Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Social Justice and Community Engagement

Faculty/School

Faculty of Arts

First Advisor

Marcia Oliver

Advisor Role

Supervisor

Abstract

This critical qualitative study looked to better understand the education system as an oppressive force, as well as highlight the strategies current Canadian teachers use to resist racism and colonialism in their classrooms. Using an inductive thematic analysis framework, my data sample consisted of 9 episodes from the podcast series The Chey and Pav Show: Teachers Talking Teaching featuring Toronto-based educators Chey Cheney and Pav (Pawan) Wander. The analysis identified two overarching themes pertaining to Pedagogy and Subject Content. The findings indicated that the educators have undergone a personal journey of social justice learning consisting of reflectivity and accountability, which in turn allowed them to employ transformative teaching strategies and build authentic relationships with students. Further, the results of the study demonstrated how the educators challenged Eurocentrism in the subject matter they taught with the use of anti-racist, anti-colonial, and culturally responsive approaches. These findings address the existing gap in the literature pertaining to the methods used by Canadian public education teachers to create more socially just and anti-oppressive classrooms.

Convocation Year

2024

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