PUBLICATIONS
|
My latest publications including books, papers, and reviews. For more information on my work and available services, please visit the contact page to get in touch.
|
|
BOOKS
|
|
Abawi, Z., Eizadirad, A., Campbell, A. B, & Tuters, S. From Diverse to Equitable and Inclusive School Leadership: Critical Canadian Insights. (In progress)
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
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
|
PAPERS IN REFEREED JOURNALS
|
|
Berman, R., Abawi, Z., Haile, F., Daniel, B. J., Royer, N. (2022). Give Race It’s Place: An Antiracism Knowledge Sharing Initiative for Early Childhood Educators in Ontario. eceLINK, 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.
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., & 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.
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. (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.
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., & 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.
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
|
BOOK CHAPTERS
|
|
Butler, A., Abawi, Z., & Berman, R. (Accepted and In Progress). 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.
Eizadirad, A., Campbell, A.B., Abawi, Z. (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). Strength through Resistance: Malalai of Maiwand. 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. (2023). Changing the Narrative: Malalai Yousafzai and the Intersections of Politics, Religion and Education. In Brooks, M., & Ezzani, M. (Eds.), Great Muslim Leaders: Lessons for Education. Information Age Publishing.
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.
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.
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.
Eizadirad, A., Campbell, A.B., Abawi, Z. (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). Strength through Resistance: Malalai of Maiwand. 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. (2023). Changing the Narrative: Malalai Yousafzai and the Intersections of Politics, Religion and Education. In Brooks, M., & Ezzani, M. (Eds.), Great Muslim Leaders: Lessons for Education. Information Age Publishing.
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.
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.
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.
|
BOOK REVIEWS/REVIEW ESSAYS
|
|
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., & 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. (2019). [Review of the book Decolonizing Educational Assessment: Ontario Students and the EQAO, by A. Eizadirad]. Canadian Journal of Education, 42(4).
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).
|
TECHNICAL REPORTS/OTHER
|
|
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. Retrieved from https://cece-talk.ca/2023/02/give-race-its-place-an-anti-racism-knowledge-sharing-initiative/
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. Retrieved from https://behindthenumbers.ca/2021/02/07/pandemic-pedagogies-teaching-learning-and-accessibility-in-teacher-education/
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.
Abawi, Z. (2023). Give Race Its Place: An Anti-Racism Knowledge Sharing Initiative for Early Childhood Educators. Connexions. College of Early Childhood Educators. Retrieved from https://cece-talk.ca/2023/02/give-race-its-place-an-anti-racism-knowledge-sharing-initiative/
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. Retrieved from https://behindthenumbers.ca/2021/02/07/pandemic-pedagogies-teaching-learning-and-accessibility-in-teacher-education/
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.