Education Commons^™

Inclusive Leadership Processes And Practices That Improve Educational Social Justice Outcomes For Manitoba’S Children In Care – An Exploratory Case Study, Regine Nuytten

Electronic Thesis and Dissertation Repository

Grounded in a critical transformative paradigm, this case study examined how Manitoba public school principals worked to support social justice goals in education for Manitoba’s children in care. A qualitative case study methodology was used to investigate how inclusive school principals develop processes and practices to work towards improved social justice outcomes for children in care. Social justice outcomes and inclusive leadership, as it is operationalized through processes and practices in schools, comprised the study’s conceptual framework. Data were collected using document analysis of government documents, semi-structured interviews with principals/vice principals from six Winnipeg school districts, and focus groups with …

Role Of Advocacy Organizations In Promoting Inclusive Education Policies For Students With Rare Chronic Health Conditions: Insights For Education Leaders, Jennifer Flinn

Electronic Thesis and Dissertation Repository

This qualitative study investigated how advocacy groups for rare chronic health conditions understood their relation to, and interaction with, educational leadership and policy. This study adopted a critical research orientation and framed inclusion as an equity and social justice issue. Semi structured interviews were conducted with advocates representing various rare chronic health conditions, and a policy review of Ontario’s inclusion policy, as well as relevant health policies were conducted. The analysis revealed that there was tension in participants’ understanding of inclusion, and participants did not always support full inclusion for students with rare chronic health conditions. There is a lack …

Gender And Sexual Orientation In The Elementary Classroom: Teachers Negotiating Critical Literacies And Queer Pedagogies, Pamela M. Malins

Electronic Thesis and Dissertation Repository

Drawing from queer theoretical perspectives, this thesis examines the extent to which teachers address sexual orientation and gender identities in Ontario Elementary classrooms, reflecting recent curricular revisions regarding antidiscrimination education and social justice; moreover, it investigates some of the influences that affect teachers’ pedagogical practices. This inquiry’s significance can be seen through social constructionism which emphasizes the teachers’ role in reinforcing or disrupting discourses of normalcy. Queer Theory offers a method for deconstructing and challenging identity categories such as the heterosexual/homosexual dichotomy or gender normative frameworks.

Findings indicate an apparent tension for teachers in negotiating personal and parental beliefs and …