Leading a multiethnic school: The Alberta, Izmir and New Brunswick contexts

1. Leading a multiethnic school: The Alberta, Izmir and New Brunswick contexts Lyle Hamm PhD Sherrie-Lynn Doğurga PhD student University of New Brunswick

2. Introduction Intersecting educational experiences and research Alberta Izmir New Brunswick

3. Alberta • Secondary industry • Wallerstein - 2005 • Critical consciousness awakening • Indeterminate situation

4. Seven Interrelating Themes Hamm, 2009

5. Izmir • Teacher diversity • Intentional hiring practices • International and local recruiting • Social Justice initiatives within the school

6. Increasing Diversity in New Brunswick • Our interests and contributions • Requests from schools • Investigating local challenges and providing support

7. Review of Literature • Ryan - 1999, 2003, 2006 • Shields - 2003, 2004 • Stewart - 2007 • Peck, Sears & Donaldson in New Brunswick – 2005, 2008 • Varma-Joshee, Baker, Tanaka in New Brunswick - 2004 • Goddard & Hart in Alberta - 2007

8. Philosophically • Battiste- 2013 • Marshall – 2014 – Talking Circle • Wilson – 2008 • Delpit- 1995 • Freire - 1970, 1998 • hooks - 2010 • Kincheloe - 2005, 2008 • Lather - 1986

9. Drawing from Boothe, 2000 • Our “learnings” and experience have directed us to current global, provincial and community realities for recommendations in multi-ethnic schools

10. Our Suggestions for Leadership 1. Intentionally engage the new immigrant parental community 2. Be willing and equipped to confront hegemonic structures accepted within the status quo – ie. racism, exclusion 3. Promote Social Justice in authentic ways

11. 4. Focused professional development on topics related to demographic change and diversity 5. Open the school as a multi-use facility without road blocks 6. Increase multi-lingual communication resources and open channels - ibooks

12. 7. Investigate curriculum resources (Kelly, 1998; Ryan, 1999) 8. Keep students together 9. Continually build educational team or intentional multi-ethnic and multi-lingual miring practices. Staff members in the guidance department at the local school or district level who are trained in responding to trauma

13. The Diversity Plan • Re-configure recommendations for local school contexts – schools within districts may have varying contexts. • Infusing all of the above suggestions into a Diversity Plan. • Make the plan public knowledge and symbolic within the community – continually welcoming stakeholders to be a part of planning and enactment

14. Future research into schools • Conclusions

15. References • Boothe, D. (2000, December). How to support a multiethnic school community. Principal Leadership, 81-82. • Battiste, Marie. Decolonizing Education: Nourishing the Learning Spirit. Saskatoon: Purich, 2013. • Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: New Press. • Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum. • Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Lanham, Maryland: Rowman & Littlefield. • Goddard, J. T., & Hart, A. (2007). School leadership and equity: Canadian elements. School Leadership and Management, 27(1), 7-20. • Hamm, L. (2009). “I’m just glad I’m here: Stakeholder perceptions from one School in a community undergoing demographic changes on the Alberta grasslands. Unpublished dissertation from the University of Calgary, Calgary, Alberta. • hooks, b. (2010). Teaching Critical Thinking: Practical Wisdom: New York: Routledge.

16. Kelly, J. (1998). “Experiences with the white man”: Black student narratives. Canadian Ethnic Studies, 30(2). 95-113. • Kincheloe, J. L. (2005). Critical Constructivism. New York: Peter Lang. • Kincheloe, J. L. (2008). Critical Pedogogy. New York: Peter Lang. • Lather, P. (1986). Research as Praxis. Harvard Educational Review, 56(3), 257-277. • Peck, C. & Sears, A. (2005). Uncharted territory: Mapping students’ conceptions of ethnic diversity. Canadian Ethics Studies, 37(1), 101-120. • Peck, C., Sears, A. & Donaldson. S. (2008). Unreached and unreasonable: Curriculum standards and children’s understanding of ethnic diversity on Canada. Curriculum Inquiry, 38(1), 63-92. • Ryan, J. (1999). Race and ethnicity in multi-ethnic schools. Clevedon: Multilingual Matters. • Ryan, J. (2003). Leading diverse schools. Dordrecht, NL: Kluwer Academic Press. • Ryan, J. (2006). Inclusive leadership. San Francisco: Jossey-Bass.

17. Shields, C. (2003). Good intentions are not enough: Transformative leadership for communities of difference. Lanham: Scarecrow Press. • Shields, C. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(1), 109-132. • Stewart, J. (2007). Children affected by war: A bioecologicalinvestigation into their psychosocial and educational needs. Unpublished doctoral dissertation, University of Manitoba, Winnipeg. • Varma-Joshee, M., Baker, C. & Tanaka, C. (2004). Names will never hurt me? Harvard Educational Review, 74(2), 173-208. • Wallerstein, I. (2005). World-systems analysis: An introduction. Durham: Duke University Press. • Wilson, S. (2008). Research is ceremony: Indigenous research methods. Halifax: Fernwood.