Moving from EDID Words to Policy Action - A Case Study of a Teacher Education Program’s Admissions Policy Reform

Oct 15, 2026

Regardless of universities’ and teacher education programs’ public commitments to equity, diversity, inclusion, or decolonization (EDID), these commitments rarely translate into admissions policies or practices. Over three years, the article examines how a small program implemented EDID change, offering critical reflections, guiding questions, and concrete action steps. Quantitative analysis of admissions tools, including MMI, program preparation, and GPA, informs results and recommendations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Introduction

Participatory action research context

Admissions tools and EDID implementation

Moving from EDID Words to Policy Action: A Case Study of a Teacher Education Program’s Admissions Policy Reform Sheryl MacMath University of the Fraser Valley Barbara Salingré University of the Fraser Valley Awneet Sivia University of the Fraser Valley Abstract Regardless of the commitments that universities and teacher education programs (TEPs) have publicly stated regarding equity, diversity, inclusion, or decolonization (EDID), rarely do these commitments impact their admission policies or practices. Through examining a small program’s efforts at implementing EDID change over a three-year period, this article provides critical reflections, questions, and action steps for TEPs looking to move beyond talking about the importance of EDID, to actually altering policies and procedures to address systemic change. Utilizing the concepts of“equity in” and “equity Canadian Journal of Education / Revue canadienne de l’éducation 46:2 (2023)©2023 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation [www.cje-rce.ca](www.cje-rce.ca) through” admissions, intake variables (Multiple Mini Interview [MMI], Program Preparation, GPA) were analyzed quantitatively and used in this beginning participatory action research project. Results illustrate the benefits of the MMI, the need for program admissions to account for capacities in relation to anti-racism directly, rather than just generally referring to equity, and the need for admission practices to reflect an appreciation of the complexities around identity and ethics. Keywords: decolonization, diversity, equity, inclusion, admissions policies and practices Résumé Quels que soient les engagements publics pris par les universités et les programmes de formation des enseignants en matière d’équité, de diversité, d’inclusion et dedécolonisation (EDID), il est rare que ceux-ci se traduisent en impacts sur leurs politiques ou pratiques d’admission. En examinant les efforts déployés par un petit programme pour implanter les changements EDID sur une période de trois ans, cet article présente des réflexions critiques, des questionnements et des actions à entreprendre afin que les programmes de formation des enseignants puissent dépasser les discours sur l’importance de l’EDID en modifiant réellement leurs politiques et procédures dans une perspective de changement systémique. En utilisant les concepts d’« équité dans » et d’« équité par » les admissions, les variables d’admission (minientretiens multiples [MEM], programme de préparation, moyenne générale) ont été analysées quantitativement et utilisées dans l’amorce de ce projet de recherche-action participative. Les résultats montrent les avantages des MEM, ainsi que la nécessité pour les admissions aux programmes d’adopter des pratiques qui tiennent compte de leur capacité à soutenir directement la lutte contre le racisme—plutôt que de se contenter des notions générales d’équité—et qui reflètent une appréciation des complexités entourant l’identité et l’éthique. Mots-clés : décolonisation, diversité, équité, inclusion, politiques et pratiques d’admission Canadian Journal of Education / Revue canadienne de l’éducation [www.cje-rce.ca](www.cje-rce.ca) Introduction Teacher education programs (TEPs) in Canada are primarily located in universities and are provincially managed. These programs include both university courses and practicum experiences in schools and are designed as concurrent (over five years) or post-degree (one to two years). Key foci for all Canadian educational institutes, especially teacher education, are the calls to action for decolonization, Indigenization, and reconciliation, as well as the need to address systemic inequities inherent in schools (Jewel & Mosby, 2021). These systemic inequities play a role in maintaining a teaching force that does not mirror the student population; having teachers that students from historically underrepresented groups in ed

FAQs

How do EDID commitments typically relate to admissions policies and practices in teacher education programs?

Despite public EDID commitments, the article notes that they rarely affect admissions policies or practices. The focus is on changing this gap through actual policy and procedure reform.

What admissions variables were analyzed in the study?

The study analyzes admissions intake variables quantitatively, including the Multiple Mini Interview (MMI), Program Preparation, and GPA.

What does the study suggest about admissions practices and anti-racism?

It indicates admissions should account for capacities in relation to anti-racism directly, rather than relying only on general references to equity. It also emphasizes the need to reflect complexities around identity and ethics.

Oct 15, 2026

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