Punish, Prohibit, or Protect? Exploring Relationships Between School Division Policies and Anti-Racist Practice 

• In Event: AERA Research in Progress Roundtable Session Four
  In Invited Roundtable: Research-in-Progress RT073 (Saturday)

Abstract

This doctoral research study utilizes critical race theory (CRT) methodology to examine relationships and tensions between Canadian Prairie K-12 school division administrative procedure (AP) policies and teachers’ anti-racist practice. Addressing the gap in existing research on anti-racism and school-based AP policies in the Canadian context, this study leverages the student researcher's experiential knowledge and contributes to the much-needed anti-racist policy research in the Canadian Prairies. Utilizing CRT, critical policy analysis (CPA), and a qualitative research design, the study involved in-depth individual interviews with nine Prairie Canadian University College of Education graduate students who identify as anti-racist educators and are currently practicing or former K-12 teachers in Saskatchewan. A comparative AP analysis of four Saskatchewan school divisions was also conducted.

Author

• Chelsea Davis, University of Saskatchewan