This PRISMA scoping review identifies the emerging evidence on the relationship between the philosophy of ubuntu and the principles of inclusive education. The searches in this scoping review were conducted in AERD, Scopus, BASE EBSCO Host and Google Scholar to find the relationship between the philosophy of ubuntu as an African traditional…

One major aspect of interest in Filipino philosophy is education. Reflecting on the nature, aims, and problems of education, Filipino philosophy of education investigates philosophical issues and emerging trends of philosophical thinking in education which are distinctive to the Filipino context. Filipino philosophy of education has a rich…

Using Multiculturalism as an entry point, the paper interrogates conventional ideas and themes of Cosmopolitanism from an anti-racist and anti-colonial read. The discussion is informed by how the anti-racist and anti-colonial lens has shaped an understanding of multiculturalism and its convergences and divergences with Cosmopolitanism. My goal is…

This research explores the perspectives and practices of Equity, Diversity, and Inclusion (EDI) in Canadian Science, Technology, Engineering, and Mathematics (STEM) academic librarianship. Research data were collected from Canadian STEM librarians through an online survey and one-on-one interviews. Findings indicate that the majority of…

Epistemic injustices are wrongs done concerning a person's capacity as a knower. These actions are usually caused by prejudice and involve the distortion and neglect of certain marginalized groups' opinions and ways of knowing. A type of epistemic injustice is hermeneutical injustice, which occurs when a person cannot effectively communicate or…

The purpose of this article is to explore theoretical and practical considerations for decolonizing academic integrity. I explore values associated with academic integrity, including both Western and Indigenous perspectives. I draw from scholarship on decolonizing research methods and practices, contemplating the transferability to academic…

In the spring of 2020, our Centre for Teaching and Learning (CTL) developed the Transforming Teaching and Teaching Assistant Toolkits, consisting of inhouse and curated open-access resources on various aspects of remote teaching, along with accompanying webinars. We deliberately infused principles of equity, diversity, and inclusion (EDI) and…

This paper contributes to ongoing conversations on the contextual differences and considerations between learning an Indigenous language as a member of an Indigenous nation or community and learning an Indigenous language as a non-Indigenous person (Albury, 2015; Berardi-Wiltshire & Bortolotto, 2022; May 2023; O'Toole, 2020; Te Huia, 2020).…

Native students thrive when supported by a proactive network that nurtures positive identity development, affirms Indigenous heritage, and recognizes their diverse strengths. Active family engagement is crucial for fostering a sense of belonging in school, which evidence shows is foundational to academic success. This resource is intended to help…

A systematic review was carried out on the production and publication of research papers related to the study of the variable Literature of Oral Tradition, Social Justice and Inclusive Education under the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) approach. The purpose of the analysis proposed in this document was…

The assumption that educational policies and practices in the global North are viable in the global South has promoted a universal template for inclusive education, or Education For All. In India, lived realities do not conform to this universal template, resulting in the emergence of low-income English language learners who are being labeled as…

This article provides an account of the recent literature on inclusive education, addressing its meaning and significance for school education in postcolonial India. I engage with the major theoretical debates in the academic literature on inclusive education and examine their historical trajectories globally through policy documents. I then…

Curricular counter-narratives can affirm the experiences of marginalized youth, but, given their complexity and unfamiliarity, they can also generate discord between community members. This case study analyzes documents, observations, and interviews to explore ways an Indigenous counter-narrative can create space for multicultural education within…

Integrating indigenous knowledge (IK) into school science teaching is one way of maximising the socio-cultural relevance of science education for enhanced learners' performance. The epistemological differences however between the nature of science (NOS) and nature of indigenous knowledge (NOIK) constitute a major challenge for an inclusive…

This article contends that the third generation of cultural-historical activity theory as forwarded in Yrjo Engestrom's version of expansive learning offers the people of South Africa a framework within which to practically realise the objective of a more culturally inclusive and relevant education. By recognising and harnessing the divergent and…