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.
Although many teacher education programs across Canada promote diversity, equity, and inclusion in their pedagogies, many of these approaches can serve to reinforce white privilege and other forms of oppression through conformity without analyzing access to power and opportunities, and the importance of being an activist. Enacting Anti-Racist and Activist Pedagogies in Teacher Education centres the voices, lived experiences, and complexities of Black, Indigenous, and other minoritized faculty members carrying out anti-racist pedagogies in Canadian teacher education programs.
This timely book responds to current challenges in education by providing teacher educators with examples of how to connect theory with practice in their everyday work while supporting teacher candidates in developing their own practice as educator-activists grounded in anti-racist pedagogies. Covering various geographies from coast to coast in Canada, it features contributions predominantly by authors from equity-deserving groups with a range of positionalities and lived experiences.
An ideal resource for pre-service teachers in Canada, this volume provides new possibilities for how educators, practitioners, and community activists can work together to advocate for systemic change in ways that prioritize equity in teacher education, schools, school boards, and within local communities.
