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Leading a multiethnic school: The Alberta, Izmir and New Brunswick contexts Lyle Hamm PhD Sherrie-Lynn Doğurga PhD student University of New Brunswick.

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Presentation on theme: "Leading a multiethnic school: The Alberta, Izmir and New Brunswick contexts Lyle Hamm PhD Sherrie-Lynn Doğurga PhD student University of New Brunswick."— Presentation transcript:

1 Leading a multiethnic school: The Alberta, Izmir and New Brunswick contexts Lyle Hamm PhD Sherrie-Lynn Doğurga PhD student University of New Brunswick

2 Introduction Intersecting educational experiences and research Alberta IzmirNew Brunswick

3 Alberta  Secondary industry  Wallerstein  Critical consciousness awakening  Indeterminate situation

4 Professional Development and collaboration Language communication barriers Relationships between stakeholders Pacing of Curriculum Safe and Caring School Community Societal Influences on the school and community Issues of Equity Seven Interrelating Themes Hamm, 2009

5 Izmir  Teacher diversity  Intentional hiring practices  International and local recruiting  Social Justice initiatives within the school

6 Increasing Diversity in New Brunswick  Our interests and contributions  Requests from schools  Investigating local challenges and providing support

7 Review of Literature  Ryan , 2003, 2006  Shields , 2004  Stewart  Peck, Sears & Donaldson in New Brunswick – 2005, 2008  Varma-Joshee, Baker, Tanaka in New Brunswick  Goddard & Hart in Alberta

8 Philosophically  Battiste  Marshall – 2014 – Talking Circle  Wilson – 2008  Delpit  Freire , 1998  hooks  Kincheloe , 2008  Lather

9 Drawing from Boothe, 2000  Our “learnings” and experience have directed us to current global, provincial and community realities for recommendations in multi-ethnic schools

10 Our Suggestions for Leadership 1. Intentionally engage the new immigrant parental community 2. Be willing and equipped to confront hegemonic structures accepted within the status quo – ie. racism, exclusion 3. Promote Social Justice in authentic ways

11 4. Focused professional development on topics related to demographic change and diversity 5. Open the school as a multi-use facility without road blocks 6. Increase multi-lingual communication resources and open channels - ibooks

12 7. Investigate curriculum resources (Kelly, 1998; Ryan, 1999) 8. Keep students together 9. Continually build educational team or intentional multi-ethnic and multi-lingual miring practices. Staff members in the guidance department at the local school or district level who are trained in responding to trauma

13 The Diversity Plan  Re-configure recommendations for local school contexts – schools within districts may have varying contexts.  Infusing all of the above suggestions into a Diversity Plan.  Make the plan public knowledge and symbolic within the community – continually welcoming stakeholders to be a part of planning and enactment

14  Future research into schools  Conclusions

15 References  Boothe, D. (2000, December). How to support a multiethnic school community. Principal Leadership,  Battiste, Marie. Decolonizing Education: Nourishing the Learning Spirit. Saskatoon: Purich,  Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: New Press.  Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.  Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Lanham, Maryland: Rowman & Littlefield.  Goddard, J. T., & Hart, A. (2007). School leadership and equity: Canadian elements. School Leadership and Management, 27(1),  Hamm, L. (2009). “I’m just glad I’m here: Stakeholder perceptions from one School in a community undergoing demographic changes on the Alberta grasslands. Unpublished dissertation from the University of Calgary, Calgary, Alberta.  hooks, b. (2010). Teaching Critical Thinking: Practical Wisdom: New York: Routledge. 

16  Kelly, J. (1998). “Experiences with the white man”: Black student narratives. Canadian Ethnic Studies, 30(2)  Kincheloe, J. L. (2005). Critical Constructivism. New York: Peter Lang.  Kincheloe, J. L. (2008). Critical Pedogogy. New York: Peter Lang.  Lather, P. (1986). Research as Praxis. Harvard Educational Review, 56(3),  Peck, C. & Sears, A. (2005). Uncharted territory: Mapping students’ conceptions of ethnic diversity. Canadian Ethics Studies, 37(1),  Peck, C., Sears, A. & Donaldson. S. (2008). Unreached and unreasonable: Curriculum standards and children’s understanding of ethnic diversity on Canada. Curriculum Inquiry, 38(1),  Ryan, J. (1999). Race and ethnicity in multi-ethnic schools. Clevedon: Multilingual Matters.  Ryan, J. (2003). Leading diverse schools. Dordrecht, NL: Kluwer Academic Press.  Ryan, J. (2006). Inclusive leadership. San Francisco: Jossey-Bass.

17  Shields, C. (2003). Good intentions are not enough: Transformative leadership for communities of difference. Lanham: Scarecrow Press.  Shields, C. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(1),  Stewart, J. (2007). Children affected by war: A bioecological investigation into their psychosocial and educational needs. Unpublished doctoral dissertation, University of Manitoba, Winnipeg.  Varma-Joshee, M., Baker, C. & Tanaka, C. (2004). Names will never hurt me? Harvard Educational Review, 74(2),  Wallerstein, I. (2005). World-systems analysis: An introduction. Durham: Duke University Press.  Wilson, S. (2008). Research is ceremony: Indigenous research methods. Halifax: Fernwood.


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