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IBSA Inquiry Question

How do I go aboutchanging the teaching and

learning rhetoric (adulttalk) so it is not

entrenched in a “defcit-based” model o thinking?

 Jasminie Singh,

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Research and Resources

Reie!ed"

• #limate sureys $or school

•

%quity #ontinuum &' o$ ( ) *SI%+• o! to (each Students -ho on’t

/oo0 /i0e 1ou &Bonnie M. ais+

•

Multiplication is $or -hite People"Raising %2pectations $or *therPeople’s #hildren &/isa elpit+

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/isa elpit

3-hat happens !hen !e assume that certainchildren are less than 4rilliant5 *ur tendency is toteach less, to teach do!n, to teach $or remediation.-ithout haing any intention o$ discriminating, !e

can do harm to children !ho are ie!ed !ithin astereotype o$ 3less than676(hose poor littlechildren su8ering in those lo!9income homes, !ithno $athers, !ith the iolence in the communities,

!ith no one to help them !ith their home!or0: !ecan’t e2pect too much o$ them. 3

&page ;+

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Reie!ed continued"

•

Culturally Responsive Pedagogy:Towards Equity and Inclusivity inOntario Schools ( Ministry o$%ducation #apacity Building Series 9Secretariat Special %dition <=>+

• Culturally Relevant and ResponsivePedagogy: Some Possiilities !orImplementation &$rom (SB !e4site 9%quita4le and Inclusie Schools+

• Articles a4out 3colour 4lind6

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 (ed (al0s&http"??!!!.ted.com+

Rita Pierson on 3Every Child Needs A Champion6&@=+

 (eachers as champions $or students.

#himamanda CgoDi Adichie on 3The Danger Of ASingle Story” &@E+

Finding authentic cultural oice.

Sir Gen Ro4inson

3How To Escape Educations Death !alley”"#ring On The $earning %evolution”Allo!ing education to Hourish 4y see0ing the passions o$ learners.

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#ulturally Responsie and Respect$ulPedagogy Pro$essional /earning

• -ith lead Garen Murray, all teachingsta8 inestigate #RRP through an

%quita4le and Inclusie Schools lens. – Academic success

 – #ultural competence

 –

#ritical consciousness&uiding 'uestion" 31our 4elie$ a4outour students is directly correlated to yourclassroom practice6.

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Belie$ and Pedagogy

• 3(he rst pro4lem teachers con$ront is 4elieing thatsuccess$ul teaching $or poor students o$ colour isprimarily 3!hat to do6. Instead, I suggest that thepro4lem is rooted in ho! !e thin0 9 a4out the social

conte2ts, a4out the students, a4out the curriculum,and a4out instruction. Instead o$ specic lesson andactiities that !e select to ll the day, !e must 4eginto understand the !ays our theories and philosophiesare made to mani$est in the pedagogical practices

and rationalities !e e2hi4it in the classroom.6

. /adson9 Billings &@K+ "(es) #ut How Do *e Do +t”, -racticingCulturally %elevant -edagogy

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Promoting Asset (hin0ing

• Promoting positie pro$essional tal0 ) shared at Sta8 meetings inSpring @> and -ee0ly Sta8 in$ormation 4ulletin.

• #RRP learning in April !ith Garen Murray !ith $ollo! up in June andFall @>

• AdLusting stang model to shi$t teachers 4ased on strengths and

areaso$ gro!th?mentorship, gender, leadership potential andcapacity, diersity etcetera.

• Positie Behaiour Systems &!!!.p4is.com+ approach to changingschool culture presented to sta8 in May @>

• Student participation in?at" SAM% Mathematics #ompetition,

International CASA #on$erence, S(%M proLects and sho!cases,Student -or0 Study, IMACI mentoring program !ith '(S, Boys andirls #lu4 o$ Scar4orough, and much more.

• Sta8 participation &in?at" Improing Blac0 Student Achieement&IBSA+, Student -or0 Study, Model Schools, etc.