Social Justice & Equity Pedagogy

Group Projects

Sheliza Ibrahim, Sheila Batacharya, and Wanja Gitari were awarded funding by the Black, Indigenous, and/or Racialized Scholar/Research Grant Program to support their project, “Salient Social Justice Moments while Teaching During the Pandemic: Experiences from a University Context.” The study examines instructor narratives to understand how faculty responded to social justice issues and EDI initiatives from 2020 to present across diverse disciplines. 

Sheliza Ibrahim, has co-authored the chapter "From Acquiescence to Activism: New Stances for Art in Science Education" In L Bencze (Ed.), Building Networks for Critical and Altruistic Science Education published by Contemporary Trends and Issues in Science Education.

Sheliza Ibrahim, has co-authored the chapter "Growing Cultures of Critique and Altruism through Science Education" In W. Lodge & J. Dillon (Ed.). Culture and Science Education: Towards More Inclusive Practice published by London New York Dublin: Bloomsbury Academic. 

Individual Projects

Mark Blaauw-Hara has written the chapter “Labor-Based Grading Contracts as Socially Just and Affectively Effective Assessments in Corequisite Writing Courses” in David Starkey's (Ed.) Teaching Accelerated and Corequisite Composition, published by Utah State University Press.

 
Mark Blaauw-Hara has written the chapter “Ready to be an Equity-Focused WPA: Reforming Community-College Developmental Writing” in Joseph Janangelo and Mark Blaauw’Hara’s (Eds.) Understanding WPA Readiness and Renewal, published by Peter Lang International.
 

Nelesi Rodrigues has written a chapter for the edited collection Rhetorica Rising: Feminist Rhetorical Methods for Social Change. In it, she examines the movement pedagogies of Ananya Dance Theatre, a transnational feminist company based in Minnesota and considers how their multimodal approaches to meaning-making could inform research and teaching in rhetoric and composition.  

 

Sheliza Ibrahim is the primary educator in a partnership between SEE UTM (Support, Engage, Empower) and the Peel District School Board; she co-developed a research project that examines Black and Caribbean belonging and identity at UTM. The project has since branched off into other collaborations:

  • Jessica Silver, Kwame Diko, Smyrna Wright, and Sheliza Ibrahim are researching the collaborative approaches used to create Access Programming for marginalized youth. This work was presented at the Canadian Association of College and University Students Services (CACUSS) conference. A chapter on this research is currently in development. 

  • Nelesi Rodrigues, Janine Rose, and Sheliza Ibrahim have recruited SEE UTM student alumni and other UTM undergraduate students that identify as Black who are participating in the Caribbean and Black Writing Collective (CBWC). They’re analyzing the CBWC impact on historically marginalized student from Black, Caribbean, African and Latina backgrounds, and researching the ways in which space has been created so that they can benefit from a university experience that is culturally responsive to their needs.