Diversity, Equity, and Inclusion: A Distributive Leadership Model for Stakeholders, Researchers, and Teacher Practitioners

• In Event: Moscone Center West Roundtable Session 8
  In Roundtable Session: Leading Our Own Learning: Teacher Leaders and Communities of Practice

Abstract

This 3-year study examines the role of teacher identity in an independent school located in a highly diverse Canadian city. This inquiry coincided with the establishment of a professional learning community (PLC) focused on DEI (Diversity, Equity and Inclusion). As a classroom teacher and leader in DEI, the lead author of this study worked alongside senior leadership, colleagues and students, to investigate issues affecting the community. This study asks: What core values are at the centre of DEI work in an inquiry-based environment? How does identity and lived experience play a role in teachers’ interpretation of DEI implementation and policy? What are some of the key problems (if any) experienced by teachers when implementing a DEI framework in their curriculum?

Authors

• Radhika K Raj, The Bishop Strachan School

• Rebecca Hughes, University of Toronto