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School and Community Engaged Education in Lower Income Neighbourhoods

School and Community Engaged Education in Lower Income Neighbourhoods. Dr. Sarah E. Barrett Donna Ford. The Problem. Students in Families with Low Incomes do not do as well as other students academically Poverty in the Greater Toronto Area is racialized

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School and Community Engaged Education in Lower Income Neighbourhoods

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  1. School and Community Engaged Education in Lower Income Neighbourhoods Dr. Sarah E. Barrett Donna Ford

  2. The Problem • Students in Families with Low Incomes do not do as well as other students academically • Poverty in the Greater Toronto Area is racialized • Academic underachievement for poor, racialized students is complex and resists simple solutions

  3. The Context • 4 schools in northwest Toronto • High poverty, high levels of crime • High drop out rate • Negative media scrutiny

  4. Local Background Research • Urban Diversity Strategy • Toronto District School Board • Greater Trouble in Greater Toronto: Child Poverty in the GTA • Children’s Aid Society of Toronto • Roots of School Violence • Roy McMurtry and Alvin Curling

  5. Collaboration • University Researchers • Professors • Seconded teachers and principals • Teachers • Community Groups • Parents • Students This research is designed to be a grassroots, generative process

  6. Integrating Research and Practice • School Effectiveness • In what ways are schools responsive to students to effect equity of outcomes for all learners? • Student learning & student engagement • Assessment & Evaluation • Curriculum & Instruction

  7. Integrating Research and Practice • School Effectiveness: A Wider View • Warren, Anyon • Neighborhood-centered perspective • Community wellness = school wellness • Delpit • Families provide ‘cultural primer’

  8. Challenges • Teachers as reflective practitioners in time-bound work environments • Knowledge, skills, dispositions • Understanding our biases as educators, how our biases inform what we do

  9. Challenges • School leaders identifying, sustaining practices responsive to the school- community culture • Ideological alignment • Pushing the learning agenda forward • Rethinking responsibilities between school & community

  10. Next Steps… • working with teachers to operationalize our shared vision of an engaging curriculum • identifying current practices in each school • identifying areas for focus in each school • setting up parameters for cooperation among teachers, parents, students, and community members

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