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Relational and Responsive Inclusion

Contexts for Becoming and Belonging


Edited By 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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Author Biographies


Mere Berryman is an Associate Professor at the University of Waikato in New Zealand. She began working as a researcher after teaching for over 20 years. This research focussed on collaborating with schools, Ma-ori students, their families and communities through literacy and behavioral interventions. In the 90s she began collaborating with staff from the University of Waikato. This work was to see the inception of Te Kotahitanga, an iterative research and development, secondary school reform programme which continued for 13 years. Mere currently directs another national secondary school reform initiative, Kia Eke Panuku: Building on Success. This initiative spans three tertiary institutions and continues to work extensively with school leaders, classroom practitioners, Ma-ori communities, and other education professionals to bring about effective education reform for Ma-ori. Ongoing evidence of educational disparities for Ma-ori in our schools continues to make this work a priority. Mere has published widely in this field. Sandra Cornell has a nursing background in community and family practice. Sandra was the manager in the Native Nurses Entry Program before returning to the practice setting as a Registered Nurse in the Anishnawbe Nurse Practitioner- led Clinic. She sat on the Advisory Committee to the Ogimaawin-Aboriginal Governance Council at Lakehead University. She provided thoughtful insight into Indigenous knowledge practices in nursing curriculum. She worked closely with First Nation and Métis community health providers in relation to the Native 314 | author biographies Nurses Entry Program and undergraduate-nursing curriculum. She generously shared her knowledge of Indigenous knowledge practices with nursing...

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