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

Abawi, Zuhra; Eizadirad, Ardavan

doi:10.3102/1569832

Cited by 9 publications

(8 citation statements)

References 9 publications

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“…By actively addressing bias in hiring and promotion practices, educational institutions can create a more inclusive and equitable environment for faculty and staff, fostering a diverse community that reflects the student population and promotes a culture of fairness and opportunity (Abawi, & Eizadirad, 2020).…”

Section: Addressing Bias In Hiring and Promotion Practicesmentioning

confidence: 99%

Fostering Inclusive Excellence: Strategies for Effective Diversity Management in Schools

ASSEFA,

ZENEBE

2024

IJREHC

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This article emphasizes the benefits of effective diversity management in schools, highlighting how it contributes to positive intergroup relations, reduced incidents of bullying and discrimination, and improved student engagement and achievement. By creating inclusive learning environments, schools prepare students for the diverse and globalized world they will encounter beyond the classroom. To achieve effective diversity management, the article suggests several strategies. First, it emphasizes the importance of engaging families and communities from diverse backgrounds by collaborating with parents and guardians and partnering with community organizations and resources. These collaborative efforts build strong home-school partnerships, facilitate cultural understanding, and provide valuable support to meet diverse needs. The article also emphasizes the significance of hosting diversity events and celebrations that showcase different cultures and identities. These events offer opportunities for learning, appreciation, and intercultural dialogue. Additionally, workshops and seminars on diversity-related topics promote understanding and inclusive practices among students, families, and community members.

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Section: Addressing Bias In Hiring and Promotion Practicesmentioning

confidence: 99%

Fostering Inclusive Excellence: Strategies for Effective Diversity Management in Schools

ASSEFA,

ZENEBE

2024

IJREHC

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“…Scholars such as Kipang & Zuberi (2018) and Abawi & Eizadirad (2020) argue that the reason Ontario's educational institutions lack diversity in their faculty group is because Ontario colleges and universities lack adequate policies that can ensure an equitable hiring process.…”

Section: Lack Of Diverse Facultymentioning

confidence: 99%

“…However, I argue that in order to have diverse faculty, we must first examine hiring policies with an antiracist lens. Abawi & Eizadirad (2020) maintain that racialized minorities and Indigenous groups face systematic barriers in securing employment across many social sectors, including educational institutions. In recent years the demand for hiring more diverse faculty has been amplified to resolve issues of access and employment equity and to reflect the increasingly diverse student body in Canadian post-secondary institutions (Kipang & Zuberi, 2018).…”

Section: Hire Diverse Facultymentioning

confidence: 99%

“…Even though current educational policies draw on bias-free hiring in their faculty recruitment, there are no particular guidelines that indicate a racially bias-free hiring process to ensure equal racial representation. Abawi & Eizadirad (2020) argue that, By calling for bias-free hiring, equity and inclusive education policies effectively omit the necessity of acknowledging and troubling the centrality of race in teacher hiring and its fundamental importance for curriculum delivery, mentorship, community engagement, and overall student well-being.…”

Section: Hire Diverse Facultymentioning

confidence: 99%

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Antiracist pedagogy in post-secondary early childhood education programs: a critical inquiry into eight graduates' perspectives

Balapatel¹

2023

Preprint

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<p>This critical qualitative research combines the narrative design of semi-structured interviews and artifacts collection to investigate what eight early childhood educators (ECEs) learned about antiracist pedagogy in their preservice ECE programs in Ontario. Researchers indicate that ECEs do not receive adequate education on antiracist pedagogy and may feel hesitant to address topics of race, racism and power in their practices. Guided by the theoretical framework of critical race theory (CRT) and antiracist education, the paper discusses the limitations of developmentalism and outlines the significance of preservice training on antiracist education. The findings reveal that all eight ECE participants did not learn anything explicit about antiracist pedagogy in their preservice ECE programs; rather, developmentalism dominated their postsecondary educational experiences. The study recommends that our postsecondary ECE programs need to move beyond a narrow vision of inclusion and developmentalism to envision childhood through diverse perspectives. Preservice postsecondary education must infuse antiracist pedagogy in its educational policies, hiring practices, and curriculum framework to counteract racism and advance social justice.</p>

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“…Most of our participants presented with similar backgrounds and demographics, which is reflective of teacher education and the teaching profession overall in Canada (Abawi, 2018): most were White, female, and had completed their previous education in Ontario. We recruited in-service teacher participants through social media groups dedicated to sharing music education resources; thus, our in-service participants were already invested and active in music education to some degree.…”

Section: Limitationsmentioning

confidence: 99%

Becoming the music teacher: Stories of generalist teaching and teacher education in music

Sirek

Sefton

2023

International Journal of Music Education

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Teacher preparation for generalist (non-specialist) elementary teachers in Ontario typically comprises one compulsory music class. In entry surveys, many generalists describe themselves as highly apprehensive about and unconfident in their ability to teach music, confirming previous research. Using narrative inquiry, we explore the stories of both preservice and in-service generalist teachers. Data from focus groups with preservice teachers revealed that most participants felt markedly more comfortable with the prospect of teaching music in primary grades after taking our music courses; while fewer expressed confidence in teaching music to junior/intermediate grades. However, preservice teachers are rarely given the chance to observe or teach music while on practicum. Interviews with in-service generalist teachers revealed that a lack of confidence compelled them to take part in intentional, incremental, self-directed learning experiences to further develop their knowledge and skills for the elementary music classroom. The pandemic largely halted music activities, creating new barriers for generalist in-service teachers who teach music. The enduring gaps identified by this research are how to build more opportunities for generalist preservice teachers to practice their newly acquired skills while on practicum; and how to better support generalist in-service teachers to acquire additional skills for teaching music once in the classroom.

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

Cited by 9 publications

References 9 publications

Fostering Inclusive Excellence: Strategies for Effective Diversity Management in Schools

Fostering Inclusive Excellence: Strategies for Effective Diversity Management in Schools

Antiracist pedagogy in post-secondary early childhood education programs: a critical inquiry into eight graduates' perspectives

Becoming the music teacher: Stories of generalist teaching and teacher education in music

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