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.

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 of Lethbridge

• ForewordChapter 1: Disrupting the Weaponization of Difference with Intentionality: What it Means to Be an Activist and Anti-Racist EducatorChapter 2: Racism and Indigeneity: (En)countering and Teaching to Resistance in the ClassroomChapter 3: "Off-the Record": Educational Insights from Hip-Hop Cultural Workers in CanadaChapter 4: Forging Racial Solidarities in Education: A Duoethnography of Juxtaposing Racial ExperiencesChapter 5: From Inshallah to Ojalá: Counter-hegemonic imaginings of an Anti-racist presentChapter 6: Reconciling of 'Girl' and Adulthood: Centering the Learning Experience of Black Females in Canadian EducationChapter 7: "What Is the Right Thing?": Pre-service Teacher's Concerns and Aspirations in Anti-racist PracticeChapter 8: Teacher Inauthenticity as Illusory Performance: Professionalism as a Tool for Perpetuating WhitenessChapter 9: Ethnodramatic Inqueery: Queering Arts Based ResearchChapter 10: The Anglicization of Names in the Classroom: A Tool for AssimilationChapter 11: Transformative Learning and Leadership: White teachers' Journey for Becoming an Anti-Racist/ActivistChapter 12: Disrupting Anti-Racist Educational Experiences for Black Students through Decolonization and Sensemaking in Teacher Education ProgramsChapter 13: A Love Letter to ActivistsChapter 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 EditorsAbout 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.

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 of Lethbridge

• ForewordChapter 1: Disrupting the Weaponization of Difference with Intentionality: What it Means to Be an Activist and Anti-Racist EducatorChapter 2: Racism and Indigeneity: (En)countering and Teaching to Resistance in the ClassroomChapter 3: "Off-the Record": Educational Insights from Hip-Hop Cultural Workers in CanadaChapter 4: Forging Racial Solidarities in Education: A Duoethnography of Juxtaposing Racial ExperiencesChapter 5: From Inshallah to Ojalá: Counter-hegemonic imaginings of an Anti-racist presentChapter 6: Reconciling of 'Girl' and Adulthood: Centering the Learning Experience of Black Females in Canadian EducationChapter 7: "What Is the Right Thing?": Pre-service Teacher's Concerns and Aspirations in Anti-racist PracticeChapter 8: Teacher Inauthenticity as Illusory Performance: Professionalism as a Tool for Perpetuating WhitenessChapter 9: Ethnodramatic Inqueery: Queering Arts Based ResearchChapter 10: The Anglicization of Names in the Classroom: A Tool for AssimilationChapter 11: Transformative Learning and Leadership: White teachers' Journey for Becoming an Anti-Racist/ActivistChapter 12: Disrupting Anti-Racist Educational Experiences for Black Students through Decolonization and Sensemaking in Teacher Education ProgramsChapter 13: A Love Letter to ActivistsChapter 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 EditorsAbout the Contributors