Facilitating Community Research for Social Change asks: what does ethical research facilitation look like in projects that seek to move toward social change? How can scholars weave political and social justice through multiple levels of the research process? This edited collection presents chapters that investigate research facilitation in ways that specifically attempt to disrupt and challenge anti-Indigenous and anti-Black racism, ableism, homophobia, transphobia, patriarchy, and sexism to work toward social change. It also explores what it means to develop facilitation practices across multiple contexts and research settings, including specific facilitation methods considered by researchers working with visual and community-based methods with Black, Indigenous, and racialized communities. The complexities of how scholars negotiate decisions within their research with people and communities have an effect not only on how researchers construct their participants and communities, but also on the overall purpose of projects, the ways their projects are shared and disseminated, and what is learned in the doing of facilitation. This book will be of great interest to both emerging and established researchers working within the social sciences. It specifically attends to diverse fields within the social sciences that include health, media studies, environmental studies, social work, sociology, education, participatory visual research methodologies, as well as the evolving field of digital humanities.

Facilitating Community Research for Social Change asks: what does ethical research facilitation look like in projects that seek to move toward social change? How can scholars weave political and social justice through multiple levels of the research process? This edited collection presents chapters that investigate research facilitation in ways that specifically attempt to disrupt and challenge anti-Indigenous and anti-Black racism, ableism, homophobia, transphobia, patriarchy, and sexism to work toward social change. It also explores what it means to develop facilitation practices across multiple contexts and research settings, including specific facilitation methods considered by researchers working with visual and community-based methods with Black, Indigenous, and racialized communities. The complexities of how scholars negotiate decisions within their research with people and communities have an effect not only on how researchers construct their participants and communities, but also on the overall purpose of projects, the ways their projects are shared and disseminated, and what is learned in the doing of facilitation. This book will be of great interest to both emerging and established researchers working within the social sciences. It specifically attends to diverse fields within the social sciences that include health, media studies, environmental studies, social work, sociology, education, participatory visual research methodologies, as well as the evolving field of digital humanities.

An exhaustive volume of leading scholarship in the field of Black Canadian history, Unsettling the Great White North highlights the diverse experiences of persons of African descent within the chronicles of Canada's past. The book considers histories and theoretical framings within the disciplines of history, sociology, law, and cultural and gender studies to chart the mechanisms of exclusion and marginalization in "multicultural" Canada and to situate Black Canadians as speakers and agents of their own lives. Working to interrupt the myth of benign whiteness that has been deeply implanted into the country's imagination, Unsettling the Great White North uncovers new narratives of Black life in Canada.

In post-World War II Canada, black women's positions within the teaching profession served as sites of struggle and conflict as the nation worked to address the needs of its diversifying population. From their entry into teachers' college through their careers in the classroom and administration, black women educators encountered systemic racism and gender barriers at every step. So they worked to change the system. Using oral narratives to tell the story of black access and education in Ontario between the 1940s and the 1980s, Schooling the System provides textured insight into how issues of race, gender, class, geographic origin, and training shaped women's distinct experiences within the profession. By valuing women's voices and lived experiences, Funke Aladejebi illustrates that black women, as a diverse group, made vital contributions to the creation and development of anti-racist education in Canada. As cultural mediators within Ontario school systems, these women circumvented subtle and overt forms of racial and social exclusion to create resistive teaching methods that centred black knowledges and traditions. Within their wider communities and activist circles, they fought to change entrenched ideas about what Canadian citizenship should look like. As schools continue to grapple with creating diverse educational programs for all Canadians, Schooling the System is a timely excavation of the meaningful contributions of black women educators who helped create equitable policies and practices in schools and communities.