Gillian Parekh
Biographic Data
| ID | 6487463 |
|---|---|
| NAME | Gillian Parekh |
| GIVEN NAMES | Gillian |
| FAMILY NAME | Parekh |
| SIGNATURE | PAREKH G |
| AFFILIATIONS | York University |
| ORCID | 0000-0003-0710-7604 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Examining the Impact of Self-Contained Special Education Classes on Students’ Academic Achievement, Social Belonging, and Engagement in School
Through this systematic literature review we examine the impact of self-contained special education classes on students’ academic outcomes, experiences of belonging, and school engagement. Overall, the results of this systematic review demonstrate limited support for self- contained class placements. Of the 15 studies collected through this review, only three studies examining student belonging and engagement showed more favorable results for stu…
Disability and the stratification of post‐secondary pathways
Research has linked disability to differential experiences and outcomes for students at multiple levels of education. To date, however, available data sources have prevented comprehensive analyses of the statistical relationship between disability and the pathways traveled by students through Ontario post-secondary education (PSE). Through this study, we examine this topic by leveraging a large multifaceted linkage that brings together rich admin…
Who borrows, and how much? Student borrowing across post-secondary pathways in Ontario, Canada
The development of cost-efficient pathways is a topic of increasing political and scholarly interest across many North American jurisdictions. It has been suggested that ‘seamless’ transfer pathways can provide financial savings to both students and taxpayers. However, such claims are typically based on hypothetical cost calculations, as opposed to empirical analysis. Through this study, we model the relationship between student pathways and borr…
The Price of Pathways
Re‐Imagining Inclusion Through the Lens of Disabled Childhoods
The purpose of this article is to contribute new insights to critical disability and disabled children’s childhood studies that center on the valuing of disabled children’s lives—a guiding purpose in the disability justice movement. We use published findings from the Inclusive Early Childhood Service System project, a longitudinal, institutional ethnography of the ways that families and children are organized around categories of disability, whic…
Pandemic Effects
The COVID-19 pandemic has changed social organizations and altered children’s worlds. As part of an ongoing longitudinal study of the institutional organization of disabled children’s lives, since March 2020 we have conducted interviews with families in rural and urban communities across Canada (65 families at the time of writing). The narrow focus of governments on the economy, childcare, and schooling does not reflect the scope of experiences o…
Naming and Claiming
The relationship between the social construction and self-identification of disability is complex and has been integral to the work of critical disability scholars (Ben-Moshe, Chapman & Carey, 2014; Davis, 2013; Erevelles, 2011; Yergeau, 2018). In 2006-07 and 2016-17, the Toronto District School Board conducted a student census and asked students to identify whether they had a disability that was assessed by either their doctor or school. Interes…
Redefining risk
While there is a widespread consensus that students’ pathways towards postsecondary education are influenced early in life, there is little research on the elementary school factors that shape them. Identifying educational ‘risk factors’ directs attention to barriers that may warrant scrutiny or action under human rights legislation. New findings from a unique, longitudinal data set collected and developed by the Toronto District School Board hig…
Supporting Critical Multicultural Teacher Educators
In most teacher education programmes in Canada and the United States, educators’ opportunities to develop equity-related skills are concentrated into single ‘multicultural’ courses. These courses tend to have a conservative or liberal orientation, focused on appreciating diversity or cultural competence, rather than a critical orientation, focused on preparing teachers to address inequity. In this study, based on a survey of instructors of multic…
Disability as meta curriculum
The field of critical curriculum studies is no longer bound by the limits of formal educational contexts. Its focus has expanded to foster complex and often contradictory expressions of democratic
The More Things Change
The tyranny of “ability”
Just about every process associated with academic-related pedagogy, evaluation, and programming is shaped, in part, by its relationship to the concept of student ability. In essence, the modern-day
The Intersectionality of Postsecondary Pathways
Using data from the Toronto District School Board, we examine the postsecondary pathways of students with special education needs (SEN). We consider both university and college pathways, employing multilevel multinomial logistic regressions, conceptualizing our findings within a life course and intersectionality framework. Our findings reveal that having SEN reduces the likelihood of confirming university, but increases the likelihood of college …
A conversation on madness
Written as a fictitious dialogue between two of this generation’s most prolific social theorists, this unique analysis explores the similarities and divergences of Michel Foucault’s and Yannick Ripa’s scholarship on madness. During an imagined meeting at a local café, a spirited dialogue emerges addressing mutual agreement and unwavering criticism of each author’s perspective of how madness was constructed and managed throughout the classical and…
Supporting Critical Multicultural Teacher Educators
In most teacher education programmes in Canada and the United States, educators’ opportunities to develop equity-related skills are concentrated into single ‘multicultural’ courses. These courses tend to have a conservative or liberal orientation, focused on appreciating diversity or cultural competence, rather than a critical orientation, focused on preparing teachers to address inequity. In this study, based on a survey of instructors of multic…
The Intersectionality of Postsecondary Pathways
Using data from the Toronto District School Board, we examine the postsecondary pathways of students with special education needs (SEN). We consider both university and college pathways, employing multilevel multinomial logistic regressions, conceptualizing our findings within a life course and intersectionality framework. Our findings reveal that having SEN reduces the likelihood of confirming university, but increases the likelihood of college …
Disability as meta curriculum
The field of critical curriculum studies is no longer bound by the limits of formal educational contexts. Its focus has expanded to foster complex and often contradictory expressions of democratic
The Price of Pathways
The tyranny of “ability”
Just about every process associated with academic-related pedagogy, evaluation, and programming is shaped, in part, by its relationship to the concept of student ability. In essence, the modern-day
A conversation on madness
Written as a fictitious dialogue between two of this generation’s most prolific social theorists, this unique analysis explores the similarities and divergences of Michel Foucault’s and Yannick Ripa’s scholarship on madness. During an imagined meeting at a local café, a spirited dialogue emerges addressing mutual agreement and unwavering criticism of each author’s perspective of how madness was constructed and managed throughout the classical and…
The Intersectionality of Postsecondary Pathways
Using data from the Toronto District School Board, we examine the postsecondary pathways of students with special education needs (SEN). We consider both university and college pathways, employing multilevel multinomial logistic regressions, conceptualizing our findings within a life course and intersectionality framework. Our findings reveal that having SEN reduces the likelihood of confirming university, but increases the likelihood of college …
The More Things Change
The tyranny of “ability”
Just about every process associated with academic-related pedagogy, evaluation, and programming is shaped, in part, by its relationship to the concept of student ability. In essence, the modern-day
Disability as meta curriculum
The field of critical curriculum studies is no longer bound by the limits of formal educational contexts. Its focus has expanded to foster complex and often contradictory expressions of democratic
Naming and Claiming
The relationship between the social construction and self-identification of disability is complex and has been integral to the work of critical disability scholars (Ben-Moshe, Chapman & Carey, 2014; Davis, 2013; Erevelles, 2011; Yergeau, 2018). In 2006-07 and 2016-17, the Toronto District School Board conducted a student census and asked students to identify whether they had a disability that was assessed by either their doctor or school. Interes…
Redefining risk
While there is a widespread consensus that students’ pathways towards postsecondary education are influenced early in life, there is little research on the elementary school factors that shape them. Identifying educational ‘risk factors’ directs attention to barriers that may warrant scrutiny or action under human rights legislation. New findings from a unique, longitudinal data set collected and developed by the Toronto District School Board hig…
Supporting Critical Multicultural Teacher Educators
In most teacher education programmes in Canada and the United States, educators’ opportunities to develop equity-related skills are concentrated into single ‘multicultural’ courses. These courses tend to have a conservative or liberal orientation, focused on appreciating diversity or cultural competence, rather than a critical orientation, focused on preparing teachers to address inequity. In this study, based on a survey of instructors of multic…
Pandemic Effects
The COVID-19 pandemic has changed social organizations and altered children’s worlds. As part of an ongoing longitudinal study of the institutional organization of disabled children’s lives, since March 2020 we have conducted interviews with families in rural and urban communities across Canada (65 families at the time of writing). The narrow focus of governments on the economy, childcare, and schooling does not reflect the scope of experiences o…
Re‐Imagining Inclusion Through the Lens of Disabled Childhoods
The purpose of this article is to contribute new insights to critical disability and disabled children’s childhood studies that center on the valuing of disabled children’s lives—a guiding purpose in the disability justice movement. We use published findings from the Inclusive Early Childhood Service System project, a longitudinal, institutional ethnography of the ways that families and children are organized around categories of disability, whic…
Who borrows, and how much? Student borrowing across post-secondary pathways in Ontario, Canada
The development of cost-efficient pathways is a topic of increasing political and scholarly interest across many North American jurisdictions. It has been suggested that ‘seamless’ transfer pathways can provide financial savings to both students and taxpayers. However, such claims are typically based on hypothetical cost calculations, as opposed to empirical analysis. Through this study, we model the relationship between student pathways and borr…
The Price of Pathways
Examining the Impact of Self-Contained Special Education Classes on Students’ Academic Achievement, Social Belonging, and Engagement in School
Through this systematic literature review we examine the impact of self-contained special education classes on students’ academic outcomes, experiences of belonging, and school engagement. Overall, the results of this systematic review demonstrate limited support for self- contained class placements. Of the 15 studies collected through this review, only three studies examining student belonging and engagement showed more favorable results for stu…
Disability and the stratification of post‐secondary pathways
Research has linked disability to differential experiences and outcomes for students at multiple levels of education. To date, however, available data sources have prevented comprehensive analyses of the statistical relationship between disability and the pathways traveled by students through Ontario post-secondary education (PSE). Through this study, we examine this topic by leveraging a large multifaceted linkage that brings together rich admin…
Psychology (11 works) · Sociology (11 works) · Political science (7 works) · Gender Studies (5 works) · Medicine (5 works) · Pedagogy (5 works) · Developmental psychology (4 works) · Higher education (4 works) · Mathematics education (4 works) · Children's Rights and Participation (3 works)