A critique of Trent et al.'s "Preparing Preservice Educators for Cultural Diversity: How Far Have We Come?" (2008).

1. Preparing Preservice Educators for Cultural Diversity: How Far Have We Come? Noelle Morris / June 21, 2011

4. “ But what is culturally responsive instruction and how should it look like in TEPs and preschool/early childhood through 12 th -grade classrooms (P-12)?” (Trent et al., p. 329)

11. “ When the content of what is taught is stressed in schools rather than a way of thinking about that content, the assumptions underlying that content, and the way in which that content is represented, the content is made central to the exclusion of thinking […] the content is not criticized but taken for granted, and, for the most part, accepted.” (Maher, 1992)

15. Barriers / cultural markers: race, disabilities, gender (Trent et al., p. 230) Barriers (as per the Equity and Inclusive Education Strategy): race, sexual orientation, physical or mental ability, gender, gender identity, and class  all of these can intersect (Equity and Inclusive Education in Ontario Schools: GUIDELINES FOR POLICY DEVELOPMENT AND IMPLEMENTATION, p. 11) “ (In Ontario) While racism continues to be a major focus, the strategy recognizes that Ontario’s publicly funded schools must increase their efforts to develop an approach that will respond to the full range of needs within the education community.” (Equity and Inclusive Education in Ontario Schools: GUIDELINES FOR POLICY DEVELOPMENT AND IMPLEMENTATION, p. 11)

17. Boards will: 2008–2009 • review existing equity and inclusive education policies and/or begin to develop or extend such policies; 2009–2010 • develop or revise policies on equity and inclusive education for implementation by September 2010; 2010–2011 • implement equity and inclusive education policies; embed equity and inclusive education principles in board and school improvement plans; 2011–2012 • implement positive employment practices that support equitable hiring, mentoring, retention, promotion, and succession planning.

18. Schools will: 2009–2010 • develop and implement strategies to engage students, parents, and the broader community actively in the review, development, and implementation of initiatives to support and promote equity and inclusive education; 2011–2012 • implement board equity and inclusive education policies, programs, and action plans that reflect the needs of their diverse school communities.

19. UOIT 2011-2012 year required courses for Primary/Junior and Intermediate/Senior programs (Consecutive): Individual Needs and Diversity CSU Ontario School of Education, 2011-2012 Primary Education: Inclusive Education and the Law Lakehead, 2011-2012 required courses, Consecutive: Educational Psychology + Teaching Exceptional Students Niagara University, 2011-2012 required courses: Teaching Students with Special Needs Nipissing University, 2010-2011, required: Education and Schooling/Educational Psychology, Special Education Optional: Mental Health Issues in School Populations (NOT OFFERED IN 2010/11) ESL Across the Curriculum (NOT OFFERED IN 2010/11) Exclusion to Inclusion: Imagination and Creativity in the 21st Century Classroom

20. OISE, 2011-2012, Elementary/Secondary Program Core Course Components: Teacher Education Seminar (covers aspects of Special Education) Trent University, Full Time Primary/Junior and Senior streams: Supporting Literacy and Learners with Special Needs Tyndale University College: Primary/Junior Track and Junior/Intermediate Track Required Courses: Diversity and Equity Issues in Education Creating Safe, Engaging and Inclusive Learning Environments Differentiated Instruction in the Classroom Context Electives (Teacher Candidates choose one from the following options): English as a Second Language Special Education

21. University of Western Ontario: 2011-2012: Core Foundations Courses (elementary and secondary) Educational Psychology & Special Education 5005 Equity, Diversity, Social Justice Courses: International Education 5444Q Introduction to Teaching English as a Second Language 5413 Rural & Remote Schools 5435Q/S Teaching First Nations Students 5423Q/S Teaching for Equity and Social Justice: A Focus on Inclusive Curriculum 5424 University of Windsor, 2010-2011, Required: Differentiated Instruction for Students with Special Needs Wilfrid Laurier University, Required Courses: EU403: Teaching for Equity and Diversity EU438: Gifted Education York University, 2011-2012: ED/EDUC 2000 6.00 Teaching and Learning for Inclusive Classrooms ED/PJIE 3500 3.00 Inclusive Education

22. Not mentioned: Brock, Laurentian, Queen’s, Ottawa