The Effectiveness of Educational Policy for Bias-Free Teacher Hiring: Critical Insights to Enhance Diversity in the Canadian Teacher Workforce

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ardavan Eizadirad
{"title":"The Effectiveness of Educational Policy for Bias-Free Teacher Hiring: Critical Insights to Enhance Diversity in the Canadian Teacher Workforce","authors":"Ardavan Eizadirad","doi":"10.22329/jtl.v16i1.6994","DOIUrl":null,"url":null,"abstract":"The Effectiveness of Educational Policy for Bias-Free Teacher Hiring: Critical Insights to Enhance Diversity in the Canadian Teacher Workforce is written by Zuhra Abawi, who is of Afghan-Scottish descent and has experience working in the Ontario education system in Canada as an early childhood educator, elementary school teacher, and college and university professor. Abawi makes a strong argument that although policies affiliated with teacher hiring are often associated with words such as equity and inclusion, they have not materialized into equitable practices and outcomes. The author explores why there continues to be a lack of racial diversity in the teacher workforce, focusing particularly on the administration level, and considers what individual and systemic factors contribute to this trend. While not poorly considered, a majority of the data and statistics examined are Ontario-based with an emphasis on race. A more comprehensive examination involving data from other geographical areas and from international contexts would strengthen the depth of analysis and arguments presented throughout the book. However, overall this book does provide a framework for educational administrators to move beyond performative language and engage in intentional actions to facilitate actualization of diversity in the teacher workforce in K–12 schools. These are timely and relevant issues nationally and globally. The book is divided into eight chapters. Chapter 1 is titled “Introduction: Situating Myself in my Work,” where Abawi provides context for why the book was written. The main key term, “bias-free teacher hiring,” is defined as referring to “a colour-blind approach to diversifying the teacher population by treating all applicants equally and thus focusing on their skills, knowledge, experience, and merit” (p. Abawi further situates the two guiding questions informing the study:","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.3000,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22329/jtl.v16i1.6994","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

The Effectiveness of Educational Policy for Bias-Free Teacher Hiring: Critical Insights to Enhance Diversity in the Canadian Teacher Workforce is written by Zuhra Abawi, who is of Afghan-Scottish descent and has experience working in the Ontario education system in Canada as an early childhood educator, elementary school teacher, and college and university professor. Abawi makes a strong argument that although policies affiliated with teacher hiring are often associated with words such as equity and inclusion, they have not materialized into equitable practices and outcomes. The author explores why there continues to be a lack of racial diversity in the teacher workforce, focusing particularly on the administration level, and considers what individual and systemic factors contribute to this trend. While not poorly considered, a majority of the data and statistics examined are Ontario-based with an emphasis on race. A more comprehensive examination involving data from other geographical areas and from international contexts would strengthen the depth of analysis and arguments presented throughout the book. However, overall this book does provide a framework for educational administrators to move beyond performative language and engage in intentional actions to facilitate actualization of diversity in the teacher workforce in K–12 schools. These are timely and relevant issues nationally and globally. The book is divided into eight chapters. Chapter 1 is titled “Introduction: Situating Myself in my Work,” where Abawi provides context for why the book was written. The main key term, “bias-free teacher hiring,” is defined as referring to “a colour-blind approach to diversifying the teacher population by treating all applicants equally and thus focusing on their skills, knowledge, experience, and merit” (p. Abawi further situates the two guiding questions informing the study:
无偏见教师招聘教育政策的有效性:提高加拿大教师队伍多样性的关键见解
《无偏见教师招聘教育政策的有效性:增强加拿大教师队伍多样性的关键见解》由祖赫拉·阿巴维撰写,他是阿富汗裔苏格兰人,曾在加拿大安大略省教育系统担任幼儿教育工作者、小学教师和大学教授。阿巴维提出了一个强有力的论点,即尽管与教师招聘相关的政策通常与公平和包容等词联系在一起,但它们并没有体现为公平的做法和结果。作者探讨了为什么教师队伍中仍然缺乏种族多样性,特别关注行政层面,并考虑了是什么个人和系统因素导致了这一趋势。虽然考虑得并不差,但所检查的大多数数据和统计数据都是基于安大略省的,重点是种族。对来自其他地理区域和国际背景的数据进行更全面的审查,将加强整本书的分析和论点的深度。然而,总的来说,这本书确实为教育管理者提供了一个框架,让他们超越表演语言,采取有意识的行动,促进K-12学校教师队伍的多样性。这些都是国家和全球范围内及时和相关的问题。这本书分为八章。第一章题为“引言:在我的作品中定位自己”,阿巴维为这本书的写作提供了背景。主要的关键术语“无偏见的教师招聘”被定义为指“通过平等对待所有申请者,从而关注他们的技能、知识、经验和优点,使教师群体多样化的色盲方法”(p.Abawi进一步阐述了本研究的两个指导性问题:
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信