"...racial prejudice against visible minorities is so notorious and indisputable that its existence needs to be treated as a social fact (R. v. Spence, [2005] 3 S.C.R. 458, para. 5)."
While diversity is one of the most discussed topics in education and human rights today, ongoing debates over refugees, walled borders, and which bathroom people are legally allowed to use demonstrate that we're not as inclusive as we would like to think. This issue is particularly visible in the US, where despite the repeal of laws mandating school segregation in 1954, segregation remains alive and well in many areas of the country today. And while we as Canadians will be quick to jump in defense of how welcoming we are to other cultures, we must not forget that it was only 20 years ago that the last residential school closed its doors. Places with exceptional mortality rates and where nationwide experiments were conducted on children, it is no surprise that the federal government had bulldozers at the ready when they finally locked the doors.
Ontario's Equity and Inclusive Education Strategy serves to lay out the foundations for inclusive practices in our schools that address diversity in all forms, including FNMI peoples, visible minorities, and newcomers, as well as differences in family structure, sexual orientation, language, and religion. An inclusive model of education helps promote interest in school and student achievement, minimizes behavioural problems and dropout rates, promotes a sense of belonging by eliminating barriers, and meets the needs of all learners. Equity and inclusion in the classroom go well beyond the typical concept of differentiation, as they are not only a classroom practice, but a mindset as well. By having our teachers model these behaviours we are promoting the achievement of all learners and creating not only an inclusive classroom, but an inclusive society as well.
