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Relational and Responsive Inclusion

Contexts for Becoming and Belonging

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Mere Berryman, Ann Nevin, Suzanne SooHoo and Therese Ford

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.

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Preface � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � xiii Acknowledgements � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � xix About the Cover � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � xxi Chapter One: Cultural and Relational Responses to Inclusion and Belonging: A Dream to Dream Together � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �1 Mere Berryman, Ann Nevin, Suzanne SooHoo, and Therese Ford Section I: The Changing Experiences, Policies, and Systems Supporting Students with Disabilities Chapter Two: Culturally Responsive Inclusion: On Whose Terms? � � � � � � � � � � � � � � � 27 Ted Glynn Chapter Three: Culturally Responsive Inclusion—a Possible Imperative? � � � � � � � � 47 Ann Nevin Chapter Four: Inclusion For All—or Just Some? Drawing from Evidence That Counts for Māori: Whaia ki te ara tika � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 69 Sonja Macfarlane and Angus Macfarlane vi | table of contents Chapter Five: Working within Government: Contexts to Include Māori Students with Hearing Impairments in Education � � � � � � � � � � � � � � � � � � � 89 Helen Jacob and Clint Green Chapter Six: Opening Futures: Culturally Responsive and Relational Practice in Schools � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 107 Margaret Egan Chapter Seven: Muslim American Conscientização: A Primer on Engaging Muslim American Students � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 127 Ahmed Younis Chapter Eight: Rethinking the Process of Engagement: Considering the Possibilities � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 143 Holly Pearson Section II: Research about Culturally Responsive Practices That Have Worked Towards Inclusion Chapter Nine: Cultural and Relational Contexts for Becoming and Belonging � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 163 Mere Berryman and Paul Woller Chapter Ten: Connecting with Māori Whānau and Community � � � � � � � � � � � � � � � � 183 Therese Ford Chapter Eleven: The Maintenance and Transmission of Indigenous Languages and Cultures by Immigrants to the United States � � � � � � � � � � � � � � 203 Carlos Perez Chapter Twelve: Inclusion of Indigenous World Views into Nursing Curricula � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 223 Michelle Spadoni, Gweneth Hartrick Doane, Pat Sevean, Karen Poole, Sandra Cornell, and Lorne McDougall Chapter...

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