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.Gathering the voices of established and emerging academics, as well as field practitioners, this volume presents a holistic and nuanced understanding of anti-racism within the educational context from discussing collaboration and innovative methodologies for studies in racism to critiquing institutional policies and practices that uphold white supremacist ideals. The contributors 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.
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ForewordChapter 1: Disrupting the Weaponization of Difference with Intentionality: What it Means to Be an Activist and Anti-Racist Educator
Chapter 2: Racism and Indigeneity: (En)countering and Teaching to Resistance in the Classroom
Chapter 3: "Off-the Record": Educational Insights from Hip-Hop Cultural Workers in Canada
Chapter 4: Forging Racial Solidarities in Education: A Duoethnography of Juxtaposing Racial Experiences
Chapter 5: From Inshallah to Ojalá: Counter-hegemonic imaginings of an Anti-racist present
Chapter 6: Reconciling of 'Girl' and Adulthood: Centering the Learning Experience of Black Females in Canadian Education
Chapter 7: "What Is the Right Thing?": Pre-service Teacher's Concerns and Aspirations in Anti-racist Practice
Chapter 8: Teacher Inauthenticity as Illusory Performance: Professionalism as a Tool for Perpetuating Whiteness
Chapter 9: Ethnodramatic Inqueery: Queering Arts Based Research
Chapter 10: The Anglicization of Names in the Classroom: A Tool for Assimilation
Chapter 11: Transformative Learning and Leadership: White teachers' Journey for Becoming an Anti-Racist/Activist
Chapter 12: Disrupting Anti-Racist Educational Experiences for Black Students through Decolonization and Sensemaking in Teacher Education Programs
Chapter 13: A Love Letter to Activists
Chapter 14: Decentering Whiteness in Teacher Education Programs: Seeing Beyond the Guise of 'Diversity and Inclusion'
Chapter 15: Dear community of Anti-Racist Activist EducatorsAbout the Editors
About the Contributors
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.
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.
