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RISE Project on B.Ed. Programs

RISE: Respect, Inclusion, Safety, Equity


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The RISE Project on SGM (sexual and gender minority)-inclusive Teacher Education in Canadian Universities addresses the challenges of creating Respectful, Inclusive, Safe, and Equitable (RISE) schools for 2SLGBTQ+ students, families, and staff through evidence-based teacher education. 2SLGBTQ+ people very often experience a hostile school climate in elementary and secondary schools, but teachers seldom teach in 2SLGBTQ-inclusive ways, not because they are opposed but because they have not been adequately prepared. Similarly, Faculties of Education often demonstrate extensive faculty expertise in inclusive education, and many teacher education instructors recognize the importance of 2SLGBTQ+ inclusion, but far fewer have integrated it into their courses. As a result, we continue to certify teachers who understand some aspects of inclusive education but are often underprepared to extend it to 2SLGBTQ+ students. The RISE project aims to intervene in this situation by developing evidence-based recommendations for both “queering” the mandatory B.Ed. curriculum and developing specialized elective courses.

 

RISE will employ several research methods, with feedback from the international teacher education and national K-12 school system communities and reporting at each stage:

1. National Inventory: Analysis of environmental scan data on Canadian SGM-inclusive teacher education curricula to assess the state of the field in Canada and identify innovative practices and curriculum developers missing from the peer-reviewed research.

2. Best Practices: Meta-study of the international research (quantitative and qualitative) to (a) investigate the question, "Which practices lead to which outcomes for which Education students in which contexts?" and (b) identify key questions and challenges.

3. Summit: Two-day consultation with a group of international SGM-inclusive teacher education curriculum developers and researchers on approaches to key questions and gaps identified in (1) and (2) above.

4. National Survey: Survey of the Canadian teacher education community to develop detailed insight into experiences of implementing, teaching or learning about SGM-inclusive teacher education, especially with regard to the key questions and gaps explored in (3).

5. Curriculum Framework: Drawing on the findings of (1) through (4) above, draft a document recommending specific course content and activities across the teacher education curriculum and in specialist courses.