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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 ( 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.


  • 2020–present
    Assistant Professor , Faculty of Education, Wilfrid Laurier University


  • 2018 
    University of Toronto, PhD
  • 2013 
    University of Toronto, M. Ed


  • 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