Book Review: Enacting Anti-Racist and Activist Pedagogies in Teacher Education: Canadian Perspectives

Belle, C. (2024). Start with radical love: Antiracist pedagogy for social justice educators. Corwin.

Brisco, P & Shields, C. (2023), Transformative learning and leadership: White teachers ‘journey for becoming and anti-racist/activist. In Eizadirad, A., Abawi, Z., & Campbell, A. B. (Eds.). Enacting Anti-Racist and Activist Pedagogies in Teacher Education Canadian Perspectives: Canadian Perspectives. (pp. 195-211). Canadian Scholars.

Cochran-Smith, M., & Keefe, E. S. (2022). Strong equity: Repositioning teacher education for social change. Teachers College Record, 124(3), 9-41. https://journals.sagepub.com/doi/abs/10.1177/01614681221087304

Eizadirad, A., Abawi, Z., & Campbell, A. B. (Eds.). (2023). Enacting Anti-Racist and Activist Pedagogies in Teacher Education Canadian Perspectives: Canadian Perspectives. Canadian Scholars.

Kulkarni, S. S., Miller, A. L., Nusbaum, E. A., Pearson, H., & Brown, L. X. (2023). Toward disability-centered, culturally sustaining pedagogies in teacher education. Critical Studies in Education, 1-21. https://doi.org/10.1080/17508487.2023.2234952

Lopez, A. E., & Olan, E. L. (Eds.). (2018). Transformative pedagogies for teacher education: Moving towards critical praxis in an era of change. IAP

Miller, E. T., & Walker, A. V. (2023). Antiracist pedagogy in action: Curriculum development from the field. Rowman & Littlefield.

Tsang, J. & Kodershah, Y. (2023). A love letter to activists. In Eizadirad, A., Abawi, Z., & Campbell, A. B. (Eds.). Enacting Anti-Racist and Activist Pedagogies in Teacher Education Canadian Perspectives: Canadian Perspectives. (pp. 229 –247). Canadian Scholars.

Vesely, C. K., Sansbury, A. B., Call-Cummings, M., Dodman, S., Chen, X., N’Diaye, N., & View, J. (2023). Putting antiracism into action in teacher education: Developing and implementing an antiracist pedagogy course audit. Journal of Early Childhood Teacher Education, 44(4), 943-961. https://www.tandfonline.com/doi/full/10.1080/10901027.2023.2192433