Neutrality Always Benefits the Oppressor: The Need to Rupture the Normalized Structure of Teacher Education Programs to Diversify the Workforce

As faculties of education have undergone drastic changes to keep teacher education programs afloat while accommodating teacher candidates during a pandemic, much of these altercations are designed, much like the education system itself, to meet the needs of white, privileged students. Although many of the changes from classroom content, pedagogy, and assessment to alternative practicums are commendable in the face of a pandemic, BIPOC and teacher candidates from lower socioeconomic status, who are already underrepresented in the Ontario teacher workforce, are further disadvantaged due to existing inequities and opportunity gaps (Battiste, 2013; Colour of Poverty, 2019; Henry & Tator, 2012) exasperated by pandemic conditions. In this chapter we ground our experiences through a duo-ethnography as two racialized faculty members within teacher education programs at Canadian postsecondary institutions. It is argued that the implications of the pandemic in convergence with the axiology of whiteness and white privilege that define teacher education and the teaching profession in Ontario operate as a double barrier to entry into and diversification of the teacher workforce. Suggestions are made for how to disrupt and rupture the normalized structure of teacher education programs and its policies and practices to advance equitable outcomes

Bias-Free or Biased Hiring? Racialized Teachers’ Perspectives on Educational Hiring Practices in Ontario

This paper argues that while Ontario has witnessed an onslaught of equity and inclusion educational policies aimed at diversifying teacher demographics via “bias-free” hiring practices, teachers across the province do not equitably reflect the identities and demographics of the student population. We the authors refer to this as the teacher diversity gap which refers to the discrepancy in the proportion of racialized teachers to racialized students (Hrabowski & Sanders, 2014; Turner, 2015). Through a literature review and responses of 10 educators interviewed, this article critiques the dominant narrative associated with the benefits of “bias free” hiring practices embedded in equity and inclusive policies (James & Turner, 2017; Ryan 2009) arguing that the teacher workforce has remained predominantly white and not adapting in terms of representation with the increasingly minoritized student population. The authors further argue that bias-free hiring is a prime example of colour-blind racism (Bonilla-Silva, 2006; Zemblyas, 2003) claiming to select candidates based on their individual merit and ability, simultaneously dismissing discussions about systemic racism and other barriers embedded within existing educational policies and practices.

The Community School Initiative in Toronto: Mitigating Opportunity Gaps in the Jane and Finch Community in the Wake of COVID-19

COVID-19 significantly impacted the delivery of education with widespread disruptions, particularly disadvantaging racialized and low-income families. Our research project explored how community-based programming can be adapted and mobilized to mitigate opportunity and achievement gaps for Black, Indigenous, people of colour (BIPOC), and those from lower socio-economic backgrounds. The project as a case study examined an afternoon and weekend supplementary academic program called the Community School Initiative (CSI), offered from September 2020 to May 2021 to members of the Jane and Finch community in Toronto, Canada at a subsidized cost. CSI is a partnership between the non-profit organization Youth Association for Academics, Athletics, and Character Education (YAAACE) and the for-profit enterprise Spirit of Math. It delivers a structured math curriculum to students in grades two to eight aged 8 to 14 years, old supported by a team of caring adults including parents, coaches, and Ontario certified teachers. The efficacy and outcomes of the CSI was assessed through surveys with parents (n=33), students (n=33), and teachers (n=4), and a focus group with seven teachers delivering the curriculum in the CSI. We also discuss the significance of how the research was conducted in the wake of COVID-19. Hence, this article is about the findings from the data, but just as much about the community-driven approach to how the research was conducted, by the community and for the community

Experiences of Learners Who Are Incarcerated With Accessing Educational Opportunities in Ontario, Canada

Access to education is a human right that should be upheld for everyone including individuals who are incarcerated as outlined in Article 26 of the United Nations Universal Declaration of Human Rights. 25 interviews were conducted between April to June 2021 with various key stakeholders: 5 staff involved with the delivery of educational programs in jails, 10 learners who are or were formerly incarcerated, and 10 representatives from post-secondary institutions or jails. The objective was to identify barriers limiting access to education, while incarcerated and post-release, and how such barriers can be mitigated. Responses were examined using Critical Race Theory as a paradigm and thematic analysis as a methodology. Findings indicate that access to education for individuals who are incarcerated remains limited, not prioritized, and overall an underdeveloped sector in Canada. More funding and resources need to be allocated to prioritize education and expand the capacity of incarceration facilities to offer more programming in ways that are accessible and socio-culturally relevant

A Case Study of Teacher Candidates’ Experiences: Writing the Pilot Math Proficiency Test in Ontario, Canada

The focus of this article is on the introduction, justification, and enactment of the Mathematics Proficiency Test (MPT) by the provincial government in Ontario, Canada as a mandatory certification requirement for newly certified teachers. This article contextualizes the socio-political factors leading to the enactment of a MPT for newly certified teachers, developed and administered by the Education Quality and Accountability Office (EQAO), which was ostensibly to mitigate the trend of declining math scores in elementary schools. It then shifts to examine the experiences of the first cohort of teacher candidates from a Canadian university who participated in writing the pilot MPT in February and March of 2020. Data was collected via survey responses administered through Qualtrics software. Survey invitations were sent to all teacher candidates who graduated in 2020 or 2021 with 50 of the 130 eligible teacher candidates responding. A thematic analysis of survey responses was conducted to discuss emerging findings about teacher candidates’ experiences before, the day of, and after writing the MPT as a case study. On December 17, 2021 the Ontario Superior Court of Justice ruled the MPT unconstitutional due to having an adverse impact on entry to the teaching profession for racialized teacher candidates

Amadeusz: Inequities in the Enactment and Implementation of Records Suspensions

AMADEUSZ IS A NON-PROFIT ORGANIZATION IN ONTARIO that provides access to education, community supports, mentorship, and exceptional care for young adults ages eighteen to thirty-five who are or have been incarcerated. Using case studies of three participants from Amadeusz, we centre the lived experiences of racialized persons with a criminal record, outlining the challenges to accessing, and being approved for, a record suspension. Although the record suspension program is intended to assist with reintegration, the case studies show that the high monetary cost for the record suspension application, extensive waiting periods of five or ten years to qualify, consideration of prior non-conviction dispositions by the Parole Board, and the complexities rooted at the intersection of criminal law with immigration law create systemic barriers to effective long-term reintegration. These inequitable processes contribute to increased recidivism by limiting access to opportunities for upward social mobility and impeding the pathways to move beyond criminalized identities. Recommendations are made to improve the record suspension program, so that it does not continue to inequitably disadvantage Black, Indigenous, People of Colour (“BIPOC”), and those from lower socio-economic backgrounds

Emotional Vulnerability in Researchers Conducting Trauma-Triggering Research

Qualitative researchers prioritize rapport-building to ensure safety of research participants and validity of data collected. Although there is extensive literature about prioritizing the safety and emotional well-being of research participants, much less has been written on the topic of researcher vulnerability with lack of consideration for researcher safety within ethics approval applications. The authors present a reflexive account of a research project involving interviews with young people aged 15 to 30 in Toronto, Canada who had firearm related charges. The methodological, ethical issues, and research burnout and vulnerability that arose due to the shared lived experience between the principal researcher and the research participants are discussed. Overall, the article explores the complexities and nuances involved when conducting research with topics that may be trauma-triggering and can contribute to researcher burnout and compassionate fatigue. It is argued that researchers are not immune to these risk factors and due to such exposure may experience depression and other negative side effects. Series of suggestions are outlined to reduce harm exposure for researchers and to improve how they can better be supported to cope and heal from conducting trauma-triggering research before, during, and after completion of a research project

The Summer Of The Pivot: Prioritizing Equity In Remote Instruction Through A Multidisciplinary Community Of Practice Initiative At A Canadian University

This article is about the multidisciplinary Community of Practice (CoP) initiative that was implemented in the summer of 2020- summer of the pivot- at a Canadian post-secondary institution to prepare faculty, staff, and students for remote teaching and learning while navigating pandemic conditions created by COVID-19. The CoP as a case study using Critical Theory as a theoretical framework examines the experiences of a collective group of faculty and staff from different disciplines leading a multidisciplinary university-wide initiative and the implications of the approach for promoting effective pedagogies for teaching and learning remotely. Findings based on feedback from workshop attendees, reflections from the CoP facilitators, and comments forwarded to senior administrators about the impact and the effectiveness of the program indicate positive results. It is recommended that although the CoP initiative was originally conceived as a response to the summer of the pivot, it should become an integral approach to promoting dialogue and innovative strategies to advance equitable practices in higher education by cultivating community networks. The findings serve to continue constructive dialogues and discussions about how universities can transition, pivot, and mobilize innovatively and creatively to prioritize equitable teaching and learning conditions that challenge the status quo. This requires a long-term commitment by higher education institutions to break away from historically normalized practices and invest in innovative ways to identify and meet the needs of various stakeholders

Assessment as Stereotyping: Experiences of Racialized Children and Parents with the Grade 3 EQAO Standardized Testing Preparation and Administration in Ontario

This exploratory qualitative study uses Critical Theory, specifically Critical Race Theory, to examine the subjective experiences of racialized children and parents with the Grade 3 EQAO standardized testing preparation and administration in Ontario, Canada. Standardized testing as a tool for measuring accountability in schools was introduced in 1996 by the Education Quality and Accountability Office (EQAO) which is an arm’s length agency of the Ministry of Education. Each year EQAO assesses students in publicly funded schools in Grades 3, 6, 9, and 10 focusing on numeracy and literacy using criterion-referenced standardized tests to provide an independent gauge of students’ learning and achievement. Data was collected via audio and video recording of semi-structured interviews with eight Grade 3 children and their parent(s). Although there are research studies conducted on EQAO testing, majority has been at the secondary level. Insights from this study contributes to filling in the gap in the field by focusing on EQAO testing in elementary schools and how it impacts racialized children and parents whose voices are often silenced within educational settings due to systemic barriers. Eight findings emerged through focused coding and thematic analysis. Findings indicate the way the Grade 3 EQAO standardized test is prepared for and administered is more harmful than beneficial. The harmful impact of standardized testing is identified under the umbrella term invisible scars and traumatizing effects of standardized testing particularly how EQAO testing marginalizes racialized children and those from lower socio economic backgrounds. Identifying external assessment as stereotyping, it is argued EQAO tests are culturally and racially biased as it promotes a Eurocentric curriculum and way of life privileging white students and those from higher socio-economic status. A shift from equality to an equity approach is recommended to tackle closing the achievement gap. The achievement gap will not be minimized in a sustainable manner without first addressing inequality of opportunity. Education alone, and quality of education, cannot be judged exclusively through standardized tests and their quantifiable indicators. Children have to be viewed as holistic beings with different social, cognitive, emotional, developmental, spiritual and academic needs.Ph.D.2019-11-16 00:00:0