Teaching for Equity and Diversity: Research to Practice

The purpose of this work, like that of second-language teachers, is to inspire students to seek what is unique in each language and to reflect on the relationship and interplay between them. Few English language speakers are going to acquire native fluency in French. Some do manage that incredible feat, but most people learning French want to get somewhat closer to that elusive native-speaker status. This little book takes you a few steps further along that life-long journey. In the section on grammar, the authors propose a new and better way to tell the use of the passe simple or passe compose and the imparfait. There really are differences in causal conjunctions (parce que/car/comme/puisque). The agreement of the past participle of pronominal verbs (Elle s'est coupee au doigt) is explained clearly.

Table of Contents:
Foreword by Jon Young Acknowledgements PART ONE: RESEARCH Chapter One: Equity Through Anti-racism Praxis Race, Ethnicity and Education Inequities Equity and Diversity Education Responses to Equity and Diversity Education Research Approaches Chapter Two: Racism, Ethnocentrism, and Educational Inequity The Meaning of Difference Interpretations of Racism and Ethnocentrism On Educational Inequities Conservative Views on Race, Racism, and Anti-racism Chapter Three: Educators' Perspectives and Practices Educators' Responses to Equity and Diversity Policies and Practices Classroom Practices Parent and Community Involvement in Schooling Perspectives on Professional Development Chapter Four: From Resistance to Transformative Possibilities Deconstructing Resistance Transformative Possibilities Teacher Development Strategies PART TWO: RESEARCH TO PRACTICE Chapter Five: Racial Identity Development and Teaching Racial Identity Formation and Teachers Program Design and Implementation Challenges of Implementing a Racial Identity Development Program Implications for Teacher Education Chapter Six: Cross-Race Dyad Partnerships in Pre-service Teacher Education Introduction Theoretical Framework Designing Cross-Race Dyad Partnerships Benefits of Cross-Race Dyad Partnerships Challenges to Dyad Partnerships Implications for Teacher Education Chapter Seven: Community Involvement: A Service Learning Approach to Teacher Education Introduction Theoretical Underpinnings Program Design and Implementations Reflections Some Challenges of Community Involvement Implications for Teacher Education Chapter Eight: The Professional Development School as a ""Community of Learners"" Introduction Conceptualizing the PDS Model Application The Etobicoke-University Partnership Model The Maple Leaf-University Partnership Model The Peel-University Partnership Model An Emergent ""Community of Learners"" Model Productive Institutional Border-crossing Appendix A: Impact of Teacher Identity on Perspectives and Practices Appendix B: The Multiculturalism Policy of Canada Appendix C: School Boards' Policies References Index

About the Author :
Paul Socken and Jose Biname

Review :
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