Cultivating Learning Communities of Belonging
ICS Course Code: ICSD 260008 F23
Instructor: Dr. Edith van der Boom
Term and Year: Fall 2023 - online
Course Description
Cultivating Learning Communities of Belonging is a course for classroom teachers, instructional leaders, and school administrators as they consider both classroom and school cultures. Course content will include attention to social and cultural contexts, racial justice, Indigenous perspectives, human sexuality, restorative practices, and how these topics impact and form school and classroom cultures.
This course seeks to help students find clarity in answers to the following questions:
Driving Question
How can we create an inclusive community that values diversity?
Learning Goals
As a result of participating in this course, students will:
Course Format
This course is an online course consisting of both synchronous and asynchronous interactions that take place online. Specifically, participants will:
Course Evaluation
If you are taking this course for credit, the course elements being evaluated are weighted as follows:
Assigned Reading and Written Discussion Points – 40%
Purchase or borrow the following two books:
Other required reading will be made available as PDFs in the Google Classroom for this course.
Each week you are to generate one reading response (250 words) based on the assigned reading. Each week when we are not scheduled to meet for an online class, you are also required to generate one discussion point (250 words), and one discussion response (100 words) based on a quote and question as specified in the Google Classroom. Students will be required to post all written work in the class comment section and submit it to the instructor. Please follow these three steps:
Participation in Online Synchronous Sessions - 15%
Student participation in the online synchronous sessions will include a conversation about the weekly reading, interaction with an expert practitioner, and sharing ideas and feedback with fellow students about project ideas.
To prepare for interactions with expert practitioners I will share information about them in our Google Classroom. Students will be required to prepare three questions to ask the expert based on their area of expertise.
Project - 40%
Students will be expected to apply their knowledge of Cultivating Learning Communities of Belonging to develop a project that applies to their own teaching/leadership practice. Read 637 pages in addition to the reading required for forum discussions, to a total of 1,250 pages, and then choose one of the following options as your project:
All writing should adhere to standard APA 7 formatting guidelines. All projects are due Saturday, January 24.
Celebration of Learning – 5%
The purpose of the Celebration of Learning is to present your project to an authentic audience. You will make arrangements to present to your staff, board of directors, school community, at a conference or with whoever represents an authentic audience for your project. In addition, please invite the instructor of this course to your Celebration of Learning.
An alternative to presenting a Celebration of Learning would be to present your project or a portion of your project for publication. Students who choose to write two papers for their project are expected to publish at least one of their papers. Publications may be submitted to a professional journal and/or to a school newsletter.
All celebrations of learning or drafts for publication must be completed six weeks after the last week of classes (Friday, January 26).
Course Evaluation
All the course elements other than the project will be graded as a zero for non-participation, late participation, or inadequate participation per the instructions, or a full grade for active participation per the detailed instructions in the Google Classroom. Course evaluation will be in line with ICS’s grading approach as outlined in the chart below.
Letter Grade | Numerical Equivalents | Grade Point | Grasp of Subject Matter | Other Qualities Expected of Students |
A RANGE: Excellent: Student shows original thinking, analytic and synthetic ability, critical evaluations, broad knowledge base | ||||
A+ | 90-100 | 4.0 | Profound and Creative | Strong evidence of original thought, of analytic and synthetic ability; sound and penetrating critical evaluations which identify assumptions of those they study as well as their own; mastery of an extensive knowledge base |
A | 85-89 | 4.0 | Outstanding | |
A- | 80-84 | 3.7 | Excellent | Clear evidence of original thinking, of analytic and synthetic ability; sound critical evaluations; broad knowledge base |
B RANGE: Good: Student shows critical capacity and analytic ability, understanding of relevant issues, familiarity with the literature | ||||
B+ | 77-79 | 3.3 | Very Good | Good critical capacity and analytic ability; reasonable understanding of relevant issues; good familiarity with the literature |
B | 73-76 | 3.0 | Good | |
B- | 70-72 | 2.7 | Satisfactory at a post-baccalaureate level | Adequate critical capacity and analytic ability; some understanding of relevant issues; some familiarity with the literature |
F | 0-69 | 0 | Failure | Failure to meet the above criteria |
Course Schedule
Topic & Required Readings | |
Week 1 Sept. 11-15 45 pgs. | Pedagogy of the Oppressed - Part 1 Freire, P. (2018). Chapter 1. In Pedagogy of the oppressed (pp. 35-69). Bloomsbury Academic. [29 pages] Freire, P. (2018). Chapter 2. In Pedagogy of the oppressed (pp. 71-87). Bloomsbury Academic. [16 pages] |
Week 2 Sept. 18-22 44 pgs. | Social and Cultural Contexts Hekman, B. (2013). Schools as communities of grace. Christian Educators Journal. On-line. [4 pages] Claro, S., Paunesku, D., & Dweck, C.S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113 (31) 8664-8668. DOI: 10.1073/pnas.1608207113 [4 pages] Sleeter, C. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562-584. [22 pages] Chen, M., Brady, J. & Gaines, J. (2019). From white to mosaic. In L. E. Swaner, D. Beerens, & E. Ellefsen (Eds.), Mindshift: Catalyzing change in Christian education (pp. 65-79). Association of Christian Schools International. [14 pages] |
Week 3 Sept. 25-29 48 pgs. | Racial Justice Brookfield, S. D. (2017). Applying critical reflection to teaching race and racism. In Becoming a critically reflective teacher, 2nd edition (pp. 207-224). [17 pages] Ramsay, N. (2005). Teaching effectively in racially and culturally diverse classrooms. Teaching Theology & Religion., 8(1), 18–23. [6 pages] Kim, P. Y. (April 23, 2021). How a Pad-Mounted Transformer and Stair Spindle Help Me Teach About Racial Microaggressions (Blog) [2 pages] Tisby, J. (2021). How to explore your racial identity. In How to fight racism: Courageous Christianity and the journey toward racial justice (pp. 39-62). Grand Rapids, MI: Zondervan. [23 pages] |
Week 4 Oct. 2-6 50 pgs. | Culturally Responsive Classrooms Lepp-Kaethler, E. & Rust-Akinbolaji, C. (2018). Welcoming the guest: Approach, design, procedure for hospitable learning communities. In Porter, S.E & Fawcett, B.C (Eds.) Christian Higher Education in Canada. McMaster Divinity College Press, pp. 209 - 232. [23 pages] Smith, D. I. & Carvill, B. (2000). Hospitality to the stranger. In The gift of the stranger: Faith, hospitality, and foreign language learning (pp. 79-103). Wm. B. Eerdmans Publishing Co. [24 pages] Loewen, D. (2023). How shall we disagree? In The link, (pp. 3-5). Society of Christian Schools in British Columbia. [3 pages] |
Week 5 Oct. 9-13 45 pgs. | Schools as a Place of Healing and Hope for Students Impacted by Trauma Williams, J. & Broadway, A. (2023). Schools as a place of healing and hope for students impacted by trauma. The Link, 46(2), 14-19. [6 pages] (Updated October 9, 2023) Burdick, L. S., & Corr, C. (2021). Helping Teachers Understand and Mitigate Trauma in Their Classrooms. TEACHING Exceptional Children, 0(0). https://doi.org/10.1177/00400599211061870. 2-8. [6 pages] – accessible through the University of Toronto Library catalogue when logged in. Ansloos, J. P. & Dent, E. (2021). "Our spirit is like a fire”: Intersections of mental health, wellness, and spirituality with Indigenous youth leaders across Canada. Journal of Indigenous Social Development 10(2), pp. 29-53. [24 pages] |
Week 6 Oct. 16-20 45 pgs. | Communities Where Sexual Minority Youth Are Seen and Heard Joldersma, C. W. (2016). Doing justice today: A welcoming embrace for LGBT students in Christian schools. International Journal of Christianity & Education, 20(1), 32-48. [14 pages] Yarhouse, M. & Sadusky, J. (2020). Best practices in ministry to youth navigating gender identity and faith. Christian Education Journal, 1-12. [12 pages] Smith, J. (2021). SOGI statements and LGBT+ student care in Christian schools. International Journal of Christianity & Education, 25(3):290-309. doi:10.1177/20569971211005487 [19 pages] |
Week 7 Oct. 30- Nov. 3 48 pgs. | Indigenous Perspective within Education Markey, E. (2018). The reckoning. America, 218(14), 18–26. [This article is optional reading for those who would like to learn about the history of residential schooling in Canada.] Barkaskas, P. & Gladwin D. (2021). Pedagogical talking circles: Decolonizing education through relational Indigenous frameworks. Journal of Teaching and Learning, 15(1), 20-38. [18 pages] Poitras Pratt, Y. & Bodnaresko, S. (2023). Reconciliation through education: A model of ethical spaces and relationality. Journal of Teaching and Learning 17(1), 111-128. [13 pages] Kits, G. J. (2019). Why educating for shalom requires decolonization. International Journal of Christianity & Education, 23(2), 185-203. [18 pages] |
Week 8 Nov. 6-10 45 pgs. | Restorative Justice Morrison, B., & Vaandering, D. (2012). Restorative justice: Pedagogy, praxis, and discipline. Journal of School Violence, 11(2), 138–155. doi:10.1080/15388220.2011.653322 [17 pages] Macready, T. (2009). Learning social responsibility in schools: A restorative practice. Educational Psychology in Practice, 25(3), 211–220. doi:10.1080/02667360903151767 [9 pages] Morrison, B., Blood, P., & Thorsborne, M. (2005). Practicing restorative justice in school communities: The challenge of culture change. Public Organization Review, 5, 335–357. doi:10.1007/s11115-005-5095-6 [22 pages] |
Week 9 Nov. 13-17 46 pgs. | Pedagogy and Community Casas, J. (2017). Just talk to me. In Culturize: Every student, every day, whatever it takes. (pp.1-17). Dave Burgess Consulting, Inc. [17 pages] (Link to the book’s website: https://www.jimmycasas.com/culturize) Smith, D. I. (2018). The pedagogy gap. In On Christian teaching: Practicing faith in the classroom (pp. 1-13). William B. Eerdmans Publishing Company. [13 pages] Smith, D. I. (2018). The whole nine minutes. In On Christian teaching: Practicing faith in the classroom (pp. 14-26). William B. Eerdmans Publishing Company. [12 pages] Smith, D. I. (2018). Patterns that matter. In On Christian teaching: Practicing faith in the classroom (pp. 27-40). William B. Eerdmans Publishing Company. [13 pages] |
Week 10 Nov. 20-24 50 pgs. | Cultivating a Community of Learners - Part 1 Smith, D. I. (2018). The movement of the soul. In On Christian teaching: Practicing faith in the classroom (pp. 41-53). William B. Eerdmans Publishing Company. [12 pages] Smith, D. I. (2018). Motivated design. In On Christian teaching: Practicing faith in the classroom (pp. 54-67). William B. Eerdmans Publishing Company. [13 pages] Smith, D. I. (2018). See, engage, reshape. In On Christian teaching: Practicing faith in the classroom (pp. 68-80). William B. Eerdmans Publishing Company. [12 pages] |
Week 11 Nov. 27- Dec. 1 54 pgs. | Cultivating a Community of Learners - Part 2 Smith, D. I. (2018). The work of imagination. In On Christian teaching: Practicing faith in the classroom (pp. 81-96). William B. Eerdmans Publishing Company. [15 pages] Smith, D. I. (2018). Life together. In On Christian teaching: Practicing faith in the classroom (pp. 97-113). William B. Eerdmans Publishing Company. [16 pages] Smith, D. I. (2018). Designing space and time. In On Christian teaching: Practicing faith in the classroom (pp. 114-127). William B. Eerdmans Publishing Company. [13 pages] Smith, D. I. (2018). Pedagogy and community. In On Christian teaching: Practicing faith in the classroom. Pedagogy and Community (pp. 128-138). William B. Eerdmans Publishing Company. [10 pages] |
Week 12 Dec. 4-8 | Pedagogy of the Oppressed - Part 2 Freire, P. (2018). Chapter 3. In Pedagogy of the oppressed (pp. 87-124). Bloomsbury Academic. [40 pages] |
Week 13 Dec. 11-15 | Pedagogy of the Oppressed - Part 3 Freire, P. (2018). Chapter 4. In Pedagogy of the oppressed (pp. 125-167). Bloomsbury Academic. [42 pages] |
Recommended Resources
Books and Articles
Aronson, B. & Laughter, J. (2016). The theory and practice of culturally relevant
education: A synthesis of research across content areas. Review of Educational Research, 86(1), 163–206.
Beals D’Elia, L. (2021, May 4). What does a diverse collection look like? Diverse BookFinder. Retrieved July 21, 2022, from https://diversebookfinder.org/news-views/what-does-a-diverse-collection-look-like/
Beckford, C., & Nadhee, R. (2011). Teaching for ecological sustainability: Incorporating
indigenous philosophies and practices. Literacy and Numeracy Secretariat and Ontario
Association Deans of Education.
Berger, R., Vilen, A., & Woodfin, L. (2020) We are crew: A teamwork approach to school
culture. EL Education.
Brown, A. C. (2018). I’m still here: Black dignity in a world made for whiteness.
Convergent Books.
Brummer, J. & Thorsborne, M. (2021). Building a trauma-informed restorative school:
Skills and approaches for improving culture and behaviour. Jessica Kingsley
Publishers.
Casas, J. (2017). Culturize: Every student, every day, whatever it takes. Dave Burgess
Consulting, Inc.
Center for the Advancement of Christian Education (2021). Diversity in the Christian
school. Retrieved on January 20, 2021 from
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Center for Responsive Schools, Inc. (2016 ). The joyful classroom: Practical ways to
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Crouch, A. (2009). Culture making: Recovering our creative calling. InterVarsity Press.
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Eisenberg, J. (2018, November 12). How to actually implement more diverse libraries at your
school [web log]. Retrieved August 10, 2022, from
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Evans, K. & Vaandering, D. (2016). The little book of restorative justice in education: Fostering
responsibility, healing, and hope in schools. Good Books.
Fishman-Weaver, K. (2019, December 3). How to audit your classroom library for diversity.
Edutopia. Retrieved July 15, 2022, from
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Froehle, M. (2014). Fieldnotes: facilitating conversations about sex, gender, and sexuality
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Fullan, M. (2020). Relationships, relationships, relationships. In Leading in a culture of change,
2nd edition (pp. 63-90). Jossey-Bass.
Lepp-Kaethler, E. & Rust-Akinbolaji, C. (2018). Welcoming the guest: Approach, design,
procedure for hospitable learning communities. In Porter, S.E & Fawcett, B.C. (Eds.) Christian Higher Education in Canada (pp. 209-232). McMaster Divinity College Press.
Marshall, C. (2005). The little book of biblical justice: A fresh approach to the Bible’s teachings
on justice. Good Books.
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and challenge bias, racism, and privilege. ASCD.
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Tisby, J. (2019). The color of compromise: The truth about the American church’s
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encouraging the disruption of single stories through children’s literature. Journal of
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leadership and organizing. The Leadership Quarterly, 17(6), 654–676.
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Vaandering, D. (2014). Implementing restorative justice practice in schools: What
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development. Curriculum Inquiry, 44(4), 508–530. doi: 10.1111/curi.12057
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Trama-invested practices for fostering resilient learners. ASCD.
VanderVennen, M. (2016). Toward a relational theory of restorative justice. In B.
Hopkins (Ed.), Restorative theory in practice: Into what works and why
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Websites
Centre for Social Justice. (2013). http://www.socialjustice.org
The Centre for Social Justice conducts research, education, and advocacy on issues of inequality and democracy. This site includes thematically organized educational print materials. Free, downloadable reports and booklets support teacher professional development related to themes of economic, racial, gender, and health inequality.
Chiarotto, L. (2011). Natural curiosity: Building children’s understanding of the world through environmental inquiry/ A resource for teachers. Toronto: The Laboratory School at The Dr. Eric Jackman Institute of Child Study, OISE, University of Toronto. http://www.naturalcuriosity.ca/
This resource advocates for an inquiry-based, experiential, and integrated approach to Environmental and Sustainability Education (ESE). Best practices for ESE in K-6 classrooms from OISE’s Institute of Child Study and other schools make it a very practical document for teacher use.
EL Education. This page includes examples of projects. https://modelsofexcellence.eleducation.org/search?search_api_views_fulltext=justice
Re-Thinking Schools. (2013). http://www.rethinkingschools.org/index.shtml
Rethinking Schools is a non-profit, independent publisher of educational materials relevant to teachers from K-12. Rethinking Schools publications primarily focus on teaching for social justice, anti-racist education, and equity in public education policy and practice. Resources include Rethinking Columbus, Rethinking Globalization, and more.
Learning and Teaching Resources
Amnesty International. (2013). Education for human dignity project. London, UK: Amnesty International.
The Education for Human Dignity Project aims to develop understanding about how poverty leads to human rights violations and how these violations in turn deepen poverty. This site provides a guide for using participatory methodologies for human rights education; it includes modules focused on poverty and housing and a link to an interactive website that engages youth in learning about and taking action against issues related to human rights and poverty.
Amnesty International. (2013). Learn about human rights.
This website has information on issues related to human rights in more than 150 countries. Search by country or topic for information, articles, and slideshows on topics such as human rights education, women’s rights, and arms control. Included are facilitation guides, classroom modules, and activist toolkits for youth ages 15 to 22.
Andreotti V., & Souza, L. (2008). Learning to read the world through other eyes. Derby: Global Education. https://www.academia.edu/575387/Learning_to_Read_the_World_Through_Other_Eyes_2008_
This program of study offers a theoretical framework and methodology to support educators to engage with indigenous perceptions of global issues. This cross-cultural exercise invites learners to examine the origins of their own perceptions, values, and assumptions; to develop self-reflexivity; to re-evaluate their own positions in the global context; and to learn from other local ways of knowing and seeing.
Centre for Urban Schooling. (2013). Teacher resources. Ontario Institute for Studies in Education, University of Toronto. http://cus.oise.utoronto.ca/Resources/Teacher_Resources.html
This site provides integrated social justice units for elementary school teachers. There are also a number of lesson plans connecting math and social justice and a lesson for making mathematics culturally relevant. These lessons have been developed by elementary teacher candidates in OISE’s Inner City Option.
Radical Math. (2007). http://www.radicalmath.org
This website includes a comprehensive list of resources for grades K–12 that support educators’ efforts to integrate social- and economic-justice teaching into their math classes and curriculum. Resources include lesson plans, articles, graphs, and data sets. The site can be browsed according to math topic, social justice issue, or resource type.
Think Global. (2013). Global dimension: The world in your classroom. http://globaldimension.org.uk/
This site brings together hundreds of teaching resources to assist K–12 teachers in bringing a global dimension into their classrooms. Resources are searchable by age, subject, topic, publisher, and more. Resources focus on concepts such as interdependence, global citizenship, diversity, sustainable development, social justice, values and perceptions, conflict resolution, and human rights.
Film Resources
Human Extended version Vol. 1 https://www.youtube.com/watch?v=vdb4XGVTHkE
Human is a series of three documentary films that share a collection of stories and images of our world, offering an immersion of what it means to be human. As Christians our goal is to grow in compassion and generosity, seeing others as fully human beings.
Ontario Ministry of Education. (n.d.) Teaching mathematics through a social justice lens.
https://nanopdf.com/download/teaching-mathematics-through-a-social-justice-lens_pdf
This Ministry of Education website promotes the integration of social justice teaching into a math classroom by using a variety of videos to explain and expand on concepts and approaches to such teaching. It also includes a variety of print resources that support the integration of social justice education into lesson, unit, and course plans.
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Students with diverse learning styles and needs are welcome in this course. In particular, if you have a disability or health consideration that may require accommodations, please feel free to approach Edith van der Boom (course instructor: evanderboom@icscanada.edu), Gideon Struass (Academic Dean: academic-dean@icscanada.edu), and/or Elizabet Aras (Academic Registrar and Students Services coordinator: academic-registrar@icscanada.edu) as soon as possible.
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