Ignoring race: a comparative analysis of education policy in British Columbia and Ontario

George, Rhonda C.; Maier, Reana; Robson, Karen

doi:10.1080/13613324.2019.1679754

Cited by 23 publications

(20 citation statements)

References 22 publications

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“…In the politics of anti-racist resistance, race, racialization, and anti-racism are central to notions of reform (Abawi, 2018;Carr, 1999Carr, , 2008Davidson, 2009;Dei & Karumanchery, 1999;James & Turner, 2017;Logan, 2018). These studies highlight myths, contradictions, and inconsistencies in critical equity CJEAP, 198 discourses and policies (Abawi & Brady, 2017;Carr, 1999;Joshee, 2007;McCaskell, 2005;Skerrett, 2008;Wilson, 2020), symbolic enactments of equity policies (Cherubini & Hodson, 2008;George et al, 2020), and the invisibility and erasure of anti-Indigeneity, anti-Black racism, and other forms of racism in discourses of equity and social justice (Cherubini & Hodson, 2008;Rezai-Rashti et al, 2015). As such, studies promote the deconstruction and dismantling of programs, structures, and practices that perpetuate disproportionate and disparate outcomes and experiences for Black, Indigenous, and racialized youth (Cherubini & Hodson, 2008;Gaztambide-Fernandez & Parekh, 2017).…”

Section: Politics Of Anti-racist Resistancementioning

confidence: 91%

Reforming for Racial Justice: A Narrative Synthesis and Critique of the Literature on District Reform in Ontario Over 25 Years

Shah

Cuglievan-Mindreau

Flessa

2022

Canadian Journal of Educational Administration and Policy

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Ontario school districts are struggling to respond to racism in schooling and society. How has the literature on school district reform in Ontario addressed these ongoing and growing concerns? Through a narrative synthesis and a systematic literature review, we map and characterize the existing literature on school district reform in Ontario in the past 25 years. By combining systematic searches in main online databases with key journal and author search, we analyzed and coded a total of 95 documents. Framed through Critical Race Theory (CRT) and in conversation with recent studies on anti-racist district reforms in the United States, we conceptualize four approaches to district reform literature in Ontario: The Politics of Race Evasion, the Politics of Illusory Equity, the Politics of Representation and Recognition, and the Politics of Anti-Racist Resistance. The authors conclude with a commentary on the use of these conceptualizations in district operations and policies, as well as directions for future research. They also propose a potential fifth approach to district reform, The Politics of Regeneration.

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Section: Politics Of Anti-racist Resistancementioning

confidence: 91%

Reforming for Racial Justice: A Narrative Synthesis and Critique of the Literature on District Reform in Ontario Over 25 Years

Shah

Cuglievan-Mindreau

Flessa

2022

Canadian Journal of Educational Administration and Policy

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“…The motivation to collect race-based data in sectors such as education is to metricize relative differences in the impact of barriers to representation and success between various racialized groups particularly those who are disproportionately impacted by white colonialism in North America (George et al, 2019 ). For example, within the K-12 educational space, the TDSB implemented a Student and Parent Census where data is disaggregated by several demographic characteristics including race, allowing it to produce several ethno-racial sub-reports.…”

Section: Race-based Data Collectionmentioning

confidence: 99%

Addressing Black Inclusivity Within a Canadian Post-secondary Engineering Faculty: a Critical Perspective

Burke

Hanson

Abraham

2021

Can. J. Sci. Math. Techn. Educ.

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This paper briefly outlines three initiatives that the University of Toronto (U of T) Faculty of Applied Science and Engineering (FASE) has implemented as initial steps as the institution strives to be anti-racist and address Black inclusivity. These initiatives were based within K-12 outreach, race-based data collection and creating opportunities for faculty-wide race-centric dialogue and learning. U of T FASE was compelled to develop and/or enhance such initiatives after an anti-Black racist incident between students was mishandled and criticized by Black student groups. Using critical race theory (CRT) and personal reflection, this paper highlighted several barriers to the implementation and/or success of these initiatives such as time, financial security, perception of institutional policy and/or provincial law, engineering culture and whiteness and/or colour evasiveness. While definitive solutions to these barriers may not be clear, having a designated champion for specific initiatives, addressing discomfort in differentiating race, consistent advocacy to senior administration and the self-empowerment to resource time and effort to such work were identified as key elements to drive initiatives within the context of U of T FASE.

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“…However, despite calls to recognize the various cultural worldviews of racialized individuals, Canada continues to adhere to a colorblind approach in its justice system. Canadian researchers are increasingly admonishing leaders within various social systems, such as in education (George, Maier, and Robson 2020) and children's services (Adjei et al 2018), to acknowledge racialized considerations rather than continue to advance colorblind policies within their institutions. However, as noted by Reasons et al (2016), Canadian-specific research around this issue is limited, often overshadowed by Canada's seemingly inclusive multicultural policy (Fleras 2017).…”

Section: Race and Crime In The Canadian Contextmentioning

confidence: 99%

Challenging the Myth of Color Blindness in Restorative Justice Programs

Bailey

2021

Int J for Crime, Justice & Social Democracy

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Using critical race theory and institutional ethnography as frameworks, this paper investigates the Extra-Judicial Sanctions (EJS) Program, as implemented in Calgary, Alberta, and its lack of ability to achieve transformative restorative justice in the cases of racialized immigrant youth. The failure to recognize the impact of race, ethnicity, and immigrant status in the Youth Criminal Justice Act is considered problematic as this paper challenges the notion of color blindness. It is suggested that a color-conscious approach be used in the EJS Program to incorporate inclusive institutional policies explicitly to foster a sense of belonging among racialized immigrant youth.

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Ignoring race: a comparative analysis of education policy in British Columbia and Ontario

Cited by 23 publications

References 22 publications

Reforming for Racial Justice: A Narrative Synthesis and Critique of the Literature on District Reform in Ontario Over 25 Years

Reforming for Racial Justice: A Narrative Synthesis and Critique of the Literature on District Reform in Ontario Over 25 Years

Addressing Black Inclusivity Within a Canadian Post-secondary Engineering Faculty: a Critical Perspective

Challenging the Myth of Color Blindness in Restorative Justice Programs

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