Diversity, Equity, Inclusion
What is Diversity, Equity, and Inclusion?
There are many definitions of diversity, equity, and inclusion. While these three words are often grouped together in the acronym DEI, it is important to distinguish between these terms.
We encourage you to explore definitions, like the ones contained on the Réseau québécois pour l’équité, la diversité et l’inclusion (RQÉDI) website.
Promoting connection and a sense of belonging can be enhanced through learning opportunities that prioritize student voices and offer them choices. Such approaches represent a step forward in creating diverse, equitable, and inclusive classrooms and communities.
Diversity, Equity, and Inclusion Efforts in Schools:
- Increase student engagement
- Support a culture of respect and safety
- Acknowledge and value different perspectives, types of knowledge, and ways of knowing
- Help nurture sense of belonging
How to work towards DEI in your classroom, school, and community
- Look at your current teaching materials. Who is included? Are the representations accurate and respectful? Who is not represented? Use a variety of different resources in your classrooms that highlight different perspectives, knowledges and ways of knowing
- Discuss equity, diversity and inclusion with your students, colleagues and broader school community. What can be done to promote belonging and safety at your school.
- Provide students with choice in how they engage, represent, and express their understanding. You can work towards implementing the Universal Design for Learning (UDL) framework. Click to learn more about UDL on the Digital Competency in Action Website.
- Seek out professional learning opportunities on the subject of diversity, equity and inclusion
Check out the I Belong Project!
This project encourages students to explore their identity and sense of belonging through the arts!
LEARN Teacher Resources:
Learning Landscapes – Vol 2 No 2 (2009): Curriculum: Issues and Innovations
This issue presents texts that we hope will help educators more deeply understand the meaning and responsibility of curriculum in our schools and the wider
Learning Landscapes – Vol 3 No 1 (2009): Literacy: Multiple Perspectives and Practices
This issue acknowledges the importance of multiliteracies and diversity, and shows how learners are affected by varying approaches to literacy.
Learning Landscapes – Vol 7 No 2 (2014): Inclusive Education: Socially Just Perspectives and Practices
The submissions in this issue show how inclusion is a daily pedagogical responsibility of teachers and others, and how deficit notions of students prevent the
Learning Landscapes – Vol 14 No 1 (2021): Pedagogical Practices: The How of Teaching and Learning
This issue includes multiple forms of representation that connect meaningfully and authentically with students.
Healing Hearts Through the Arts: Teaching the Arts during the Pandemic
How can the Arts act as a healing element in these times and what can be our role as Arts educators?
Budding Changemakers: Sow the Seeds of Change
Providing students with avenues and support to find their voice and take action for a better world
