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In response to the Truth and Reconciliation Calls to Action (TRC, 2015), a school board teamed with university educators and educational partners to generate a professional learning series to support educators’ engagement with Indigenous knowledges. A research team that assembled two years later interviewed the learning series participants to explore how educators were navigating Indigenous knowledge within a Eurocentric school system. This research acknowledges the challenges of doing this work within shifting institutional policies and initiatives, the wider politics of Indigenous and non-Indigenous relations, building intercultural understandings and community partnerships, and negotiating epistemological difference. The researchers — including Indigenous and non-Indigenous peoples — echoed resonances with the participants that occurred throughout the data collection process and often spoke about the parallel paths of research and schooling — both historically used as tools of colonization and now having a role in decolonization. To disrupt colonial propensities, we share our reflections as researchers, specifically around complexities and tensions of engaging Indigenous knowledges throughout our research processes concerning the participants’ experiences. By sharing the tensions and (un)learning that emerged on these parallel paths, we honour diverse entry-points and experiences to animate how trans-systemic knowledge building might ensue.

This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Action Research on 2021-02-01, available online: https://www.tandfonline.com/10.1080/09650792.2021.1886960. Deposited by shareyourpaper.org and openaccessbutton.org. We've taken reasonable steps to ensure this content doesn't violate copyright. However, if you think it does you can request a takedown by emailing help@openaccessbutton.org.

In this case study research, we examined graduate student experiences with research-based learning in an online course-based master's degree in education at a Canadian university. Data were gathered during two sequential phases, starting with exit surveys and then interviews with graduates from the master of education program. Findings indicated the way students were grouped and progressed through their courses in cohorts and using a signature pedagogy called collaboratories of practice, where students were provided with opportunities to engage in field-focused inquiry online alongside their peers and with guided support from their instructor, which served to support students with continuity throughout their program and with support for developing and applying research-based learning skills. Participants described the cohort structure and signature pedagogy as key elements that contributed to their research-based learning experiences. These findings are consistent with earlier results from studying two previous cohorts of postgraduate students. Study results serve to inform scholarship and program designs for research-based learning in course-based, online master's degree programs. More broadly, the results will also benefit faculties and institutions developing structural supports and pedagogies for new online courses and program offerings.

Humour, when engaged in the classroom, tends to be used as a means to hook youth into the ‘real’ material of school, when officially sanctioned at all. Humour can be dangerous, not-the-least in its...

In this paper, I invite you into some considerations of what autoethnography might do in research, what it might teach us as researchers. In doing so, I return to an autoethnographic study I engaged in a few years ago which was contoured through the question: How do teachers experience student voice pedagogies? In that study, I experienced autoethnography as a creative methodology that allowed me to go back to two experiences I had with youth, or student voice projects. The paper embodies a return to the autoethnographic study of my doctoral research, which itself was a return to the previously experienced student voice projects; a return that is being propelled by my new position as a professor, supervising students in the mappings of their research landscapes. Returning, thus, becomes a central motif that invites dwelling in the simultaneity of pastpresentfuture – wherein the present is the folding in of the past and the future through attuning to embodied ways of knowing, sensing, being, and doing -- disrupting colonial epistemological legacies of progress and linearity found in conventional and taken-for-granted research practices. I ask, what does it mean to go back, in efforts oriented towards a future (such as social justice)? What might it mean to conceptualize time differently within our research, teaching, and learning? I argue that autoethnography, when engaged through an active nomadism, opens space for learning about our research practices, ourselves as researchers and pedagogues, as well as deeper understandings of our research topics.

Introduction to the Politics of Anti-Racism Education: In Search of Strategies for Transformative Learning, George J. Sefa Dei and Mairi McDermott.- I. Intersectional Analyses: Rethinking Anti-Racism Education, Masculinity and the Politics of Sexuality.- 1. A Prism of Educational Research and Policy: Anti-Racism and Multiplex Oppressions, George J. Sefa Dei.- 2. Homonormativity Inside Out: Reading Race and Sexuality Into an LGBT Film Festival Opening Gala, David Pereira.- 3. Progressive Discipline, Regressive Education: The Systematic Exclusion of Black Youth In and Through Expulsion Programs, Camisha Sibblis.- II. Policy and Curriculum: Questions of Whiteness, Aboriginal Education, Indigeneity.- 4. Moving Towards an Anti-Racism Curriculum, Chrissy Michelle Deckers.- 5. 'Aboriginal Education' in Teacher Education Curriculum: Moving Beyond Cultural Inclusion? Susanne Waldorf.- 6. Indigenous Education in Colonizing Space: Reflections on the Law, Education, and Indigenous Rights in Chile, Ximena Martinez Trabucco.- III. Representations: The Media, Discursive Authority and Counter Narratives.- 7. 'You Make Our Lives Better': Education and the Detention of Tamil Refugee Children, Gillian Philipupillai.- 8. The Single Story of Somalia and Media Misrepresentations, Hodan Yosuf.- 9. Multiculturalism: The Missing Bodies and Voices, Ayla Raza.- 10. To Speak, Know, Live and Feel 'Asian': For an Anti-Racism Approach to the Study of Asians in North America, Kenneth Huynh.- IV. Autoethnography: On Coalition Building, Identity & Belonging, and Decolonization.- 11. Honoring Gaswentah: A Racialized Settler's Exploration of Responsibility and Mutual Respect as Coalition Building with First Peoples, Min Kuar.- 12. International Schooling and the Colonized Mind, Alexandra Arraiz Matute.- 13. (Re)Turning Home: An Exploration in the (Re)Claiming of Identity and Belonging,Theresa Smith.- 14. Mo(ve)ments of Affect: Towards an Embodied Pedagogy for Anti-Racism Education, Mairi McDermott.

In this chapter, I write to theorize the role(s) of affect in educational sites oriented by way of antiracism education. I simultaneously consider “what does affect do in education and, also, what do/can we do with affect in education?” To come into this articulation, I think and write through two particular moments that moved me—two lived experiences, one as a teaching assistant for a graduate course called “The Principles of Anti-Racism Education” and the other as the lead facilitator of a student voice initiative in a community organization. A key part of antiracism education is the simultaneous learning and unlearning of ideological underpinnings that organize dominant social relations, making explicit and unmasking the hegemonic ways of knowing as perpetuated through conventional schooling and education. I engage how affect is a particular force in antiracism as these moments of learning and unlearning can be particularly disruptive, challenging one to (re)view how she comes to knowledge. By writing through my experiences, I consider how affect is always already present in educational sites, particularly those framed by antiracism politics, and I urge antiracism educators to engage affect as a central part of their praxis; I encourage a (re)consideration of pedagogic responsibility for those who wish to engage antiracism education, a responsibility grounded in embodiment.

Politics of Anti-Racism Education is a book that engages the tough questions of anti-racism practice: How do we recognize anti-racism when there is no prescription or recipe for transformative practices? How does anti-racism resist the imperial divisive practices at various sites of difference while simultaneously amplifying the saliency of race? How do anti-racism educators challenge and support each other to do the ongoing work of anti-racism to guard our work from being consumed by hegemonic status quo agendas? What does it mean to name that which is incommensurable – experiences of race and racism? These are among some of the questions the contributors in this book engaged both in dialogue in the classroom, as well as in the chapters presented here. In sharing our stories as framed through the counter-narrative of anti-racism, our purpose is threefold: to hold anti-racism policies, practices, and theorists accountable to the necessity for transformation in anti-racism work; to contribute to a community for those who want to do the tough work of anti-racism education; and to challenge the urge among those who want to move beyond questions of race to reconsider dismissing racism as a thing of the past. We argue that there is a need to retool anti-racism and challenge the epistemological gatekeepers who want us to confine anti-racism discourse to the trash bins of history. This book pursues a crucial search for strategies for engaging a critical anti-racism education for transformative learning. Contributors in this collection generate important enquiries into the praxis of anti-racism education, working through conversations, contestations, and emotions as present(ed) and live(d) in a year long graduate course, The Principles of Anti-Racism Education. The chapters present multiple journeys – journeys of decolonization – of those who are coming into a critical anti-racism praxis; they speak to the politics of anti-racism education as a dialectic of struggles and desires for transgressive learning spaces that are open to difference. Writing from various subject locations, authors come to engage anti-racism education in the discursive fields of Policy and Curriculum; Media Representations; Ally-ship, Coalition Building, and Representation; and Autoethnography. Throughout the collection, contemporary educational issues are situated within personal, political, historical, and philosophical conversations in relation to the challenges and possibilities for students, educators, staff, administrators, policy makers, and community members to engage in critical anti-racism work.

There is a global trend toward improving programs and student experiences in higher education through curriculum review and mapping of degree programs. This paper describes an action research approach to program improvement for a course-based MEd degree. The driver for continual program improvement came from actions and recommendations that arose from an institutionally mandated, year-long, faculty led curriculum review of professional graduate programs in education. Study findings reveal instructors’ perceptions about how they enacted the recommendations for program improvement, including (1) developing a visual conceptualization of the program; (2) improved connections between the courses; (3) articulation of coherence in goals and expectations for students and instructors; (4) an increased focus on action research; (5) increased ethics support and scaffolding for students; and (6) the fostering of communities of practice. Study findings highlight strengths of the current program and course designs, action items, and research needed for continual program improvement., Il existe une tendance mondiale à améliorer les programmes d’études supérieures ainsi que l’expérience des étudiants par la révision et l’articulation des programmes. Nous décrivons une approche recherche-action pour améliorer un programme de cours de maîtrise en éducation. Une révision des programmes d’éducation au niveau supérieur imposée par l’institution et menée par des membres de la faculté a engendré des actions et recommandations vers l’amélioration des programmes. Les résultats montrent les perceptions des chargés de cours en ce qui concerne la manière dont ils ont réalisé ces recommandations. Parmi celles-ci, (1) développer une conceptualisation visuelle du programme; (2) améliorer les connexions entre les cours; (3) clarifier les buts et les attentes des étudiants et professeurs; (4) élargir le focus sur la recherche-action; (5) offrir aux étudiants l’échafaudage et plus de soutien pour l’éthique; et (6) encourager des communautés de pratique. Les résultats de l’étude soulignent les forces du programme actuel et des configurations de cours, et des suggestions pour action et recherche qui seraient nécessaires pour continuer à améliorer le programme.