well as to sexual orientation, ability and mental health
All Ontario school boards are required to develop an equity and inclusive education
policy. The goal is nothing less than the provision of equitable learning opportunities for
all students in all Ontario schools
It is designed to spark conversation and support educators as they seek to give life to
equity strategies and policies
to deepen understanding of teaching practices
Diversity The presence of a wide range of human qualities and attributes within a
group, organization or society.
Equity A condition or state of fair, inclusive and respectful treatment of all people.
Inclusive
Education Education that is based on the principles of acceptance and inclusion of all
students.
to ensure that all students feel safe, welcomed and accepted, and inspired to succeed in
a culture of high expectations for learning, schools and classrooms must be responsive
to culture
“Inclusion is not bringing people into what already exists; it is making a new space, a
better space for everyone.”
Culture Relevant Teaching
Culturally Relevant Teaching” to describe teaching that integrates a student’s
background knowledge and prior home and community experiences into the
curriculum and the teaching and learning experiences that take place in the
classroom
3 important tenants to this pedagogy:
1. holding high expectations for all students
2. assisting students in the development of cultural competence
3. guiding students to develop a critical cultural consciousness
Uniqueness is nurtured, student diversity is strength
It involves careful acknowledgement, respect and understanding of difference and its
complexities
Three Dimensions of Culturally Responsive Pedagogy
1. Institutional: refers to the administration and leadership of school systems, including
the values developed and reflected in school board policies and practices. highlights the
need to critically examine the formal processes of schooling which may reproduce
particular patterns of marginalization.
find more resources at oneclass.com
find more resources at oneclass.com
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