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Interrogating Models of Diversity within a Multicultural Environment pp 139–155Cite as

Palgrave Macmillan

Progressing Beyond Integration: Valuing All Knowledges Through the Infusion of Equity into Educational Policy and Practice

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Abstract

This chapter utilizes cognitive justice framework to analyze the impact of the educational policies such as inclusive educational policy, multiculturalism, and accountability pillars in Canadian provinces on refugee learners. Cognitive justice is a concept that Visvanathan, an Indian scholar, developed in response to the destructive role of the hegemonic power of Western knowledge in society; it calls for the need for diversity in knowledge and the equality of knowers (van der Velden, 2006). Further, other prominent scholars such as Odora Hoppers (2008) discussed cognitive justice to revive, appreciate, and utilize Indigenous knowledge without having to conform to the standards of Western knowledge. In the context of this study, cognitive justice plays an important role in ensuring the predominance of social justice in the administration of education.

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Authors and Affiliations

  1. University of Alberta, Edmonton, AB, Canada

    Neda Asadi

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  1. Neda Asadi
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Correspondence to Neda Asadi .

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Editors and Affiliations

  1. Faculty of Education, Department of Educational Policy Studies, University of Alberta, Edmonton, AB, Canada

    Michael Tonderai Kariwo

  2. University of Alberta, Edmonton, AB, Canada

    Neda Asadi

  3. Faculty of Education, Department of Educational Policy Studies, University of Alberta, Edmonton, AB, Canada

    Chouaib El Bouhali

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Asadi, N. (2019). Progressing Beyond Integration: Valuing All Knowledges Through the Infusion of Equity into Educational Policy and Practice. In: Kariwo, M., Asadi, N., El Bouhali, C. (eds) Interrogating Models of Diversity within a Multicultural Environment. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-03913-4_8

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  • DOI: https://doi.org/10.1007/978-3-030-03913-4_8

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-03912-7

  • Online ISBN: 978-3-030-03913-4

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