Jacquie sought to expand cross-cultural awareness and acceptance in, and beyond, her grade one class. Her project, which involved the creation of a multilingual identity text by students and families, stressed these concepts while also encouraging creativity and enhancing literacy.
Dina continues to study and to share her teaching practices, which are defined by reflexivity and a genuine understanding of student identity. She has focused the work in this project to support male elementary students articulate their identities and reflect on social issues by sensitively integrating their interests in violence and warfare into classroom learning. In addition, she has also sought to apply responsive practice to students with autism and with interest in popular culture.