Equity and Equality With deficit thinking, our education system tends to focus on what students "lack" and how we can "fix them" based on dominant culture ideas and standards for success. Discuss an alternative approach to helping students succeed which would be more effective and equitable than deficit thinking. Make sure you explain why your alternative approach is more effective than the deficit thinking model (for instance--how does it recognize student diversity, how does it eliminate stereotyping of students, how is it more inclusive of student strengths and abilities). Refer: Page #297 The Dynamics of Social Stratification from the pdf attached. Global Citizenship: FROM SOCIAL ANALYSIS TO SOCIAL ACTION (GNED 500) Land Acknowledgement Centennial College is proud to be a part of a rich history of education in this province and in this city. We acknowledge that we are on the treaty lands and territory of the Mississaugas of the Credit First Nation and pay tribute to their legacy and the legacy of all First Peoples of Canada, as we strengthen ties with the communities we serve and build the future through learning and through our graduates. Today, the traditional meeting place of Toronto is still home to many In- digenous People f rom across Turtle Island and we are grateful to have the opportunity to work in the communities that have grown in the trea- ty lands of the Mississaugas. We acknowledge that we are all treaty peo- ple and accept our responsibility to honour all our relations. A B O U T 3 Statement of Diversity Centennial College and its Board of Governors value and embrace diversity, equity and inclusion as fundamental to our mission to educate students for career success within a context of global citizenship and social justice. We recognize that historical and persistent inequities and barriers to equitable partic- ipation exist and are well documented in society and within the college. We believe individual and systemic biases contribute to the marginalization of des- ignated groups. These biases include race, sex, gender, sexual orientation, age, disability, ancestry, nationality, place of origin, colour, ethnicity, culture, linguistic origin, citizenship, creed (religion, faith), marital status, socio-economic class, family status, receipt of public assistance or record of offence. We acknowledge that resolving First Nations sovereignty issues is fundamental to pursuing equity and social justice within Canada. We acknowledge the richness and diversity of the community we serve. As our com- munity has evolved, and our staff and student population have changed, we have im- plemented policies and practices to address issues of inclusion. In moving forward, we will build on this work to embed commitment to diversity, equity and inclusion in every aspect of what we do. Our Guiding Principles We believe social justice requires that we value diversity, equity and inclusion. We believe that the p ...