Heather Watts – författare

Critical Perspectives on White Supremacy and Racism in Canadian Education shows how K-12 schooling continues to produce and maintain white supremacist and colonial logics and questions the alternate future of schooling in Canada.

It argues that white supremacy and race in schooling are present in colonial-centered approaches to teacher education, formal and informal exclusion through curriculum development, and persistent failed commitments to racial justice and decolonization. These themes guide the organization of this collection, which is further underpinned by theoretical perspectives, including critical race theory, anti-Blackness theory, abolition, and anticolonial theory. Contributions are drawn from classroom teachers, community educators, and pre-service teacher educators and are powerfully informed by first-hand accounts as well as stories of teachers and teacher candidates.

Combining theory with practice, this edited volume will be important reading for advanced undergraduate and postgraduate students in social justice education, multicultural education, and Indigenous studies. It will also be beneficial reading for antiracist and Indigenous education researchers, as well as policymakers and practitioners within critical education.

Critical Perspectives on White Supremacy and Racism in Canadian Education shows how K-12 schooling continues to produce and maintain white supremacist and colonial logics and questions the alternate future of schooling in Canada.

It argues that white supremacy and race in schooling are present in colonial-centered approaches to teacher education, formal and informal exclusion through curriculum development, and persistent failed commitments to racial justice and decolonization. These themes guide the organization of this collection, which is further underpinned by theoretical perspectives, including critical race theory, anti-Blackness theory, abolition, and anticolonial theory. Contributions are drawn from classroom teachers, community educators, and pre-service teacher educators and are powerfully informed by first-hand accounts as well as stories of teachers and teacher candidates.

Combining theory with practice, this edited volume will be important reading for advanced undergraduate and postgraduate students in social justice education, multicultural education, and Indigenous studies. It will also be beneficial reading for antiracist and Indigenous education researchers, as well as policymakers and practitioners within critical education.

This edited collection centres the reclamation of global counter and Indigenous knowledges, epistemologies, ontologies, axiologies, and cosmovisions that have the capacity to create new educational leadership frameworks that chart courses to visions beyond the current oppressive systems of education. Contributing authors discuss what does it look like to have thriving decolonial educational systems? What is the educational leadership that is needed and required to get us there? What does it look like from these global Indigenous and decolonial perspectives? How do we begin dismantling dominant and colonial systems, structures and styles of leadership?

Schooling and education in the wake of ongoing colonial injustices requires a revolutionary (re)awakening and the creation of schooling and educational systems that inherently honour the sacredness of life on this Earth, beyond the anthropocentric. The centring, reclamation and reaffirmation of global counter and Indigenous knowledges in educational leadership is not an individual, nor isolated endeavour. Through this understanding, this anthology is centred around themes of schooling, community building, liberatory praxis and decolonial movements, and Indigenous governance.