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.
Foreword Ann E. Lopez 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: The Anglicization of Names in the Classroom: A Tool for Assimilation 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
“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
