PUBLICATIONS
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BOOKS
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Davies, A.W., Richardson, B., & Abawi, Z. (Contracted and In Progress). Disrupting Developmentalism in Canadian Early Years Teacher Education for Social Justice: Bringing Marginalized Knowledges to the Centre. Canadian Scholars/Women’s Press.
Abawi, Z., Eizadirad, A., Campbell, A. B, & Tuters, S. Activist Leadership for Inclusive Schools: Canadian Insights (2025). Canadian Scholars/Women's Press.
Eizadirad, A., Abawi, Z., & Campbell, A.B. (2023). Enacting Anti-Racism and Activist Pedagogies in Teacher Education: Canadian Perspectives. Canadian Scholars/Women's Press.
Abawi, Z. (2021). The Effectiveness of Educational Policy for Bias-Free Teacher Hiring: Critical Insights to Enhance Diversity in the Canadian Teacher Workforce. Routledge Research in Educational Equality and Diversity. ISBN 9780367698683
Abawi, Z., Eizadirad, A., & Berman, R. (2021). Equity as Praxis in Early Childhood Education and Care. Canadian Scholars/Women’s Press. ISBN 9781773382616
Abawi, Z., Eizadirad, A., Campbell, A. B, & Tuters, S. Activist Leadership for Inclusive Schools: Canadian Insights (2025). Canadian Scholars/Women's Press.
Eizadirad, A., Abawi, Z., & Campbell, A.B. (2023). Enacting Anti-Racism and Activist Pedagogies in Teacher Education: Canadian Perspectives. Canadian Scholars/Women's Press.
Abawi, Z. (2021). The Effectiveness of Educational Policy for Bias-Free Teacher Hiring: Critical Insights to Enhance Diversity in the Canadian Teacher Workforce. Routledge Research in Educational Equality and Diversity. ISBN 9780367698683
Abawi, Z., Eizadirad, A., & Berman, R. (2021). Equity as Praxis in Early Childhood Education and Care. Canadian Scholars/Women’s Press. ISBN 9781773382616
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REFEREED PAPERS AND CHAPTERS
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Davies, A. W. J., Abawi, Z., & Richardson, B. Introduction to Disrupting Developmentalism in Early Childhood Education and Care. (Forthcoming). Disrupting Developmentalism in Canadian Early Years Teacher Education for Social Justice: Bringing Marginalized Knowledges to the Centre. Canadian Scholars/Women’s Press.
Abawi, Z. (2025). North/South Hierarchies: The Coloniality of Refugee and Asylum Seeker Access to Education as an Epistemic Good. Journal of Higher Education Policy and Leadership Studies, 6(1), 90-106.
Abawi, Z., Eizadirad, A., Campbell, A. B., Tuters, S. (2025). It’s Not an Option: Why We Need Activist Leadership for Equitable and Inclusive Schools. In Abawi, Z., Eizadirad, A., Campbell, A. B., Tuters, S. (Eds.). Activist Leadership for Inclusive Schools: Canadian Insights. Canadian Scholars/Women’s Press.
Abawi, Z., & Butler, R. (2024). Decolonial Education through Solidarities: Antiracism Learning in Early Childhood Education and Care in Canada. BERA Guides to Educational Research and Practice for Decolonising Curriculum Knowledge. Emerald Publishing.
Butler, A., Abawi, Z., & Berman, R. (2024). Critical Race Theory in Canadian Educational Praxis. In Bokhurst-Herg, W., & Hillier, C. (Eds.). Diversity and Fostering Human Flourishing in Canadian Schools: Theoretical and Practical Approaches. Canadian Scholars Press.
Davies, A.W.J. Richardson, B., & Abawi, Z. (2024). Re-Imagining the Image of the Teacher in Pre-Service Education: Calling for Onto-Epistemological Justice. Pedagogy, Culture and Society, 32(4), 1013-1031.
Eizadirad, A., Abawi, Z., Campbell, A.B. (2023). Disrupting the Weaponization of Difference and Being Different by Being an Activist and Anti-Racist Educator. In Eizadirad, A., Abawi, Z., & Campbell, A.B. Enacting Anti-Racism and Activist Pedagogies in Teacher Education: A Canadian Perspective.
Abawi, Z. (2023). Changing the Narrative: Malalai Yousafzai and the Intersections of Politics, Religion and Education. In Brooks, M., & Ezzani, M. (Eds.), Great Muslim Leaders: Lessons in Education. Information Age Publishing.
Abawi, Z. (2023). Strength through Resistance: Drawing Critical Connections between Malalai of Maiwand and Malala Yousafzai to Counter Western Narratives of Muslim Girlhood. In Eizadirad, A., & Wane, N. (Eds.), The Power of Oral Culture: Theorizing Proverbs, Idioms and Folklore Tales from the Middle East and North Africa. Palgrave MacMillan.
Abawi, Z. (2022). Decolonizing the Early Childhood Curricula: A Canadian Perspective. In Moncrieffe, M. (Ed.)., Decolonising the Curriculum: International Perspectives, Interdisciplinary Perspectives. Palgrave MacMillan.
Abawi, Z., & Eizadirad, A. (2022). Neutrality Always Benefits the Oppressor: The Need to Rupture the Normalized Teacher Education Programs to Diversify the Teacher Workforce. In Danyluk, P., Burns, A., Hill, S. L., & Crawford, K. (Eds.), Crisis and Opportunity: How Canadian Bachelor of Education Programs Responded to the Pandemic. Canadian Association of Teacher Education.
Doyle-Jones, C., Abawi, Z., & Elia, C. D. (2022). Pandemic Pedagogies: Transforming Teacher Education through Spaces of Possibility. In Danyluk, P., Burns, A., Hill, S. L., & Crawford, K. (Eds.), Crisis and Opportunity: How Canadian Bachelor of Education Programs Responded to the Pandemic. Canadian Association of Teacher Education.
Berman, R., Abawi, Z., Haile, F., Daniel, B. J., Butler, A., Escayg, K. A., Royer, N. (2022). Give Race It’s Place: An Antiracism Knowledge Sharing Initiative for Early Childhood Educators in Ontario. eceLINK Journal, 6(1), 42-54.
Abawi, Z. (2021). Race(ing) to the Top: Interrogating the Underrepresentation of BIPOC Education Leaders in Ontario Public Schools. Journal of Higher Education Policy and Leadership Studies, 2(1), 80-92.
Abawi, Z. (2021). Privileging Power: Early Childhood Educators, Teachers and Racial Socialization in Full Day Kindergarten. Journal of Childhood Studies,46(1), 1-12.
Eizadirad, A., & Abawi, Z. (2021). State of Emergency: Mapping Inequities in Early Childhood Education and Care in Canada. In Abawi, Z., Eizadirad, A., & Berman, R. (Eds.). Equity as Praxis in Early Childhood Education and Care. Canadian Scholars/Women’s Press.
Abawi, Z., Eizadirad, A., & Berman, R. (2021). Healing and Hoping in Community and Love as a Tool for Advancing Equity as Praxis. In Abawi, Z., Eizadirad, A., & Berman, R. (Eds.). Equity as Praxis in Early Childhood Education and Care. Canadian Scholars’ Press/Women’s Press.
Butler, A., & Abawi, Z. (2021). Deconstructing Citizenship and Belonging: Refugee Student Integration in Ontario Schools. In Corkett, J. K, Cho, C.L. & Steele, A. (Eds.). Global Perspectives on Microaggressions in Schools: Understanding and Combatting Covert Violence. Routledge.
Abawi, Z., & Eizadirad, A. (2020). Bias-Free or Biased Hiring? Racialized Teachers’ Perspectives on Educational Hiring Practices in Ontario. Canadian Journal of Educational Administration and Policy, 193, 18-31.
Abawi, Z. (2020). [Review of the book Decolonizing and Indigenizing Education in Canada. Edited by S. Cote-Meek & T. Moek-Pickering]. Canadian Journal of Education, 43(4).
Abawi, Z. (2019). [Review of the book Decolonizing Educational Assessment: Ontario Students and the EQAO, by A. Eizadirad]. Canadian Journal of Education, 42(4).
Abawi, Z., & Berman, R. (2019). Politicizing Early Childhood Education and Care in Ontario: Race, Identity and Belonging. Journal of Curriculum, Teaching, Learning and Leadership in Education, 4(2), 3-13.
Berman, R., & Abawi, Z. (2019). Thinking and Doing Otherwise: Reconceptualist Contributions to Early Childhood Education. In Jagger, S. (Ed.), History and Philosophy of Early Years Education and Care: Canadian Perspectives. Canadian Scholars/Women’s Press.
Wane, N., Abawi, Z., & Njagi, Z. (2019). Navigating the Politics of the Academe. In Heaggans, R. & Frierson, H. T. (Eds.). Navigating the Terrain of Academe: International Perspectives. Emerald Publishing Ltd.
Brady, J., & Abawi, Z. (2019). Dismantling Princesses: A pedagogical moment in dismantling colonial norms and representations of beauty through an anti-colonial framework. In Villegas, F. & Brady, J. (Eds.), Critical Education in Canada: Transformation, Theory and Practice. Springer Science + Business.
Wane, N., & Abawi, Z. (2018). Disposable Academics: Neoliberalism, Anti-Intellectualism and the Rise of Contingent Faculty in the Canadian Academy. In Munene, I. (Ed.), Contextualizing and Organizing Contingent Faculty: Reclaiming Academic Labour in Universities. Lexington Books-Rowman & Littlefield.
Abawi, Z., Berman, R., & Powell, A. (2019). Gender, Race and Precarity: Theorizing the Parallels between Early Childhood Educators and Contract Faculty in Ontario. Atlantis: Critical Studies in Gender, Culture and Social Justice, 40(1), 45-60.
Abawi, Z. (2018). Factors and Processes of the Racialization of the Canadian Academe. Canadian Journal for New Scholars in Education, 9(1), 85-95.
Abawi, Z. (2017). Marginal Voices: Indigenous and Racialized Dialogue in Education. Graduate Student Symposium: Selected Papers 11, 58-70
Abawi, Z., & Brady, J. (2017). Decolonizing Indigenous Educational Policies in Ontario. Emerging Perspectives Interdisciplinary Graduate Research in Education and Psychology, 1(1), 20-31
Abawi, Z., & Brady, J. (2016). [Review of the book On Decolonizing Solidarity: Dilemmas and Directions for Supporters of Indigenous Struggles, by C. Land]. McGill Journal of Education, 51(2).
Abawi, Z. (2025). North/South Hierarchies: The Coloniality of Refugee and Asylum Seeker Access to Education as an Epistemic Good. Journal of Higher Education Policy and Leadership Studies, 6(1), 90-106.
Abawi, Z., Eizadirad, A., Campbell, A. B., Tuters, S. (2025). It’s Not an Option: Why We Need Activist Leadership for Equitable and Inclusive Schools. In Abawi, Z., Eizadirad, A., Campbell, A. B., Tuters, S. (Eds.). Activist Leadership for Inclusive Schools: Canadian Insights. Canadian Scholars/Women’s Press.
Abawi, Z., & Butler, R. (2024). Decolonial Education through Solidarities: Antiracism Learning in Early Childhood Education and Care in Canada. BERA Guides to Educational Research and Practice for Decolonising Curriculum Knowledge. Emerald Publishing.
Butler, A., Abawi, Z., & Berman, R. (2024). Critical Race Theory in Canadian Educational Praxis. In Bokhurst-Herg, W., & Hillier, C. (Eds.). Diversity and Fostering Human Flourishing in Canadian Schools: Theoretical and Practical Approaches. Canadian Scholars Press.
Davies, A.W.J. Richardson, B., & Abawi, Z. (2024). Re-Imagining the Image of the Teacher in Pre-Service Education: Calling for Onto-Epistemological Justice. Pedagogy, Culture and Society, 32(4), 1013-1031.
Eizadirad, A., Abawi, Z., Campbell, A.B. (2023). Disrupting the Weaponization of Difference and Being Different by Being an Activist and Anti-Racist Educator. In Eizadirad, A., Abawi, Z., & Campbell, A.B. Enacting Anti-Racism and Activist Pedagogies in Teacher Education: A Canadian Perspective.
Abawi, Z. (2023). Changing the Narrative: Malalai Yousafzai and the Intersections of Politics, Religion and Education. In Brooks, M., & Ezzani, M. (Eds.), Great Muslim Leaders: Lessons in Education. Information Age Publishing.
Abawi, Z. (2023). Strength through Resistance: Drawing Critical Connections between Malalai of Maiwand and Malala Yousafzai to Counter Western Narratives of Muslim Girlhood. In Eizadirad, A., & Wane, N. (Eds.), The Power of Oral Culture: Theorizing Proverbs, Idioms and Folklore Tales from the Middle East and North Africa. Palgrave MacMillan.
Abawi, Z. (2022). Decolonizing the Early Childhood Curricula: A Canadian Perspective. In Moncrieffe, M. (Ed.)., Decolonising the Curriculum: International Perspectives, Interdisciplinary Perspectives. Palgrave MacMillan.
Abawi, Z., & Eizadirad, A. (2022). Neutrality Always Benefits the Oppressor: The Need to Rupture the Normalized Teacher Education Programs to Diversify the Teacher Workforce. In Danyluk, P., Burns, A., Hill, S. L., & Crawford, K. (Eds.), Crisis and Opportunity: How Canadian Bachelor of Education Programs Responded to the Pandemic. Canadian Association of Teacher Education.
Doyle-Jones, C., Abawi, Z., & Elia, C. D. (2022). Pandemic Pedagogies: Transforming Teacher Education through Spaces of Possibility. In Danyluk, P., Burns, A., Hill, S. L., & Crawford, K. (Eds.), Crisis and Opportunity: How Canadian Bachelor of Education Programs Responded to the Pandemic. Canadian Association of Teacher Education.
Berman, R., Abawi, Z., Haile, F., Daniel, B. J., Butler, A., Escayg, K. A., Royer, N. (2022). Give Race It’s Place: An Antiracism Knowledge Sharing Initiative for Early Childhood Educators in Ontario. eceLINK Journal, 6(1), 42-54.
Abawi, Z. (2021). Race(ing) to the Top: Interrogating the Underrepresentation of BIPOC Education Leaders in Ontario Public Schools. Journal of Higher Education Policy and Leadership Studies, 2(1), 80-92.
Abawi, Z. (2021). Privileging Power: Early Childhood Educators, Teachers and Racial Socialization in Full Day Kindergarten. Journal of Childhood Studies,46(1), 1-12.
Eizadirad, A., & Abawi, Z. (2021). State of Emergency: Mapping Inequities in Early Childhood Education and Care in Canada. In Abawi, Z., Eizadirad, A., & Berman, R. (Eds.). Equity as Praxis in Early Childhood Education and Care. Canadian Scholars/Women’s Press.
Abawi, Z., Eizadirad, A., & Berman, R. (2021). Healing and Hoping in Community and Love as a Tool for Advancing Equity as Praxis. In Abawi, Z., Eizadirad, A., & Berman, R. (Eds.). Equity as Praxis in Early Childhood Education and Care. Canadian Scholars’ Press/Women’s Press.
Butler, A., & Abawi, Z. (2021). Deconstructing Citizenship and Belonging: Refugee Student Integration in Ontario Schools. In Corkett, J. K, Cho, C.L. & Steele, A. (Eds.). Global Perspectives on Microaggressions in Schools: Understanding and Combatting Covert Violence. Routledge.
Abawi, Z., & Eizadirad, A. (2020). Bias-Free or Biased Hiring? Racialized Teachers’ Perspectives on Educational Hiring Practices in Ontario. Canadian Journal of Educational Administration and Policy, 193, 18-31.
Abawi, Z. (2020). [Review of the book Decolonizing and Indigenizing Education in Canada. Edited by S. Cote-Meek & T. Moek-Pickering]. Canadian Journal of Education, 43(4).
Abawi, Z. (2019). [Review of the book Decolonizing Educational Assessment: Ontario Students and the EQAO, by A. Eizadirad]. Canadian Journal of Education, 42(4).
Abawi, Z., & Berman, R. (2019). Politicizing Early Childhood Education and Care in Ontario: Race, Identity and Belonging. Journal of Curriculum, Teaching, Learning and Leadership in Education, 4(2), 3-13.
Berman, R., & Abawi, Z. (2019). Thinking and Doing Otherwise: Reconceptualist Contributions to Early Childhood Education. In Jagger, S. (Ed.), History and Philosophy of Early Years Education and Care: Canadian Perspectives. Canadian Scholars/Women’s Press.
Wane, N., Abawi, Z., & Njagi, Z. (2019). Navigating the Politics of the Academe. In Heaggans, R. & Frierson, H. T. (Eds.). Navigating the Terrain of Academe: International Perspectives. Emerald Publishing Ltd.
Brady, J., & Abawi, Z. (2019). Dismantling Princesses: A pedagogical moment in dismantling colonial norms and representations of beauty through an anti-colonial framework. In Villegas, F. & Brady, J. (Eds.), Critical Education in Canada: Transformation, Theory and Practice. Springer Science + Business.
Wane, N., & Abawi, Z. (2018). Disposable Academics: Neoliberalism, Anti-Intellectualism and the Rise of Contingent Faculty in the Canadian Academy. In Munene, I. (Ed.), Contextualizing and Organizing Contingent Faculty: Reclaiming Academic Labour in Universities. Lexington Books-Rowman & Littlefield.
Abawi, Z., Berman, R., & Powell, A. (2019). Gender, Race and Precarity: Theorizing the Parallels between Early Childhood Educators and Contract Faculty in Ontario. Atlantis: Critical Studies in Gender, Culture and Social Justice, 40(1), 45-60.
Abawi, Z. (2018). Factors and Processes of the Racialization of the Canadian Academe. Canadian Journal for New Scholars in Education, 9(1), 85-95.
Abawi, Z. (2017). Marginal Voices: Indigenous and Racialized Dialogue in Education. Graduate Student Symposium: Selected Papers 11, 58-70
Abawi, Z., & Brady, J. (2017). Decolonizing Indigenous Educational Policies in Ontario. Emerging Perspectives Interdisciplinary Graduate Research in Education and Psychology, 1(1), 20-31
Abawi, Z., & Brady, J. (2016). [Review of the book On Decolonizing Solidarity: Dilemmas and Directions for Supporters of Indigenous Struggles, by C. Land]. McGill Journal of Education, 51(2).
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TECHNICAL REPORTS/OTHER
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Ahmed, A., Bakali, N., & Abawi. Z. (2024). An Awakening: The war on Gaza is lifting the veil for Muslims in educational spaces. School Magazine: Education Action Toronto.
Davies, A. W. J., & Abawi, Z. (2024). As campus protests escalate surrounding the Israel-Gaza war, Ontario’s Bill 166 is not the answer. The Conversation.
Abawi, Z. (2023). Challenging the Status Quo: Diversifying the Principalship in Ontario Public Schools. Leadership Vibes. Centre for Leadership and Diversity, OISE/University of Toronto
Abawi, Z. (2023). Give Race Its Place: An Anti-Racism Knowledge Sharing Initiative for Early Childhood Educators. Connexions. College of Early Childhood Educators.
Abawi, Z., & Tuters, S. (2021). The ‘best fit’: Educational administration and the racialization of hiring practices. Our Schools/Our Selves. Summer, 2021. Canadian Centre for Policy Alternatives.
Abawi, Z. (2021). Pandemic Pedagogies: Teaching, Learning and Accessibility in Teacher Education. Behind the Numbers. Canadian Centre for Policy Alternatives.
Abawi, Z. (2020). Racializing Merit: The Revocation of Regulation 274/12 and Teacher Hiring in Ontario. Our Schools/Our Selves. Winter/Spring 2021. Canadian Centre for Policy Alternatives.
Tuters, S., & Abawi, Z. (2020). Changing the System from within: Strategies for Principals to make their Schools and Institutions more Socially Just. Leadership Vibes. Vol 1, Issue 1. Centre for Leadership and Diversity, OISE/University of Toronto.
Davies, A. W. J., & Abawi, Z. (2024). As campus protests escalate surrounding the Israel-Gaza war, Ontario’s Bill 166 is not the answer. The Conversation.
Abawi, Z. (2023). Challenging the Status Quo: Diversifying the Principalship in Ontario Public Schools. Leadership Vibes. Centre for Leadership and Diversity, OISE/University of Toronto
Abawi, Z. (2023). Give Race Its Place: An Anti-Racism Knowledge Sharing Initiative for Early Childhood Educators. Connexions. College of Early Childhood Educators.
Abawi, Z., & Tuters, S. (2021). The ‘best fit’: Educational administration and the racialization of hiring practices. Our Schools/Our Selves. Summer, 2021. Canadian Centre for Policy Alternatives.
Abawi, Z. (2021). Pandemic Pedagogies: Teaching, Learning and Accessibility in Teacher Education. Behind the Numbers. Canadian Centre for Policy Alternatives.
Abawi, Z. (2020). Racializing Merit: The Revocation of Regulation 274/12 and Teacher Hiring in Ontario. Our Schools/Our Selves. Winter/Spring 2021. Canadian Centre for Policy Alternatives.
Tuters, S., & Abawi, Z. (2020). Changing the System from within: Strategies for Principals to make their Schools and Institutions more Socially Just. Leadership Vibes. Vol 1, Issue 1. Centre for Leadership and Diversity, OISE/University of Toronto.