Abstract
This chapter amplifies the necessity of educational research to come to understand the everyday moments of oppression by asking how we can rehumanize research and policy endeavors. Situating the discussion in the author’s experiences in collaborating to open up an African-centered school in Toronto, the chapter urges research and policy to be grounded in the communities most affected by the knowledge production of research and the decisions made in policy. In these ways, the chapter challenges the status quo foundations that support hierarchies of difference, which divide our communities and encourage asymmetrical access to power and privilege, by amplifying the counter-hegemonic possibilities of anti-racism education.
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Acknowledgments
I want to thank my coeditor Mairi McDermott for reading through and commenting on a draft of my chapter. This chapter also borrows heavily from some of my earlier writings.
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Dei, G.J.S. (2014). A Prism of Educational Research and Policy: Anti-Racism and Multiplex Oppressions. In: Dei, G.J.S., McDermott, M. (eds) Politics of Anti-Racism Education: In Search of Strategies for Transformative Learning. Explorations of Educational Purpose, vol 27. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7627-2_2
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