Zuhra Abawi – författare

This volume offers a critical examination of educational policy in Ontario, Canada, and critiques the success of such policies in ensuring diversity and equity of access in teacher hiring.Providing comprehensive coverage of historical marginalization in the Canadian education system, the book explains the rationale and objectives of policies enacted with the aim of ensuring "bias-free", or "colourblind" hiring. Drawing on qualitative data to illustrate how educators’ lived experiences often sit at odds with the inclusivity that such policies claim to achieve, the book presents the "Equity Hiring Toolkit" as a practical framework enabling educational administrators to recognize how unconscious biases and relative positions of power can implicate hiring decisions. This text will benefit researchers, doctoral students, and academics in the fields of teacher education, educational policy, and multicultural education more broadly. Those interested in the school leadership and management, as well as race and ethnic studies will also enjoy this volume.

This volume offers a critical examination of educational policy in Ontario, Canada, and critiques the success of such policies in ensuring diversity and equity of access in teacher hiring.Providing comprehensive coverage of historical marginalization in the Canadian education system, the book explains the rationale and objectives of policies enacted with the aim of ensuring "bias-free", or "colourblind" hiring. Drawing on qualitative data to illustrate how educators’ lived experiences often sit at odds with the inclusivity that such policies claim to achieve, the book presents the "Equity Hiring Toolkit" as a practical framework enabling educational administrators to recognize how unconscious biases and relative positions of power can implicate hiring decisions. This text will benefit researchers, doctoral students, and academics in the fields of teacher education, educational policy, and multicultural education more broadly. Those interested in the school leadership and management, as well as race and ethnic studies will also enjoy this volume.

Equity as Praxis in Early Childhood Education and Care aims to map, deconstruct, and engage with different models of equity as they pertain to the early childhood education landscape in Ontario. Drawing on marginalized narratives of gender, race, Indigeneity, dis/ability and inclusion, and migration, immigration, and displacement, the authors discuss how to advance the field and make it more equitable for children, families, early childhood educators, and all other practitioners. This edited collection outlines the current political climate of early childhood education and care in Ontario through a critical analysis of policies and dominant discourses of equity and inclusion. By prompting readers to reflect on and critique their understandings of children, families, communities, and practices in the field, the authors seek to provide counternarratives to Eurocentric developmentalist hegemonies and an alternative strength-based approach to critical and transformative praxis.This vital text encourages rethinking how narratives of equity and inclusion are constructed and what this means for young children and their families in Ontario, as well as throughout Canada. This is an essential resource for students in early childhood education and care, early childhood studies, and education programs. FEATURES:Includes perspectives from multiple positionalities in the field to provide a critical and interdisciplinary approachDraws on a reconceptualist lens to present a critique of developmentalist approachesEncourages readers to engage with the content by practising critical self-examination and considering social factors and forces that inform their own concepts

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.

Activist Leadership for Inclusive Schools explores courageous methods for educational leadership and principalship in Canada to move beyond additive discourses of diversity to dismantling systems of oppression for thriving schools and communities. It is a timely collection rooted in diverse approaches to activism that names, disrupts, and challenges dominant leadership discourses and practices that perpetuate harm to underserved communities.Throughout Canada, educational policies and mandates are often implemented without meaningful collaboration with the students, families, and communities they are intended to serve, thereby exacerbating systemic, structural, and institutional barriers. The collection's social justice approach to activism and leadership bridges gaps between policies, institutions, and communities. It calls for a more just education system that carves out spaces of belonging by honouring the lived experiences, identities, and intersectionalities of all students.This book is an invaluable resource for Canadian university education programs with courses focusing on educational leadership, diversity, social justice, or inclusive education. It also serves educational administration, existing teachers, principals, higher education instructors and researchers, policy makers, and activists.

Disrupting Developmentalism in Canadian Early Years Education challenges dominant discourses about children and childhood by centring marginalized and subjugated voices, experiences, and knowledges. Confronting systemic white supremacy, cis-heteronormativity, ableism, and sanism rooted in developmental psychology, the authors invite educators to imagine new possibilities for understanding children, childhood, and education. The collection explores critical activist knowledges for disrupting developmentalism through contributions from teachers, practitioners, and educators, including narratives and lived experiences. This text will be an invaluable resource for early childhood education, teacher education, and child and youth studies programs in Canadian colleges and universities with courses focusing on child development, equity, diversity, inclusion, critical perspectives and/or contemporary issues in early childhood education.