Julie K. Corkett is Associate Professor at the Schulich School of Education, Canada.Christine L. Cho is Associate Professor at Nipissing University’s Schulich School of Education, Canada.Astrid Steele was formerly an Associate Professor at the Schulich School of Education at Nipissing University, Canada.

• 1. Introduction; Section I. Microaggressions Impacting Students, Teachers and Staff; 2. Principals’ Experiences of Mistreatment in the School Environment; 3. LGBT Microaggressions Among Teachers in South African Schools; 4. An Examination of Microaggressions Encountered by African American STEAM Academy High School Students; Section II. Understanding Wider Societal Causes of Microaggression in Schooling Context; 5. Humanising Students as a Micro-Resistance Practice in Australian Alternative Education Settings; 6. Deconstructing Citizenship and Belonging: Refugee Student Integration and Microaggressions in Ontario Schools; 7. Troubling Racialized Discourse in Nunavut Education; Section III. Looking Forward: Resistance Within School Environments; 8. Social Inequities and the Manifestation of Microaggression for First Nations Students in the Educational System in Canada and the Role of Transformational Leadership; 9. Using the Third Space to Address the Microinvalidation of Indigenous Science within Mainstream Science Education Classrooms: Trinidad and Tobago and Australia; 10. Drama as Resilience to Covert School Violence and Incivility; 11. Conclusion

Julie K. Corkett is Associate Professor at the Schulich School of Education, Canada.Christine L. Cho is Associate Professor at Nipissing University’s Schulich School of Education, Canada.Astrid Steele was formerly an Associate Professor at the Schulich School of Education at Nipissing University, Canada.

• 1. Introduction; Section I. Microaggressions Impacting Students, Teachers and Staff; 2. Principals’ Experiences of Mistreatment in the School Environment; 3. LGBT Microaggressions Among Teachers in South African Schools; 4. An Examination of Microaggressions Encountered by African American STEAM Academy High School Students; Section II. Understanding Wider Societal Causes of Microaggression in Schooling Context; 5. Humanising Students as a Micro-Resistance Practice in Australian Alternative Education Settings; 6. Deconstructing Citizenship and Belonging: Refugee Student Integration and Microaggressions in Ontario Schools; 7. Troubling Racialized Discourse in Nunavut Education; Section III. Looking Forward: Resistance Within School Environments; 8. Social Inequities and the Manifestation of Microaggression for First Nations Students in the Educational System in Canada and the Role of Transformational Leadership; 9. Using the Third Space to Address the Microinvalidation of Indigenous Science within Mainstream Science Education Classrooms: Trinidad and Tobago and Australia; 10. Drama as Resilience to Covert School Violence and Incivility; 11. Conclusion

Julie K. Corkett is Associate Professor at the Schulich School of Education, Canada.Christine L. Cho is Associate Professor at Nipissing University’s Schulich School of Education, Canada.Astrid Steele was formerly an Associate Professor at the Schulich School of Education at Nipissing University, Canada.

• 1. Introduction; Section I. Microaggressions Impacting Students, Teachers and Staff; 2. Principals’ Experiences of Mistreatment in the School Environment; 3. LGBT Microaggressions Among Teachers in South African Schools; 4. An Examination of Microaggressions Encountered by African American STEAM Academy High School Students; Section II. Understanding Wider Societal Causes of Microaggression in Schooling Context; 5. Humanising Students as a Micro-Resistance Practice in Australian Alternative Education Settings; 6. Deconstructing Citizenship and Belonging: Refugee Student Integration and Microaggressions in Ontario Schools; 7. Troubling Racialized Discourse in Nunavut Education; Section III. Looking Forward: Resistance Within School Environments; 8. Social Inequities and the Manifestation of Microaggression for First Nations Students in the Educational System in Canada and the Role of Transformational Leadership; 9. Using the Third Space to Address the Microinvalidation of Indigenous Science within Mainstream Science Education Classrooms: Trinidad and Tobago and Australia; 10. Drama as Resilience to Covert School Violence and Incivility; 11. Conclusion