Abstract
In recent decades, schools located in English Canada have experienced important demographic changes in their student population. This article examines the racial, ethnic, linguistic, and cultural diversity in these schools, through the discourses of those who spend the most time with the students: teachers and principals. Here, the concept of discourse is understood as a way of framing the world; it is far more than a simple tool for communicating with others. Since education operates under provincial and territorial jurisdiction in Canada, these discourses are examined in the context of provincial school policies that specifically address the issue of diversity among students. Using qualitative data collected in a national study completed in 2007, the analysis shows how teachers and/or principals make sense of this changed reality in their schools and its impact on their daily work.
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My sincere thanks go to my colleague and friend Stephen Anderson for his invaluable comments on the first and second versions of this article.
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Gérin-Lajoie, D. Racial and ethnic diversity in schools: The case of English Canada. Prospects 42, 205–220 (2012). https://doi.org/10.1007/s11125-012-9231-0
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DOI: https://doi.org/10.1007/s11125-012-9231-0