Faculty of Education
In Canada, the national rhetoric of tolerance for diversity oftentimes does not match up to student experiences in the classroom (Dei, Mazzuca, McIsaac, & Zine, 1997). Many students face discrimination because of ethnicity, religious, gender, sexuality, disability, and socioeconomic status. Such discrimination negatively impacts not only students’ ability to perform at high standards, but future economic capital (Harvey & Houle, 2006; Ryan, Pollock, & Antonelli, 2009). The implication for educators in creating more inclusive, socially-just classrooms becomes significant when one looks at Canada’s changing demographic trends (see Eggertson, 2007). It is incumbent that policymakers, researchers, and educators move beyond rhetoric and prepare future teachers with the skills for teaching in Canada’s growing, diverse, and young classrooms.
This workshop is designed for instructors who teach in Bachelor of Education programs at any Canadian university. At the same time, it is adaptable to non-Canadian, and/or non-B.Ed. classrooms. The aim is dual and intertwined: to model pedagogy and instruction that instructors can adopt or adapt in teaching for equity and social justice in their own classrooms, and to guide instructors, using stimuli from written and visual text, to interrogate and evaluate their own teaching practices, and re-align them to foster aims of inclusion and social justice. Towards these ends, the workshop employs a triad of strategies, namely critical thinking, active learning, and the flipped classroom.
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"Critical Thinking, Active Learning, and the Flipped Classroom: Strategies in Promoting Equity, Inclusion and Social Justice in the B.Ed. Classroom,"
Teaching Innovation Projects: Vol. 7
, Article 8.
Available at: https://ir.lib.uwo.ca/tips/vol7/iss1/8