Dr. Ardavan Eizadirad (@DrEizadirad) is an Assistant Professor in the Faculty of Education at Wilfrid Laurier University. He is the author of Decolonizing Educational Assessment: Ontario Elementary Students and the EQAO (2019), and co-editor of Equity as Praxis in Early Childhood Education and Care (2021 with Drs. Zuhra Abawi & Rachel Berman), Counternarratives of Pain and Suffering as Critical Pedagogy: Disrupting Oppression in Educational Contexts (2022 with Drs. Andrew Campbell & Steve Sider), and Power of Oral Culture in Education: Theorizing Proverbs, Idioms, and Folklore Tales (forthcoming 2023 with Dr. Njoki Wane).
Dr. Eizadirad is also the founder and Director of EDIcation Consulting (www.edication.org) offering equity, diversity, and inclusion training to organizations.
He is also a community activist with non-profit organizations Youth Association for Academics, Athletics, and Character Education (YAAACE) in the Jane and Finch community in Toronto, and a member of the Race and Identity-Based Data Collection Community Advisory Panel with the Toronto Police Services.
His research interests include equity, standardized testing, oral culture, community engagement, youth violence, anti-oppressive practices, critical pedagogy, social justice education, resistance, and decolonization.
Assistant Professor , Faculty of Education, Wilfrid Laurier University
University of Toronto, PhD
University of Toronto, M. Ed
External assessment as stereotyping: Experiences of racialized grade 3 children, parents and educators with standardized testing in elementary schools, Review of Education, Pedagogy, and Cultural Studies
Bias-free or biased hiring? Racialized teachers’ perspectives on educational hiring practices in Ontario , Canadian Journal of Educational Administration and Policy
Decolonizing Educational Assessment: Ontario Elementary Students and the EQAO,
Subversion in education: Common misunderstandings and myths, International Journal of Critical Pedagogy
Legitimization and normalization of EQAO standardized testing as an accountability tool in Ontario: Rise of quantifiable outcome-based education and inequitable educational practices, OISE Graduate Student Research Conference Journal
The university as a neoliberal and colonizing institute; A spatial case study analysis of the invisible fence between York University and the Jane and Finch neighbourhood in the City of Toronto, Journal of Critical Race Inquiry
Is it “bad” kids or “bad” places? Where is all the violence originating from? Youth violence in the City of Toronto, Review of Education, Pedagogy, and Cultural Studies
Comparative analysis of educational systems of accountability and quality of education in Ontario, Canada and Chile: Standardized testing and its role in perpetuation of educational inequity, Interfaces Brasil/Canada
International experience in a non-Western country, teacher habitus, and level of inclusion in the classroom, International Journal of Teaching and Education