ORCID
https://orcid.org/0000-0002-0602-7402
Abstract
This study examines how equity, diversity, and inclusion (EDI) are understood and implemented within a large, diverse, urban school division in Canada. Using a mixed-methods approach and grounded in theoretical perspectives, including critical race theory, intersectionality, the ecology of inclusive education, and collective efficacy theory, we gathered insights from surveys and focus groups with educators, administrators, clinicians, educational assistants, caregivers, and students. Findings suggest that, while support for EDI is broad, the implementation is inconsistent and shaped by systemic barriers, resource constraints, and unclear leadership. We highlight the need for shared language, coordinated supports, and ongoing professional learning and instructional redesign. We offer a model for examining EDI at a systems level and share lessons to guide sustained transformation in other school organizations.
Included in
Accessibility Commons, Educational Administration and Supervision Commons, Educational Leadership Commons, Gender Equity in Education Commons, Special Education and Teaching Commons
