This book proposes a relational and culturally responsive framework, from within a critical and indigenous paradigm that is designed to foster one’s sense of becoming and belonging in the world with all people, and thus promotes inclusion.
Socially unjust circumstances continue to perpetuate inadequate classroom, school and system-level responses to longstanding social justice imperatives, shutting out power-sharing solutions to educational disparities and marginalizing populations of Indigenous and minoritized peoples. To address these educational disparities, this book proposes a relational and culturally responsive framework, from within a critical and indigenous paradigm that is designed to foster one’s sense of becoming and belonging in the world with all people, and thus promotes inclusion. Praxis such as this challenges traditional paradigms that marginalize or dehumanize those with whom we seek to work. Social justice in education must be concerned with recognizing, respecting and being inclusive of the diversity of all students. Social justice is about valuing and including all children for the potential they arrive with and for the families that stand beside them, rather than on what we might aspire to change and mold them into being.
| Preface |
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xiii | |
| Acknowledgements |
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xix | |
| About the Cover |
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xxi | |
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Chapter One Cultural and Relational Responses to Inclusion and Belonging: A Dream to Dream Together |
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1 | (26) |
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Section I The Changing Experiences, Policies, and Systems Supporting Students with Disabilities |
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Chapter Two Culturally Responsive Inclusion: On Whose Terms? |
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27 | (20) |
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Chapter Three Culturally Responsive Inclusion---a Possible Imperative? |
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47 | (22) |
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Chapter Four Inclusion For All---or Just Some? Drawing from Evidence That Counts for Maori: Whaia ki te ara tika |
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69 | (20) |
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Chapter Five Working within Government: Contexts to Include Maori Students with Hearing Impairments in Education |
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89 | (18) |
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Chapter Six Opening Futures: Culturally Responsive and Relational Practice in Schools |
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107 | (20) |
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Chapter Seven Muslim American Conscientizacao: A Primer on Engaging Muslim American Students |
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127 | (16) |
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Chapter Eight Rethinking the Process of Engagement: Considering the Possibilities |
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143 | (20) |
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Section II Research about Culturally Responsive Practices That Have Worked Towards Inclusion |
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Chapter Nine Cultural and Relational Contexts for Becoming and Belonging |
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163 | (20) |
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Chapter Ten Connecting with Maori Whanau and Community |
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183 | (20) |
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Chapter Eleven The Maintenance and Transmission of Indigenous Languages and Cultures by Immigrants to the United States |
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203 | (20) |
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Chapter Twelve Inclusion of Indigenous World Views into Nursing Curricula |
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223 | (20) |
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Chapter Thirteen School as a Place of Becoming and Belonging: Starting with One Child to Whole School Reform |
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243 | (16) |
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Chapter Fourteen Reflecting on Inclusion through a Culturally Responsive Lens |
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259 | (20) |
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Chapter Fifteen Forced Choices and Limited Options: Latino and White Parents of Adolescents with Significant Disabilities Navigate the Labyrinth of a Large Urban School District |
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279 | (20) |
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Chapter Sixteen Relational and Responsive Inclusion: Learning from These Experiences and Studies |
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299 | (14) |
| Author Biographies |
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Mere Berryman, PhD (University of Waikato), is an Indigenous woman of the Tuhoe tribe who works as an associate professor at the University of Waikato in New Zealand. Currently she is the director of a national secondary school reform initiative, Kia Eke Panuku: Building on Success. Ann Nevin, PhD (educational psychology, University of Minnesota), is professor emerita, Arizona State University. Over a lengthy career span (1969present) she has authored books, research articles, chapters, and federal and state grants. Suzanne SooHoo, PhD (Claremont Graduate University), is the endowed Hassinger Chair in Education and the co-director of the Paulo Freire Democratic Project at Chapman University in Orange, California. Therese Ford is an Indigenous woman of Ngai Takoto who holds a Masters of Education in Educational Leadership and is currently working to complete her PhD at the University of Waikato in New Zealand. Therese is an academic director and professional development facilitator working with school leaders, teachers and communities in a national secondary school reform initiative in New Zealand.
