ABSTRACT
In Canada, the challenges of poverty in urban areas have grown over the past quarter century. Increasing wealth has been concentrated in the hands of those who were already relatively well off (Green & Kesselman, 2006; OECD, 2008b). The diversity of Canada’s urban population has increased, and the resulting linguistic, cultural, and religious differences interact with economic inequality, leaving aboriginal, radicalised, and new immigrant populations at a greater disadvantage than they have ever been. In this context, the challenges of educating all children with the intellectual and social capacities they need to participate as citizens and make a living are of critical importance.
