Ardavan Eizadirad

Assistant Professor, Faculty of Education, Wilfrid Laurier University

Dr. Ardavan Eizadirad is currently an Assistant Professor in the Faculty of Education at Wilfrid Laurier University, an instructor in the School of Early Childhood Studies at Ryerson University, and in the Factor-Inwentash Faculty of Social Work and Master of Teaching and Bachelor of Education program at University of Toronto. He is also an educator with the Toronto District School Board. He has a recently published book (2019) titled Decolonizing Educational Assessment: Ontario Elementary Students and the EQAO (https://link.springer.com/book/10.1007/978-3-030-27462-7#toc).

Lastly, Dr. Eizadirad is a community activist with non-profit organizations Youth Association for Academics, Athletics, and Character Education in the Jane and Finch community (http://yaaace.com/) and a Board of Directors member for Amadeusz (http://amadeusz.ca/) which provides educational programs and services for incarcerated youth and young adults.

His research interests include standardized testing, systems of accountability, community engagement, anti-oppressive practices, critical pedagogy, social justice education, resistance, subversion, 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

  • 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
    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
    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
    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