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Dr. Erica Walker is Dean and Professor at the Ontario Institute for Studies in Education (С������Ƶ) at the University of Toronto. An award-winning former public high school mathematics teacher from Atlanta, Georgia, she earned her doctorate in education from Harvard University. Her research focuses on the social and cultural factors as well as educational policies and practices that facilitate mathematics engagement, learning, and performance, especially for underserved students. Recognized as a Fellow of the American Educational Research Association and by the National Association of Mathematicians and the Association for Women in Mathematics for her scholarship, leadership, and practice, she collaborates with teachers, schools, districts, organizations, and media outlets to promote mathematics excellence and equity for young people.

Iehnhotonkwas Bonnie Jane Maracle, Wolf Clan, Mohawk Nation at Tyendinaga Territory, holds a B.A. in Indigenous Studies from Trent University, a B.Ed. & M.Ed. from Queen’s University, and is a Ph.D. Candidate, Indigenous Studies, at Trent University. Bonnie is a Traditional Teacher in Residence at First Nations House.

something no one owns

In our efforts to collaborate despite and because of difference, we often reproduce relational dynamics that are marked by possession and the collapsing of complex identities. “something no one owns” considers the stakes of refusing oppressive relational dynamics as we work in and beyond the university. It also calls us to consider the liberatory possibilities that can emerge from our work to develop and enact critical, expansive forms of belonging.

Kai Butterfield is an artist, Ontario Certified Teacher, and PhD student in the Department of Social Justice Education at the Ontario Institute for Studies in Education (University of Toronto). They live intentionally as a reverberation of their Guyanese, Grenadian, and Bermudian ancestors’ will, which continues to stretch across time and space.

Through their academic and artistic work, Butterfield critically examines Eurowestern understandings of the human to imagine life beyond destructive ways of being. Their doctoral research is focused on theorizing an anti-colonial, anti-capitalist, and abolitionist approach to restorative justice that does not reproduce anti-Black notions of the human. Similarly, Butterfield uses poetry to explore the ways that Black women and queer people refuse the systems that seek their death, opening possibilities for Black liberation.

• Xun Ril Li: Rhymes Beyond Borders—Unveiling Dialogic Meaning-Making and Defiant Spaces through Hip-Hop Literacies
• Paddy T. Watson: Figured World of the Fantasy Writers’ Room: Analyzing Secondary-Level Critical Literacy Teaching through Screenwriting
• Shari Thompson: Identifying Purpose in Research: Imagining New Roles
• Chair: Blessing Digha

• Abigail Fisher: Implementation of Mental Health Services in Ontario Schools
• Shukri Hilowle: De-Stigmatizing Mental Health in the Somali Community
• Steve 4. Tu: Eco-Anxiety on the University Campus: A Multispecies Duoethnography
• Chair: Shukri Hilowle

• Jasmine Rice: Kanien’ké:ha in the City: An Overview of Mohawk Language Learning in the Urban Context
• Sara McDowell: Can non-Indigenous people contribute to Indigenous language revitalization?
• Christopher Gradin: Heritage Language Learning in Light of Japanese Canadian Internment: Developing an Oral History Informed Pedagogy
• Fiona Cheuk and Cristina Jaimungal: Unsettling Tongues and Tones: Fleshing Out the Colonial Reproduction of English Language Education
• Chair: Gayatri Thakor

• Jennie Kim: Teacher Crisis: Early-Career Teachers (ECTs) Leave Professions in the Face of Neoliberal Forces in Schools
• Ekta Bhatia-Bromley: Building Community and Raising Consciousness: Social and Solidarity Economies as Exemplars of Critical Feminist Pedagogy
• Mahassen Ramadan: Feminist Participation: A Certainty To Build Commons Or An Illusion Of Community Engagement?
• Chair: Mahassen Ramadan

• Dongzhao Chen: Global Citizenship Education Principles and Ruism Ethics: An Analysis of Zhuge Liang Accomplishing Tianxia Citizenship (online)
• Obiagu, Adaobiagu N.: The challenges of teaching civic education in an illiberal democracy: Towards a participatory critical pedagogy for humanizing democracy
• Johanna Helin: Global Citizenship Education in a post-Soviet Context – Attitudes of Estonian Educators and Policymakers towards Transformative Education
• Chair: Obiagu, Adaobiagu Nnemdi

• Kanza Tariq: Exploring the Complexity of Immigrant Students’ Educational Trajectories
• Alison D’Cruz: Spreading a Message: A Critical Discourse Analysis of International Student Offices in Canada (online)
• Kruti Patel: Relationships as Opportunities for Resistance in Education
• Chair: Wendy Pope

• Emily Dobrich: Embodied Learning in the Praxis of Feminist Self-Defense Collective Organizing (online)
• Natasha Gilani: Resilience in the Shadows: Navigating Identities and Resistance Strategies of Queer Women in Pakistan (online)
• Sayeed Naqibullah Orfan: “Get married before being forced to marry a Talib!”: Female students’ challenges in Taliban-run universities
• Chair: Qichun Zhang

• Xun Ril Li: Rhymes Beyond Borders—Unveiling Dialogic Meaning-Making and Defiant Spaces through Hip-Hop Literacies
• Paddy T. Watson: Figured World of the Fantasy Writers’ Room: Analyzing Secondary-Level Critical Literacy Teaching through Screenwriting
• Shari Thompson: Identifying Purpose in Research: Imagining New Roles
• Chair: Blessing Digha

• Abigail Fisher: Implementation of Mental Health Services in Ontario Schools
• Shukri Hilowle: De-Stigmatizing Mental Health in the Somali Community
• Steve 4. Tu: Eco-Anxiety on the University Campus: A Multispecies Duoethnography
• Chair: Shukri Hilowle

• Jasmine Rice: Kanien’ké:ha in the City: An Overview of Mohawk Language Learning in the Urban Context
• Sara McDowell: Can non-Indigenous people contribute to Indigenous language revitalization?
• Christopher Gradin: Heritage Language Learning in Light of Japanese Canadian Internment: Developing an Oral History Informed Pedagogy
• Fiona Cheuk and Cristina Jaimungal: Unsettling Tongues and Tones: Fleshing Out the Colonial Reproduction of English Language Education
• Chair: Gayatri Thakor

• Jennie Kim: Teacher Crisis: Early-Career Teachers (ECTs) Leave Professions in the Face of Neoliberal Forces in Schools
• Ekta Bhatia-Bromley: Building Community and Raising Consciousness: Social and Solidarity Economies as Exemplars of Critical Feminist Pedagogy
• Mahassen Ramadan: Feminist Participation: A Certainty To Build Commons Or An Illusion Of Community Engagement?
• Chair: Mahassen Ramadan

• Dongzhao Chen: Global Citizenship Education Principles and Ruism Ethics: An Analysis of Zhuge Liang Accomplishing Tianxia Citizenship (online)
• Obiagu, Adaobiagu N.: The challenges of teaching civic education in an illiberal democracy: Towards a participatory critical pedagogy for humanizing democracy
• Johanna Helin: Global Citizenship Education in a post-Soviet Context – Attitudes of Estonian Educators and Policymakers towards Transformative Education
• Chair: Obiagu, Adaobiagu Nnemdi

• Kanza Tariq: Exploring the Complexity of Immigrant Students’ Educational Trajectories
• Alison D’Cruz: Spreading a Message: A Critical Discourse Analysis of International Student Offices in Canada (online)
• Kruti Patel: Relationships as Opportunities for Resistance in Education
• Chair: Wendy Pope

• Emily Dobrich: Embodied Learning in the Praxis of Feminist Self-Defense Collective Organizing (online)
• Natasha Gilani: Resilience in the Shadows: Navigating Identities and Resistance Strategies of Queer Women in Pakistan (online)
• Sayeed Naqibullah Orfan: “Get married before being forced to marry a Talib!”: Female students’ challenges in Taliban-run universities
• Chair: Qichun Zhang