(EDU1a) Sociology of Education in K-12 Part 1

This session features papers that draw on empirical, theoretical, or methodological issues in the realm of K-12 education. Cross-listed with the Canadian Association of Sociology of Education (CASE). Tags: Éducation, Enfants Et Jeunes

Organizers: Cathlene Hillier, Crandall University, Maria Brisbane, University of Waterloo; Chair: Maria Brisbane, University of Waterloo

Presentations

Claudette Rutherford, OISE, University o Toronto

The Impact of school suspensions on student achievement, well being and trajectory

This research delves into the repercussions of school suspensions in the K-12 system in the Greater Toronto Area, to examine their impact on students sense of belonging, academic achievement, and future pathways. It critically addresses suspensions as a colonial and punitive strategy, disproportionately affecting Black students. Through interviews with Black students aged 13-18, the study aims to uncover the relationship between disciplinary practices and the engagement of Black learners. Framed within Black Critical Race Theory, the study analyzes the manifestations of anti Black racism and pathologizing of the Black body in school. Beyond the investigation into how school suspensions affect Black students experiences and outcomes, this work elicits a reevaluation of carceral disciplinary measures in schools and advocates for the eradication of such exclusionary policies.

Kathleen Manion, Royal Roads University

Bridging differences to build children's rights education in primary schools across continents

Drawing on the “knowledges of diverse contexts”, this presentation explores how education that includes children’s rights and responsibilities can help children develop the tools needed to bring forth the “solutions for today, and sustain systems of tomorrow". The presentation reflects on mid-project findings from a 5-year (2022-2027) comparative, participatory action research child rights education project in Uganda and Canada where the researchers and educators have worked with children, parents, community members and child rights NGOs to foster inter-country dialogue and develop contextually and culturally derived approaches to impactful child rights education in primary school curriculum.

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Non-presenting author: Shelley Jones, Royal Roads University

Bobby Angelini, McGill University; Jordan Koch, McGill University

"It's overwhelming": Physical and Health Educators Reflect on the Practice and Provision of Mental Health Education in Québec High Schools

This presentation will explore the provision of mental health education from the perspective of Physical and Health Education (PHE) teachers in Québec. Our findings revealed a slew of structural barriers that impeded teachers’ integration of meaningful mental health content in their classrooms, including: the lack of formal training; large class sizes; stereotypes about PHE as a non–cognitive subject; and restricted time allotments. Early–career PHE teachers also credited the normalization of limited–term teaching contracts in Québec with impeding their ability to establish the strong relationships necessary to broach delicate topics such as mental health with their students.

Maria Brisbane, University of Waterloo

School Violence in Canada: A Review of the Literature

Elementary and secondary schools in Canada have seen rapid increases in violent and serious incidents which have raised concerns with teachers’ unions (Cousineau et al., 2023) and has led to increased media attention (Bennett, 2023). There are limited studies that specifically focus on violence and even fewer studies explore educators’ responses and perceptions to violence and the links between policy and practice. My presentation will 1) share an in-depth review of the current literature directly addressing school violence in Canada, 2) highlight key theoretical and methodological gaps, 3) provide recommendations and promising pathways forward in school violence research.