Enhancing Equity in Elementary Education Through System-Wide Knowledge Synthesis

• In Event: Leadership Strategies and Instructional Practices That Enhance Equity and Cultural Responsiveness

Abstract

Research has only begun to investigate promising practices to foster educational equity for children in equity-deserving groups. This system-focused study investigates promising approaches to enhancing equity for children across 72 district school boards in Ontario, Canada. Through rapid review knowledge synthesis of equity policy statements, reports and scholarly literature, the research aims to identify promising approaches to enhancing equity for children aged 4–13 in elementary school (including programs and initiatives focused on Black and Indigenous student excellence, immigrant/refugee students, people of colour, students living in low sociodemographic neighbourhoods, LGBTQ2S+ students, disabled students, etc., with consideration of intersectionality). The rapid review will be mobilized to support partnership development among education stakeholders to help inform educational policy in Ontario and beyond.

Authors

• Sejal Patel, Toronto Metropolitan University

• Aalim Makani, Ryerson University

• Rimsha Ahmad, Ryerson University