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Bridging understandings of differenc...

Ajodhia-Andrews, Amanda Devi.

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Bridging understandings of differences, learning, and inclusion: Voices of minoritized students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Bridging understandings of differences, learning, and inclusion: Voices of minoritized students./
作者:	Ajodhia-Andrews, Amanda Devi.
面頁冊數:	306 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3665737
ISBN:	9781321385496

Bridging understandings of differences, learning, and inclusion: Voices of minoritized students.
Ajodhia-Andrews, Amanda Devi.

Bridging understandings of differences, learning, and inclusion: Voices of minoritized students. - 306 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2013.

This item must not be sold to any third party vendors.

Many Canadian children from minority status groups experience long-term academic complexities, influencing their sense of school belonging and engagement (Willms, 2003; Willms and Flanagan, 2007). Research demonstrates children with intersecting differences of race, ethnicity, language, and disability, and those in their middle years (10-13 years old), undergo heightened academic challenges (Blanchett, Klingner, and Harry, 2009; Cobbold, 2005).

ISBN: 9781321385496Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Bridging understandings of differences, learning, and inclusion: Voices of minoritized students.
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245 1 0 $a Bridging understandings of differences, learning, and inclusion: Voices of minoritized students.
300 $a 306 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2013.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Many Canadian children from minority status groups experience long-term academic complexities, influencing their sense of school belonging and engagement (Willms, 2003; Willms and Flanagan, 2007). Research demonstrates children with intersecting differences of race, ethnicity, language, and disability, and those in their middle years (10-13 years old), undergo heightened academic challenges (Blanchett, Klingner, and Harry, 2009; Cobbold, 2005).
520 $a Within Toronto, one of the most diverse Canadian cities, this study explores the narratives of 6 middle years children with intersecting differences of race, ethnicity, language, and disabilities. The narratives highlight participants' understandings of differences, learning, and inclusion. Specifically, what are marginalized children's personal schooling experiences, and how may these insights support inclusive learning, teaching, and sense of belonging?
520 $a Underpinned by conceptual lenses of (a) critical theory, from which stems critical pedagogy and critical multicultural education, and (b) the "new sociology of childhood" (Greene and Hogan, 2005), which includes social constructivist and participatory frames, this study employed qualitative narrative and critical discourse analysis research methods throughout 7 research sessions over a 4 month period. Accessing children's multiple views, data collection included a "mosaic" (Clark and Moss, 2001) multi-method approach, such as semi-structured interviews with open-ended questions, writing activities, imaginative story games, photography, and drawings. The children's narratives are re-presented as portrait narrative summaries within this paper.
520 $a Surfacing findings include two predominant themes: (a) Participants' conceptualizations of differences, race, ethnicity, language, culture, disability, and autism. Participants' views relate to theories of denying differences, colour blindness, White discourse, and Othering; and (b) Interconnecting factors of inclusive and exclusive elements contributing to participants' overall sense of school belonging. Additionally this theme highlights matters of meritocracy, individualization, and the "good" student. Underscoring both themes are notions of normalcy, and deficit and deficient-based discourses. Inviting student voice into educational conversations and research processes, this study demonstrates the importance of listening to voices of children with intersecting differences, as they may adeptly advance areas of inclusion and diversity.
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650 4 $a Canadian Studies. $3 1020605
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710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 2095033
773 0 $t Dissertation Abstracts International $g 76-04A(E).
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792 $a 2013
793 $a English
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