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Confronting Critical Issues of Race and the Need for Decolonizing Education in Canada: Problematizing the Implementation of Culturally Relevant Pedagogy, a Nova Scotian Story

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Title: Confronting Critical Issues of Race and the Need for Decolonizing Education in Canada: Problematizing the Implementation of Culturally Relevant Pedagogy, a Nova Scotian Story
Language: English
Authors: Wendy Mackey
Source: McGill Journal of Education. 2025 59(3):121-145.
Availability: McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Race, Racism, Decolonization, Culturally Relevant Education, Curriculum Implementation, Blacks, Canada Natives, Individualized Education Programs, Student Behavior
Geographic Terms: Canada
ISSN: 0024-9033
1916-0666
Abstract: The purpose of this article is to confront critical issues of race and add a missing critical analysis of the attempts to implement culturally relevant pedagogy (CRP) within education in Nova Scotia and across North America. This critical analysis addresses the inequitable learning environments facing Black learners. The stories of both pre-service and in-service teachers highlight the need for educators, educational leaders, and policymakers to embed decolonizing steps to implement CRP and overcome systemic racism in education. Their accounts demonstrate that changes in policies have not led to an understanding of CRP, decolonizing, or an interruption to systemic racism. Without decolonizing steps, including giving educators the time and opportunity to decolonize their thinking, efforts to implement CRP will fail.
Abstractor: As Provided
Entry Date: 2026
Access URL: https://mje.mcgill.ca/article/view/10160
Accession Number: EJ1491663
Database: ERIC
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  Data: Confronting Critical Issues of Race and the Need for Decolonizing Education in Canada: Problematizing the Implementation of Culturally Relevant Pedagogy, a Nova Scotian Story
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  Data: McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
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  Data: The purpose of this article is to confront critical issues of race and add a missing critical analysis of the attempts to implement culturally relevant pedagogy (CRP) within education in Nova Scotia and across North America. This critical analysis addresses the inequitable learning environments facing Black learners. The stories of both pre-service and in-service teachers highlight the need for educators, educational leaders, and policymakers to embed decolonizing steps to implement CRP and overcome systemic racism in education. Their accounts demonstrate that changes in policies have not led to an understanding of CRP, decolonizing, or an interruption to systemic racism. Without decolonizing steps, including giving educators the time and opportunity to decolonize their thinking, efforts to implement CRP will fail.
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  Data: 2026
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      – Text: English
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        StartPage: 121
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Racism
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      – SubjectFull: Decolonization
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Curriculum Implementation
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      – SubjectFull: Blacks
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      – SubjectFull: Canada Natives
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      – SubjectFull: Individualized Education Programs
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      – SubjectFull: Student Behavior
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      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Confronting Critical Issues of Race and the Need for Decolonizing Education in Canada: Problematizing the Implementation of Culturally Relevant Pedagogy, a Nova Scotian Story
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              Y: 2025
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