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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/32367

Title: Literacy, Diversity and Education: Meeting the Contemporary Challenge
Authors: Dei, George
Berger, Marie
Forgette-Giroux, René
Keywords: Literacy
Diversity
Education
Qualitative research
Ontario schools
Literacies
Teaching
Curricula
Classroom environment
Equity
Inclusion
Issue Date: 2009
Publisher: Canadian and International Education
Citation: Dei, G., Berger, M.-J., & Forgette-Giroux, R. (2009). Literacy, diversity and education: Meeting the contemporary challenge. Canadian and International Education, 38(1), 1-16.
Abstract: Abstract The changing nature of our classrooms in terms of students’ racial population demands an understanding and validation into the different ways in which various ethnocultural and Aboriginal students respond to schools, classroom environments, curricula, and teaching strategies to ensure academic success. This paper is part of a larger study that examines literacy and diversity in relation to the educational challenges in Ontario schools. The focus of this paper is on a qualitative case study involving twenty educators. The study’s findings reveal educators’ articulations with regards to the connections between equity, diversity and multiple literacies. Résumé: La nature changeante de nos salles de classe en termes de la population raciale des étudiants exige une compréhension et une validation des différentes manières auxquelles les divers étudiants ethnoculturels et indigènes répondent aux écoles, aux environnements de salle de classe, aux programmes d’études, et aux stratégies d’enseignement pour assurer le succès scolaire. Ce travail fait partie d’une étude plus large qui examine la littératie et la diversité dans les écoles ontariennes par rapport aux défis éducationnels. Le travail met l’accent sur une étude de cas qualitative impliquant vingt éducateurs. L’étude révèle les articulations des éducateurs en ce qui concerne les liens entre l’équité, la diversité et les littératies multiples.
URI: http://hdl.handle.net/1807/32367
Appears in Collections:Faculty (SESE)

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