FAQ
Q1. Where did the idea of Inclusion Canada come from? Gathering relevant research on diversity and inclusion first began in 2017 during an online international graduate course, facilitated by Lyle Hamm at the University of New Brunswick. Enrolled in the rigorous and highly collaborative coursework with several inspiring education professionals, we sought to explore cultural responsiveness in schools and communities. I began constructing Inclusion Canada while engaging with this team. We explored local, provincial, national and international contexts to support each other in school improvement for all. |
Over the course of a year, I began to look at different professional learning models and their effectiveness. I examined historical perspectives and patterns of diversity and inclusive education. My research spanned what was working and what wasn't working in diversity and inclusive education. Some of the key research elements included a systematic review of emotionally responsive professional learning (Goolcharan, 2017). The work of Banks, Breakspear, Gay, Moore, Hargreaves and Shields were central among the dozen of social justice learning research articles I viewed.
Additionally, I consulted with a wide range of educational professionals while conceptualizing and then developing Inclusion Canada in hopes it will support re-shaping the field with critical contributions from all stakeholders including students, families, educational professionals and community members within Canada and beyond. I strongly believe that sharing research, ideas, experiences, tools and strategies are the foundation of building strong connections for support and empowerment. Based on the research, the conceptualization and development of Inclusion Canada continues to grow.
Additionally, I consulted with a wide range of educational professionals while conceptualizing and then developing Inclusion Canada in hopes it will support re-shaping the field with critical contributions from all stakeholders including students, families, educational professionals and community members within Canada and beyond. I strongly believe that sharing research, ideas, experiences, tools and strategies are the foundation of building strong connections for support and empowerment. Based on the research, the conceptualization and development of Inclusion Canada continues to grow.
Q2. What are the different ways people can contribute to Inclusion Canada?
People can contribute to any section or webpage and make suggestions of additional pages related to diversity, inclusion and social justice.
Q3. Diversity is a large topic. Why does Inclusion Canada include all kinds of diversity instead of targeting one particular kind?
For true inclusivity when developing social justice plans in different schools and organizations, all inclusive practices should be considered. Looking at one kind of diversity can be useful to support a specific need, but this approach may not be entirely effective when individual and collective identities are complex and intersect several kinds of diversity. Therefore, the involvement of all stakeholders in co-constructing diversity plans is critical to building capacity and creating social justice plans with multiple inclusive lenses. Social justice, diversity and inclusion are not about choosing one kind of diversity over another, but deciding on critical actions that impact us all in achieving a diversity-rich, inclusive education. This site provides opportunities to look at many different types of diversity, and it is important to recognize the individual differences within diverse groups whether it be the family, organizations or society at large.
People can contribute to any section or webpage and make suggestions of additional pages related to diversity, inclusion and social justice.
Q3. Diversity is a large topic. Why does Inclusion Canada include all kinds of diversity instead of targeting one particular kind?
For true inclusivity when developing social justice plans in different schools and organizations, all inclusive practices should be considered. Looking at one kind of diversity can be useful to support a specific need, but this approach may not be entirely effective when individual and collective identities are complex and intersect several kinds of diversity. Therefore, the involvement of all stakeholders in co-constructing diversity plans is critical to building capacity and creating social justice plans with multiple inclusive lenses. Social justice, diversity and inclusion are not about choosing one kind of diversity over another, but deciding on critical actions that impact us all in achieving a diversity-rich, inclusive education. This site provides opportunities to look at many different types of diversity, and it is important to recognize the individual differences within diverse groups whether it be the family, organizations or society at large.
Q4. What are the greatest challenges in designing and developing Inclusion Canada?
The greatest challenge has been providing content that meets the needs of various education professionals in a variety of contexts. My vision is that users who visit Inclusion Canada will use the content that is most relevant to them to create, develop and implement social justice plans. I see Inclusion Canada as a beginning to a conversation, not the end. I also hope that it encourages users to share their stories and research about diversity and inclusion within this social justice technological platform. |
Inclusion Canada aims to serve schools and communities by raising social justice concerns. This role involves mindful intercultural communication practices, but more importantly, ethical practices. The conceptualization and development processes are responsive to a number of different kinds of diversity and attempt to provide options within social justice planning to meet an array of needs. Through these processes, communication on the website, as Kale (1994) suggests, should "protect the worth and dignity of the human spirit. It is unethical to communicate with people in a way that does violence to their concept of themselves or to the dignity and worth of their human spirit" (p. 438). In order to meet the needs of multiple contexts, I have drawn from social justice and inclusion research.
Unlike many websites where communication is conceptualized and developed to support various education stakeholders, Inclusion Canada ideally supports the localization of school development. Agboka (2013) advocates for participatory approaches to design and communication that consider linguacultural, political, economic, legal and local knowledge systems. A key principle in designing Inclusion Canada is that information is being shared in addition to the transmission of cultural values. (Slack, Miller, & Doak, 1993).
Q5. What do you believe are the key strengths of Inclusion Canada? I believe the key strengths are its participatory learning model and its multiliteracies approach to accessing diversity and inclusion information and tools and strategies to facilitate connections between theory and practice. Inclusion Canada values personal and professional learning as well as collective and individual empowerment. Research designs should address specific problems, so those conducting research, especially those in the field, can then directly impact teaching and learning. Participatory research processes build capacity and empower co-researchers to use data to make purposeful, contextual decisions and changes (Cranton & Merriam, 2015). This directly aligns with Inclusion Canada's continual development around literature-based and participatory research. Sharing experiences, stories and data directly from local contexts can inform both quantitative and qualitative research. |
Q6. What are the benefits of participatory research?
Spinuzzi (2003) emphasises the importance of not labeling developers as "heroes" but, "cast[ing them] as agents who initiate and implement change themselves" (p. 8). Imposing inflexible, narrow ideas on targeted users and using dogmatic language does not meet diverse needs nor recognize individuals as competent co-researchers. For localization to be successful, users must be leaders of change. They are the key decision makers.
Similar to Agboka's case study (2013), Inclusion Canada tries to uphold high standards in gathering and presenting data, prioritizing user interface and supporting participatory localization and user-centered design rather than self-promotion. This requires ownership of design to make users central to the process rather than onlookers to development processes where communities of people take ownership of their uses. (Agboka, 2013, p. 43). If we want to understand and be inclusive of all people, we should encourage them to be themselves (Reason and Bradbury, 2001). Social justice plans ideally should take place locally where prevailing local conditions influence development and implementation for effective collaboration where user and developer become partners.
Spinuzzi (2003) emphasises the importance of not labeling developers as "heroes" but, "cast[ing them] as agents who initiate and implement change themselves" (p. 8). Imposing inflexible, narrow ideas on targeted users and using dogmatic language does not meet diverse needs nor recognize individuals as competent co-researchers. For localization to be successful, users must be leaders of change. They are the key decision makers.
Similar to Agboka's case study (2013), Inclusion Canada tries to uphold high standards in gathering and presenting data, prioritizing user interface and supporting participatory localization and user-centered design rather than self-promotion. This requires ownership of design to make users central to the process rather than onlookers to development processes where communities of people take ownership of their uses. (Agboka, 2013, p. 43). If we want to understand and be inclusive of all people, we should encourage them to be themselves (Reason and Bradbury, 2001). Social justice plans ideally should take place locally where prevailing local conditions influence development and implementation for effective collaboration where user and developer become partners.
Q7. How has diversity and inclusive education developed overtime?
The history of diversity and inclusive education have broadened to include the complex intersectionality of individual identities in relation to different types of diversity such as race, gender, sexual orientation, ability, language and socioeconomic status. The emergence of diversity training in the 1960s came about as a response to social issues around race and concerns about accessibility, equity, equality, and opportunity. At the time, civil rights and inclusion as social forces became more widespread in Canadian society. In the 1970s and 1980s, diversity and inclusive education highlighted gender barriers and sexism, especially in the workplace. The patriation of the constitution in 1982 including the Charter of Rights and Freedoms was a key vehicle for many groups including The Canadian Association for Community Living and its provincial chapters to push for fuller inclusion of students with intellectual and physical difficulties in schools. Overtime empowering and supporting individuals with special needs gradually developed, especially in education, with a current emphasis on universal design and differentiated instruction. Nowadays, these practices have extended to include holistic approaches to learning where learners are co-constructing content to meet their diverse needs. Currently, education policy and curriculum focus on gender diversity, expanding beyond bigender identities with many provinces revising their health |
and sex education frameworks and implementation. These processes include the consideration of a wider spectrum of sexuality and address biases including gendered racism, systematic discrimination and lateral violence (Yee, 2010). With the increasing presence of multilinguism in Canada, diversity and inclusion have been embracing difference languages. In 2016 the number of bilingual English and French speakers rose to 17.9% and other bilingual speakers are also on the rise. More Indigenous speakers are learning Indigenous languages but developing fluency will take time especially with a need for Indigenous language speakers, especially teachers. Even though Canada has three official languages, most people speak only one language, and disturbingly more heritage and Indigenous languages are being lost. One way to address this issue is the development of interactive tools such as apps and other digital learning systems have emerged to support linguistically responsive education. In addition, during the last few years, more engaging and interactive diversity and inclusive education tools support and examine the intersectionality of individuals' complex identities and how they influences their realities. This is evident in the work of Lam (2018), the creator of an interactive, engaging board game exploring newcomer identities and experiences.
Q8. How has the delivery of diversity and inclusive education changed?
From an historical perspective, diversity and inclusive training have shifted from a traditional, passive learner approach to an active, co-constructive learning model. Traditional diversity and inclusion training is still featured in some schools or workplaces, especially in introductory programs where learners must passively listen to videos or lectures. Even with the use of interactive technology, diversity and inclusion training may still include a passive slideshow or online video with simple call and response questions. However, in many contexts over the last 5 years more interactive diversity and inclusive learning experiences have been developed with simulations such as the blanket activity, the privilege walk, forced to flee stimulation and the poverty walk. Increasingly, the development of professional learning communities in school have involved cycles of inquiry and often support shared leadership, inclusive practices, co-construction and provide platforms to explore ideas, values, assumptions and biases.
Q9. What are some of the barriers that exist in the development of diversity and inclusive education?
Many barriers impact the development of diversity and inclusive education. Notably, barriers in leadership, school culture, professional learning structures and especially various resources have negatively impacted change. Specific resource barriers include time, money and human resource variables such as individual capacity. Inclusion Canada may provide a platform for collectively address significant barriers to the development of diversity and inclusive education.
Q10. What are some of the barriers that exist in the implementation of diversity and inclusive education?
Even though diversity and inclusive education have made strides in transforming policy, programming and processes, few would agree that equity and the adaptation and adoption of diverse perspectives have been inclusive of all kinds of diversity and occurred in most contexts. The implementation of diversity and inclusive education depend upon complex processes. How differences are accepted, acknowledged and valued can create cultures either supporting or hindering inclusion. In education, it is social structures within homes, schools and communities that develop written and unwritten norms as well as standards, over time. While individuals may value diversity or differences, there may be a disconnect between what they value and what they understand. The disconnet exists not only between their understanding of the deeper deeper held beliefs of others, but a disconnect of their own deeply held beliefs. The complex processes of understanding how our personal cultural experiences shape and form our perceptions and attitudes towards others who are different become an ongoing reflective task (Derrick & Wighting, 2019). Acknowledging differences is not enough within diversity and inclusive education. It requires moving beyond tolerance and involves deep appreciation, adaption and adoption of diverse practices. All stakeholders, especially those in schools and policymakers, have a social responsibility to actively support diversity and inclusive education for the benefit of all.
Q11. How did you decide on which toolkits to create?
Toolkits were based on academic research, focus groups and personal experiences as an educator, team leader and consultant. Lists of research and sources used in development can be found at the bottom of each kit or are directly hyperlinked for user convenience. It is hoped users will continue to develop research, resources and strategies to toolkits. |
Q12. Does content on Inclusion Canada indirectly support the development of stereotypes which may lead to assumptions and biases? Making distinctions between generalizations and stereotypes provide opportunities to more effectively use research in classrooms and schools by acknowledging and responding to differences in individual cases. Hofstede's chart (1991) is useful in understanding the distinctions between generalizations and stereotypes. Unlike generalizations, stereotypes are fixed ideas associated with discrimination, however generalizations are fluid. As Hofstede points out, making generalizations about all human experiences and specific groups of people can provide useful information. However, in order for it to be useful, generalizations must consider individual differences related to personality. Using generalizations can provide a starting point for investigation, but the scenerio must involve deeper dialogue with individuals to support diversity and inclusion that addresses individual, group and contextual needs. In this way, the concept of diversity more broadly encompasses complex, continually forming identities. This is a continually expanding understanding of diversity and inclusion. |
REFERENCES
Agboka, G.Y. (2013). Participatory localization: A social justice approach to navigating unenfranchised/disenfranchised cultural sites, 22, 28-49. doi: 10.1080/10572252.2013.730966
Cranton, P., & Merriam, S. B. (2015). A guide to research for educators and trainers of adults (3rd ed.). Malabar, Florida: Krieger Publishing Company.
Derrick & Wighting (2019). Cultural awareness research and implications for practice and professional development. In D.P. Peltz & A.C. Clemons (Eds.), Multicultural Andragogy for Transformative Learning (1st ed.). (pp. 1-8). Hersey, PA: IGI Global.
Hofstede, G. (1991). Cultures and Organizations. London: McGraw Hill.
Kale, D. (1994). Peace as an ethic for intercultural communication. In L. Samovar & R.E. Porter (Eds.), Intercultural Communication: A Reader (7th ed.). (pp. 437-438). Belmont, CA: Wadsworth.
Reason, P., & Bradbury, H. (2001). Introducation: Inquiry and participation in search of a world worthy of human aspiration. In P. Reason & H. Bradbury (Eds.). Handbook of action research: Participative inquiry and practice, (pp. 1-14). London: Sage.
Spinuzzi, C. (2003). Tracing genres through organizations: A sociocultural approach to information design. Cambridge, MA: MIT Press.
Yee, J. (2009). Sustainable justice through knowledge transfer: sex education and youth. Canadian Woman Studies, 28, 22-26.
Cranton, P., & Merriam, S. B. (2015). A guide to research for educators and trainers of adults (3rd ed.). Malabar, Florida: Krieger Publishing Company.
Derrick & Wighting (2019). Cultural awareness research and implications for practice and professional development. In D.P. Peltz & A.C. Clemons (Eds.), Multicultural Andragogy for Transformative Learning (1st ed.). (pp. 1-8). Hersey, PA: IGI Global.
Hofstede, G. (1991). Cultures and Organizations. London: McGraw Hill.
Kale, D. (1994). Peace as an ethic for intercultural communication. In L. Samovar & R.E. Porter (Eds.), Intercultural Communication: A Reader (7th ed.). (pp. 437-438). Belmont, CA: Wadsworth.
Reason, P., & Bradbury, H. (2001). Introducation: Inquiry and participation in search of a world worthy of human aspiration. In P. Reason & H. Bradbury (Eds.). Handbook of action research: Participative inquiry and practice, (pp. 1-14). London: Sage.
Spinuzzi, C. (2003). Tracing genres through organizations: A sociocultural approach to information design. Cambridge, MA: MIT Press.
Yee, J. (2009). Sustainable justice through knowledge transfer: sex education and youth. Canadian Woman Studies, 28, 22-26.