Enacting Anti-Racist and Activist Pedagogies in Teacher Education is a timely edited collection that examines the complexities, challenges, spaces of resistance, and possibilities when faculty—specifically Black, Indigenous, and racialized faculty—advocate and implement anti racism approaches and pedagogies in Canadian teacher education programs.
Taking an explicitly critical anti-racist approach, the text challenges the pedagogical, curricular, structural, and institutional underpinnings in teacher education framed by whiteness. As a collective, the chapters explore how to disrupt white normalcy by dismantling the hierarchies in place and unpacking intersectionalities, positionalities, and knowledge production through transformative anti-racist pedagogies.
Established and emerging academics, as well as field practitioners, present a holistic and nuanced understanding of anti-racism within the educational context and seek to reframe teacher education through resistance and activism, preparing teacher candidates as practitioners for anti-racist work with racialized students, families, and communities.
Including key terms, discussion questions, and “toolbox” sections highlighting advice for pre-service K–12 teachers, this text is an essential resource for undergraduate and graduate students in teacher education.
Chapter 1: Disrupting the Weaponization of Difference with Intentionality: What it Means to Be an Activist and Anti-Racist Educator Ardavan Eizadirad, Zuhra Abawi, and Andrew Campbell
Chapter 2: Racism and Indigeneity: (En)countering and Teaching to Resistance in the Classroom Anna-Leah King, Kathleen O’Reilly, and Angela Weenie
Chapter 3: “Off-the Record”: Educational Insights from Hip Hop Cultural Workers in Canada Melissa Proietti, Bronwen Low, Cody Coyote, Michael McGuire, Ashley Perez, Rup Sidhu, and Jimmy Baptiste
Chapter 4: Forging Racial Solidarities in Education: A Duoethnography of Juxtaposing Racial Experiences Alicia F. Noreiga and Sara Marie Nason
Chapter 5: From Inshallah to Ojalá: Counter-hegemonic imaginings of an Anti-racist present Mary Carmen Lara-Villanueva and Zainab Zafar
Chapter 6: Reconciling of ‘Girl’ and Adulthood: Centering the Learning Experience of Black Females in Canadian Education Sewsen Igbu
Chapter 7: “What Is the Right Thing?”: Pre-service Teachers Concerns and Aspirations in Anti-racist Practice María del Carmen Rodríguez de France
Chapter 8: Beyond the Teacher Diversity Gap: Teacher Inauthenticity as Illusory Performance Alyssa Tyghter
Chapter 9: Ethnodramatic Inqueery: Queering Arts Based Research Patrick Tomczyk
Chapter 10: My Name is Sunandha, Not Sunny: Exploring the Colonization and Assimilation of Tamil Names in the Classroom Sunandha Shanmugaraj
Chapter 11: Transformative Learning and Leadership: White teachers’ Journey for Becoming an Anti-Racist/Activist Patricia Briscoe and Carolyn Shields
Chapter 12: Disrupting Anti-Racist Educational Experiences for Black Students through Decolonization and Sensemaking in Teacher Education Programs Wendy Mackey
Chapter 13: A Love Letter to Activists Jessalynn Tsang and Yara Kodershah
Chapter 14: Decentering Whiteness in Teacher Education Programs: Seeing Beyond the Guise of ‘Diversity and Inclusion’ Saba Alvi, Shelina Adatia, and Mimi Masson
Chapter 15: Dear community of Anti-Racist Activist Educators Ardavan Eizadirad
About the Editors About the Contributors
Biography
Ardavan Eizadirad is an Assistant Professor in the Faculty of Education at Wilfrid Laurier University and the Director of EDIcation Consulting (edication.org) offering equity, diversity, and inclusion training to organizations.
Zuhra Abawi is an Assistant Professor in the College of Education at Niagara University Ontario. Learn more about Zuhra on her website drzuhraabawi.com.
Andrew B. Campbell (DR.#ABC) is an Assistant Professor, Teaching Stream, focusing on Leadership for Racial Justice in Teacher Education at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. Learn more about DR. ABC on his website drabc.ca
“There has never been a more urgent moment for anti-racist activism of the kind developed in Enacting Anti-Racist and Activist Pedagogies in Teacher Education. This book comes as an important educational intervention. The editors of this powerful work recognize that the time for activism is now and have gathered a strong contingent of Canadian activists to make the case for indigenization and teaching antiracism across numerous contexts in our increasingly divided world.”
—Peter McLaren, Distinguished Professor in Critical Studies, Co-Director of the Paulo Freire Democratic Project, Chapman University
“What Drs. Eizadirad, Abawi and Campbell offer in Enacting Anti-Racist and Activist Pedagogies in Teacher Education is a collection of diverse perspectives that illustrates the complexities, challenges, and spaces of resistance that educators committed to anti-racism and activism face. What is so important and impactful about this collection is that the editors and contributors make a point to illuminate the possibilities that exist for educators to dismantle and recreate learning environments so that every child truly does matter and has an opportunity to flourish.”
—Jerome Cranston, Dean and Professor, Faculty of Education, University of Regina
“Enacting Anti-Racist and Activist Pedagogies in Teacher Education is as timely as it is powerful. Centering anti-racist and decolonial analyses, the authors in this collection challenge educators in Canada and around the world to take activism and organizing for justice seriously in their teaching—through critical self-reflection, culture, sharp political analyses, curriculum, pedagogy, and classroom practices. This ground-breaking collection should be required reading for all current and future educators in Canada and also has important lessons for all of us committed to a politics of educational justice and activism.”
—Wayne Au, Interim Dean and Professor, School of Educational Studies, University of Washington Bothell, Editor of Rethinking Schools
“Enacting Anti-Racist and Activist Pedagogies in Teacher Education is a timely and relevant book that speaks to the importance and challenges of addressing power and difference in teacher education for racial justice. This book challenges the ways that logics of coloniality and whiteness permeate every aspect of teacher education from admissions processes and relationships to curriculum. It also offers radically different pedagogical approaches rooted in relationality, community, criticality, reflexivity, activism, and solidarity, setting the stage for imaginings and enactments of racial justice. When we see ourselves as extensions of one another, as radically interconnected, anti-racist and activist pedagogies are about relational accountability and fierce love. Ultimately, this book invites us to increase our capacity to love ourselves, our students, our colleagues, and the communities in which we work. I have tremendous gratitude to the editors and authors of this important book.”
—Vidya Shah, Assistant Professor, Faculty of Education, York University
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