Ardavan Eizadirad

Assistant Professor, Faculty of Education, Wilfrid Laurier University

Dr. Ardavan Eizadirad (@DrEizadirad) is an Assistant Professor in the Faculty of Education at Wilfrid Laurier University and the Executive Director of the non-profit organization Youth Association for Academics, Athletics, and Character Education (YAAACE). 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), The Power of Oral Culture in Education: Theorizing Proverbs, Idioms, and Folklore Tales (forthcoming 2023 with Dr. Njoki Wane), and Enacting Anti-racism and Activist Pedagogies in Teacher Education: Canadian Perspective (2023 with Drs. Zuhra Abawi & Andrew Campbell),

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 member of the Race and Identity-Based Data Collection Community Advisory Panel with the Toronto Police Service.

His research interests include equity, standardized testing, oral culture, community engagement, youth violence, anti-oppressive practices, critical pedagogy, social justice education, resistance, and decolonization.

Experience

2020–present

Assistant Professor , Faculty of Education, Wilfrid Laurier University

Education

2018

University of Toronto, PhD
2013

University of Toronto, M. Ed

Publications

2023

Experiences of learners who are incarcerated with accessing educational opportunities in Ontario, Canada, Journal of Higher Education Theory and Practice
2023

The summer of the pivot: Prioritizing equity in remote instruction through a multidisciplinary community of practice initiative at a Canadian university., Journal of Leadership, Equity, and Research
2022

Emotional vulnerability in researchers conducting trauma-triggering research, Journal of Higher Education Policy and Leadership Studies
2022

Performative commitments to diversity and inclusion in Canadian educational institutions: Considerations for equity efforts in comparative and international education, Global Comparative Education: Journal of the WCCES
2022

The Community School Initiative in Toronto: Mitigating opportunity gaps in the Jane and Finch community in the wake of COVID-19, Radical Teacher
2021

A case study of teacher candidates’ experiences: Writing the pilot Math Proficiency Test in Ontario, Canada, Journal of Higher Education Policy and Leadership Studies
2020

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
2020

Bias-free or biased hiring? Racialized teachers’ perspectives on educational hiring practices in Ontario , Canadian Journal of Educational Administration and Policy
2019

Decolonizing Educational Assessment: Ontario Elementary Students and the EQAO,
2018

Subversion in education: Common misunderstandings and myths, International Journal of Critical Pedagogy
2018

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
2017

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
2016

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
2016

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
2016

International experience in a non-Western country, teacher habitus, and level of inclusion in the classroom, International Journal of Teaching and Education

Professional Memberships

Canadian Association for Teacher Education
Canadian Society for Studies in Education
Elementary Teachers’ Federation of Ontario
Ontario Secondary Schools Teachers’ Federation
American Educational Research Association
Ontario College of Teachers