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 maintain white supremacist and colonial logics, and questions alternate future for schooling in Canada.
Foreword Diane Longboat Introduction: Spatial and Abolitionist
Invitations to Race and Field Arlo Kempf Part One: Opportunities and
Challenges in Teacher Education and Learning
Chapter One: Un/found/ed Amanda
Buffalo
Chapter Two: Deconstructing the "Other": Truth-Telling as
Reconciliation Heather Watts
Chapter Three: Teacher Unions and Anti-Racism:
Professional Development and Learning in a Neoliberal Society Olivia Darwin
Chapter Four: We Are All Racists: Calling Out and Undoing Whiteness in
Teacher Education Jessalynn Tsang & Ardavan Eizadirad Part Two: Unsettling
Curriculum
Chapter Five: What's Wrong with the Alternative Curriculum Cecilia
Cheung
Chapter Six: The Persistence of Multicultural Rhetoric in Curriculum:
An Analysis of the Changes to the Grade 10 History Curriculum From 1973 to
2018 Serothy Ramachandran
Chapter Seven: Indigenous Linguicide: An Ongoing
Canadian Project Scarlett Jean Louise Mackay
Chapter Eight: When Aunties
Speak: Political Listening Matters Clelia Rodriguez Part Three: The Mask of
Multiculturalism
Chapter Nine: A Meta-analysis of Multicultural Education as
a Tool for Colonial Violence in Canadian Schools Meagan Hamilton
Chapter Ten:
School as a Raceless Institution; The Operations of Multiculturalism on the
Invisibilizing of Black Youth Verne Hippolyte-Smith
Chapter Eleven:
Multiculturalism in Contemporary Canadian School Boards Vinuja Sritharan Part
Four: Constructions and Reconstructions
Chapter Twelve: The Nexus of
Post-Racialism, White Supremacy, and Misogynoir in Education Destiny Mae
Ramos-Alleyne
Chapter Thirteen: Deconstructing Chinese International
Students Silence: Critical Race Theory, White Supremacy, and Modern Minority
Myth Hong Shu
Chapter Fourteen: The Humanizing and Liberatory Violence of
Authentic Race Discussions Joe Pack Conclusion: Dispatches from a Field of
the Past Heather Watts Contributor Bios Index
Arlo Kempf is Associate Professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto, Canada.
Heather Watts is a third-year doctoral student in social justice education at the Ontario Institute for Studies in Education of the University of Toronto, Canada.
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