A Research On Literacy And Identity Of The Canadian Classroom By Cynthia Medford Williams

1325 Words Nov 27th, 2015 6 Pages
Too many students’ of racially and culturally diverse backgrounds have not been academically successful in comparison to their counterparts for far too long. Many schools are not effective at educating “minority” students. Thus, “on many achievement measures, students of color perform significantly less well than White students, and in some communities the achievement gap is growing rather than shrinking.” In her research on “Literacy and Identity in the Canadian Classroom” Cynthia Medford-Williams asserted that:

“This diversity, arising from massive population shifts, is a reality not only in the Canadian classroom but in many other Western countries. Such rapid alterations in student demographics have been accompanied by a cycle of continuing underachievement among a disproportionate number of students of racially, ethnically, culturally, and linguistically diverse backgrounds.”

Furthermore, the Toronto District School Board has identified particular groups of students as being most ‘at-risk’ of underachieving and dropping out of school. These groups include those born in the English Speaking Caribbean, Central and South America, Mexico and Eastern Africa and those speaking Portuguese, Spanish and Somali.” The consequences of these disproportionally low levels of achievements are wide reaching and long-term. They can affect not only the students’ current livelihood, but also their future potential.

In response to these challenges we must engage in transformation…

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