8.0 Learning Objectives
Lilly Briars and Rashidat Oni-Orisan
Learning Objectives
The objectives of this chapter are to:
- Engage children, families, students, and colleagues in EDI practices that value diverse identities, abilities, and ways of knowing.
- Co-create responsive learning environments that celebrate diversity and belonging.
- Reflect on and challenge personal and systemic biases.
Inclusion is not about bringing people into a space that already exists; it is about making a new space, a better space for everyone
– George Dei
Author’s Notes
“As an RECE and a fourth year ECL student at Fanshawe, with years of experience working with children and families, I believe that EDI is foundational and essential to high quality ECEC in any given community, especially one that is diverse like Canada. EDI is not about Decolonization. EDI focuses on meeting the rights of children, ensuring equitable access to high-quality ECEC (UNICEF Innocenti Research Center, 2008).
While decolonization practices may overlap with EDI, they are not interchangeable. Decolonization carries a deeper meaning and must be used intentionally in relation to the repatriation of Indigenous land and life, rather than as a metaphor to improve schools or ECEC settings (Tuck and Yang, 2012).
This chapter was not written as an act of decolonization, but to strengthen the EDI practices of students, educators, and faculty advisors. Our goal is to help ensure everyone — children, families, educators, and all stakeholders — feels a sense of belonging and is seen, heard, and valued within the learning environment.” — Rashidat Oni-Orisan
