Project Director
Dr. Gillian Parekh is a Canadian Research Chair (Tier 2) in Disability Studies in Education at 91ÑÇÉ«. Dr. Parekh’s primary research focus explores how ability is constructed and mobilized in schools through the organization of students across various academic opportunities. Her primary areas of research include how ableism, racism and other forms of oppression operate through educational systems, particularly practices and discourses related to special and inclusive education as well as academic streaming. Dr. Parekh will assume responsibility for the coordination of the research project. Dr. Parekh will coordinate training for research assistants, conduct data collection and analysis, assume primary writing responsibilities for forthcoming articles and reports, as well as coordinate the dissemination of results through the knowledge mobilization plan.
Contact: parekhg@yorku.ca
Co-Investigators
Dr. Kathryn Underwood is a Professor in the School of Early Childhood Studies at Ryerson University. Through critical disability theory, Kathryn investigates how society responds to and constructs childhood in social institutions. Her interests are in human rights and education practice, particularly with regard to disability rights and inclusive education. The focus of her research has been on institutional constructions of disability in education and early childhood programs, the work of families to engage with disability service systems, and the intersectional identities of all disabled children. Recently, Kathryn has led a ten-year multi-sectoral research partnership conducting a longitudinal analysis of family experiences and the work of families who have disabled children.
Contact: kunderwood@ryerson.ca
Dr. Robert S. Brown has worked in educational research for 25 years and is an Adjunct Professor at 91ÑÇÉ«. His areas of study include the time structures of schools, including absenteeism; secondary achievement; special education needs; postsecondary student pathways; longitudinal tracking studies; and socioeconomic and demographic patterns. With his in-depth knowledge of the TDSB census and program data as well as his capability to build and conduct sophisticated statistical modelling, Dr. Brown will be a quantitative expert for this research project and support student training in this area.
Contact: rob.brown@tdsb.on.ca
Dr. Vidya Shah is an Assistant Professor in the Faculty of Education at 91ÑÇÉ«. She specializes in the area of Leadership and Education. As a former teacher, Dr. Shah has worked with the TDSB within their Model for Inner City Schools Program. Exemplifying her commitment to research and work in equity and social justice, Dr. Shah is co-organizer of 91ÑÇɫ’s Faculty of Education Summer Institute which brings together scholars, advocates and educators from across the country to discuss issues around identity, intersectionality and structural barriers to education. Dr. Shah has also created a documentary and leads a podcast series exploring issues in education and promotion of authentic student voice. She will be instrumental in knowledge mobilization and data analysis.
Contact: vidshah@edu.yorku.ca
Dr. Carl James holds the Jean Augustine Chair in Education, Community and Diaspora in the Faculty of Education, 91ÑÇÉ«. He holds cross-appointments in the Graduate Programs in Sociology and Social and Political Thought. He has published extensively on the ways in which race and its intersection with gender, class, citizenship, and other identify constructs – mediated by accessible and equitable opportunities – account for the lived experiences and educational outcomes of racialized people, and Black youth particularly. One of James’s recent publications is Colour Matters: Essays on the Experiences, Education, and Pursuits of Black Youth (2021).
Contact: cjames@edu.yorku.ca
Dr. Karen Robson is the Ontario Research Chair in Educational Achievement and At-Risk Youth from McMaster University. Dr. Robson holds several research portfolios and is the Principal Investigator on the Gateway Cities project – a transnational quantitative project examining post-secondary access across global gateway cities. Dr. Robson specializes in the area of sociology and education and bring an extensive quantitative skill set. She has written books on statistical computation and analysis and has in-depth experience working with the TDSB’s student demographic, program and administrative data sets. Dr. Robson will be key in our quantitative data analysis and can provide a critical sociological theoretical framing of results for when we merge both the qualitative and quantitative data sets together.
Contact: robsok2@mcmaster.ca
Dr. Sue Winton is an Associate Professor in the Faculty of Education at 91ÑÇÉ«. Dr. Winton has an extensive research and publication portfolio in the area of Critical Policy Analysis in education as well as school, family and community partnerships. For many years, Dr. Winton has worked closely with the TDSB on issues of access and equity. Dr. Winton also has rich expertise in Institutional Ethnography and we will be drawing upon her experience and skills to help develop our instruments and analysis. Dr. Winton will also contribute to the training of graduate students hired to the project.
Contact: SWinton@edu.yorku.ca
Dr. Molade Osibodu is an assistant professor of mathematics education at 91ÑÇÉ«. Her research interests include harnessing mathematics education to redress injustices related to race (particularly anti-Blackness), equity, and power; understanding how to make mathematics humanizing for Sub-Saharan African youth; exploring immigrant and refugee math experiences; and African indigenous mathematics practices. Dr. Osibodu situates her work in decolonial theory and uses decolonizing, participatory, and critical methodologies in her research.
Contact: mosibodu@edu.yorku.ca
Collaborators
Dr. David Cameron is the Senior Manager of the Research and Development Department in the Toronto District School Board. He is an educator and education policy sociologist with research interests in school change and the interrelationship between educational policy intentions or design and peoples’ experiences within policy frameworks. David has twenty years of experience working in the school systems of Ontario, the US, and the UK. Most recently, David worked as a Director of Research for People for Education, a non-governmental organization think tank that advocates for public education. David believes that societal health and human rights depend on an enriched and vibrant public education system.
Contact: David.Cameron@tdsb.on.ca
Dr. Brendan Browne is the Director of the Toronto Catholic District School Board and previous Executive Superintendent within the TDSB. Prior to his joining the TDSB, Dr. Browne was the Education and Special Services within the Hamilton Catholic District School Board. Dr. Browne’s current portfolio includes executive leadership of Learning Centres Two and Three within the TDSB. Dr. Browne will support this project through supporting the recommendation and recruitment of participating schools, the dissemination of results, and bolstering our ongoing partnership with the TDSB.
Contact: µþ°ù±ð²Ô»å²¹²Ô.µþ°ù´Ç·É²Ô±ð°ª³Ù³¦»å²õ²ú.´Ç°ù²µâ€‹
Karen Murray is the Centrally Assigned Principal for the Centre of Excellence for Black Student Achievement in the Toronto District School Board. Karen leads initiatives on Black Students’ Success and Excellence from K–12 and most recently was appointed by the Ontario College of Teachers to lead the development of an Additional Qualification on Addressing Anti-Black Racism. In 2020, Karen became one of the 100 Accomplished Black Canadian Women.
Contact: Karen.Murray@tdsb.on.ca
Jason To is a secondary mathematics and science educator who has challenged the practice of academic streaming and promoted greater inclusion at the school and system levels in the Toronto District School Board since 2014. Jason has created videos and written articles on destreaming and has also presented in provincial mathematics conferences and to leadership in numerous Ontario school boards on destreaming in secondary mathematics.
Contact: jason.to@tdsb.on.ca
Alison Gaymes San Vicente is currently a superintendent who works to disrupt educational practices that continue to disadvantage historically underserved students. Her disposition, anchored in critical pedagogy, has led to a secondment at 91ÑÇɫ’s Faculty of Education and her previous role as a Centrally Assigned Principal for Principal Coaching, Equity & School Improvement with the Toronto District School Board. Her passion has also been the impetus for her work in the areas of girls’ mentorship, Black Student Excellence, and challenging educational streaming in the elementary and secondary panel.
Contact: Alison.GaymesSanVicente@tdsb.on.ca
Salima Kassam (collaborator) is a principal of a middle school within the TDSB. She has also held a seconded faculty position at 91ÑÇÉ«. With a background in critical race, anti-oppressive and social justice education, Ms. Kassam works closely with families and educators. She will support this project through recruitment of interested families and students, will support interviews as well as data analysis. As an experienced speaker, she will also support the dissemination of results.
Contact: Salima.Kassam@tdsb.on.ca
Ramon San Vicente is a Vice-Principal of a middle school within the TDSB. Mr. San Vicente is known for his work in HipHop Pedagogy and challenging structural barriers students encounter in school. Mr. San Vicente will support this project with recruitment of interested Grade 8 students and their families. He is closely connected to networks of educators, child advocates, and policy writers. His support with the presentation and dissemination of findings will be extremely valuable.
Contact: Ramon.SanVicente@tdsb.on.ca
Project Coordinator
Kim Tran is a Master of Education candidate at 91ÑÇÉ«, the Project Coordinator for Critical Transitions, and an Occasional Teacher for the Toronto District School Board. Her research interests include Indigenous conservation, experiential education, place-based learning, and equity/policy issues in education. Kim continues to learn and unlearn as a new educator and as a settler, and she is passionate about furthering the ongoing equity work needed in education.
Project email: c.transitions@edu.yorku.ca / c.transitions.yorku@gmail.com
Contact: kdtran@yorku.ca
Research Assistants
Firrisaa Abdulkarim Firrisaa Abdulkarim is currently a PhD student in the Sociology Department at 91ÑÇÉ«. He previously completed his BSc in psychology at 91ÑÇÉ«, with a minor in economics. Throughout his educational journey, Firrisaa’s research interest has always revolved around the intersection of inequality and race, particularly within the educational system. He has experience in community development, including international experience, and has been a part of several projects that tackle the issues that youth from marginalized communities face.
Contact: Firrisaa@yorku.ca
Katie Barron is a Doctoral student in the Faculty of Education at 91ÑÇÉ«. She has extensive experience as a Special Education teacher, classroom teacher and Learning Coach in the TDSB. Her research sits at the intersection of Special Education policy, Critical Disability studies and Critical Race studies. Specifically, she is investigating Who benefits from curriculum modifications?
Contact: kbarron@yorku.ca
Ghazal Mirzajani is working towards completing her M.A in the Educational Leadership and Policy program, with a collaborative specialization in Education Policy, at the University of Toronto. She is currently working with faculty in the Office of the Associate Dean, Research, International & Innovation at OISE, developing and testing a system of extracting academic information related to faculty publications from library search databases. In the past, she has served as a project coordinator and research assistant for Butterfly, a non-profit organization providing support to and advocating for Asian and migrant sex workers' rights. Her research interests lie in the disciplinary experiences of students who are labelled as "learning disabled" and the impact of these diagnoses on their education and later work outcomes.
Contact: ghazal.mirzajani@mail.utoronto.ca