ERIC Number: EJ1395097
Record Type: Journal
Publication Date: 2023
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0380-2361
EISSN: EISSN-1918-5979
Moving from EDID Words to Policy Action: A Case Study of a Teacher Education Program's Admissions Policy Reform
Sheryl MacMath; Barbara Salingré; Awneet Sivia
Canadian Journal of Education, v46 n2 p359-385 2023
Regardless of the commitments that universities and teacher education programs (TEPs) have publicly stated regarding equity, diversity, inclusion, or decolonization (EDID), rarely do these commitments impact their admission policies or practices. Through examining a small program's efforts at implementing EDID change over a three-year period, this article provides critical reflections, questions, and action steps for TEPs looking to move beyond talking about the importance of EDID, to actually altering policies and procedures to address systemic change. Utilizing the concepts of "equity in" and "equity through" admissions, intake variables (Multiple Mini Interview [MMI], Program Preparation, GPA) were analyzed quantitatively and used in this beginning participatory action research project. Results illustrate the benefits of the MMI, the need for program admissions to account for capacities in relation to anti-racism directly, rather than just generally referring to equity, and the need for admission practices to reflect an appreciation of the complexities around identity and ethics.
Descriptors: Teacher Education Programs, Admission (School), Admission Criteria, Equal Education, Diversity, Inclusion, Decolonization, Participatory Research, Action Research, Racism, Social Justice, Racial Identification, Ethics, Educational Policy, Interviews
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://cje-rce.ca/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A