Difference and Diversity in Ontario Schooling

Abstract

I offer an historical overview of the production and treatment of human difference and diversity in Ontario school policy and practices. With a focus on the identity of state and student, I identify five distinct patterns that have characterized the educational treatment of difference and diversity, and argue for the continuing interrogation of how difference is produced and treated in schools. Although my evidence is derived from Ontario, the conclusions may be useful for scholars and professionals grappling with issues of difference and diversity in other school contexts.

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