Ardavan Eizadirad

Assistant Professor, Faculty of Education

Research / Areas of Expertise

equity and social justice in education and sports
decolonization in teacher education
community safety and roots of violence
violence prevention and intervention
standardized testing
restorative practices
oral culture in education
critical pedagogy and critical race theory

I obtained a Bachelor of Arts in Kinesiology and Exercise Science and a Bachelor of Education from York University at the Intermediate/Senior level in Health and Physical Education and Social Sciences. Later, I completed a Masters of Education in Equity and Social Justice and a PhD from the Ontario Institute for Studies in Education at the University of Toronto in 2018.

Prior to being at Laurier, I was an instructor in the School of Early Childhood Studies at Toronto Metropolitan University and in the Master of Teaching and Bachelor of Education program at the Ontario Institute for Studies in Education at University of Toronto. I am an Ontario Certified Teacher (OCT) where I previously worked for the Toronto District School Board (TDSB) and taught in the field of Child and Youth Care at Humber and George Brown College.

I am the Chair of the Equity, Diversity, Inclusion, and Indigenization (EDI&I) Coalition in the Faculty of Education. You can learn more about the Coalition via the 2023 Year in Review Report. I am 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 (2023 with Dr. Njoki Wane), Enacting Anti-racism and Activist Pedagogies in Teacher Education: Canadian Perspectives (2023 with Drs. Zuhra Abawi & Andrew Campbell). I am also working on 3 forthcoming coedited books: Activist Leadership for Inclusive Schools: Canadian Insights (Canadian Scholars Press), Community Safety in Canada: Challenges and Future Possibilities, and a major international handbook with approximately 60 chapters titled The International Handbook of Anti-Discriminatory Education (Springer). Many of my research and publications can be accessed at: https://www.researchgate.net/profile/Ardavan_Eizadirad

I am a former member of the Race and Identity-Based Data Collection Community Advisory Panel with the Toronto Police Service (2021-2023), a past Board of Directors member for Amadeusz which provides educational programs and services for incarcerated youth and young adults, and a community activist with the non-profit organization Youth Association for Academics, Athletics, and Character Education (YAAACE) in the Jane and Finch community in Toronto. I am also a cerified national basketball official at various levels including high school, prep, college, university, and an international basketball official representing Canada for wheelchair basketball.

As part of helping others navigate the Equity, Diversity, and Inclusion (EDI) space in alignment with best practices, I started EDIcation Consulting (www.edication.org) which offers equity, diversity, and inclusion training and cpacity building supports to organizations and corporations.

Upcoming book projects:

Abawi, Z., Eizadirad, A., Tuters, S., & Campbell, A. (forthcoming 2025). Activist leadership for inclusive schools: Canadian insights. Canadian Scholars Press.

Eizadirad, A. (forthcoming 2025). Community safety in Canada: Challenges and future possibilities.

Eizadirad, A., & Trifonas, P. (forthcoming 2025). International handbook of anti-discriminatory education (60 chapters). Springer.

Research Grants:

Hawes, Z. & Eizadirad, A. Leveraging Children's Interest in Basketball to Improve Access, Understanding, and Attitudes Towards Mathematics (2023-2024). Social Sciences and Humanities Research Council (SSHRC) of Canada Partnership Engagement Grant. $24, 948.15 (under review).

Oliver, V., Beals, A.M., Eizadirad, A., Liu, V., & Sherifali, Y. (Co-Investigator). Wants and Needs: Engaging Young People in Community Sex Education (2022-2023). Social Sciences and Humanities Research Council (SSHRC) of Canada Partnership Engage Grant. $24,692 funded. November 2022.

Eizadirad, A. (Principal Investigator). Racialized Trauma in BIPOC Youth; Healing and Increasing Civic Engagement through Storytelling (2022-2023). Social Sciences and Humanities Research Council (SSHRC) of Canada Partnership Engagement Grant. $24,957 funded. May 2022.

Masakure, O., Wilson-Forsberg, S., & Eizadirad, A. (Co-Investigator). Paths Less Traveled: Experiences of Young African Immigrant Entrepreneurs (2021-2023). Social Sciences and Humanities Research Council (SSHRC) of Canada Insight Grant. $48,283 funded. April 2021.

Eizadirad, A. & Sider, S. (Principal Investigator). COVID-19: Closing the Achievement Gap through Remote Learning for Children and Youth in Racialized and Under-Resourced Communities (2020-2021). Social Sciences and Humanities Research Council (SSHRC) of Canada Partnership Engagement Grant. $24,946 funded. December 2020. Final Report of Findings: Eizadirad, A., Abudiab, S., & Baartman, B. (2022). Addressing the social determinants of learning: The Community School Initiative closing the achievement gap for racialized under-resourced communities. https://www.communityschoolinitiative.com/final-report

Eizadirad, A. (Principal Investigator). Look at My Life: Access to Post-Secondary Schooling and The Credit Transfer Experience of the Remand Population in Ontario. Ontario Council on Articulation and Transfer. $15,000 funded. April 2020.

Eizadirad, A. (Principal Investigator). Assessment as Stereotyping: Experiences of Racialized Children and Parents with the Grade 3 EQAO Standardized Testing Preparation and Administration in Ontario. Ontario Graduate Scholarship Program. $15,000 funded. 2017-2018.

Books:

Eizadirad, A., Abawi, Z., & Campbell. A. (2023). Enacting anti-racism and activist pedagogies in teacher education: Canadian perspectives. Canadian Scholars Press.

Eizadirad, A. & Wane, N. (2023). The power of oral culture in education: Theorizing proverbs, idioms and folklore tales. Palgrave Macmillan.

Eizadirad, A., Campbell, A., & Sider, S. (2022). Counternarratives of pain and suffering as critical pedagogy: Disrupting oppression in educational contexts. Routledge.

Abawi, Z., Eizadirad, A. & Berman, R. (2021). Equity as praxis in early childhood education and care. Canadian Scholars Press.

Eizadirad, A. (2019). Decolonizing educational assessment: Ontario elementary students and the EQAO. Palgrave Macmillan.

Journal Publications:

Kilinc, E., Eizadirad, A., & Straub, J. (2024). Reconceptualizing global citizenship in Turkish Social Studies textbooks with a focus on social justice. Comparative and International Education. 53(1). 17-33. https://doi.org/10.5206/cie-eci.v53i1.16592

Eizadirad, A., & Leslie, G. (2024). Impact of Race and Culture Assessments (IRCAs) in combatting anti-Black racism and reducing recidivism. Journal of Community Safety & Well-Being. 9(1), 40–45. https://doi.org/10.35502/jcswb.361

Eizadirad, A. (2024). The pain of experiencing anti-Asian racism and discrimination. Cultural Studies <=> Critical Methodologies. Published online first. 1-3. https://doi.org/10.1177/15327086241232725

Eizadirad, A., Hagerman, B., Dawe, L., Hall, S., Long, T., Skop, M., Hodson, E., Mehta, B., Daly, M., & Beer, J. (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, 9)1), 100-114.

Eizadirad, A., & Chambers, T.N. G. (2023). Experiences of learners who are incarcerated with accessing educational opportunities in Ontario, Canada. Journal of Higher Education Theory and Practice, 23(1), 31-45. https://doi.org/10.33423/jhetp.v23i1.5790

Abudiab, S., Eizadirad, A., & Baartman, B. (2023). Team of caring educators delivering a specialized math curriculum for racialized youth during COVID-19. The Excellence in Education Journal, 12(1), 123-147.

Eizadirad, A., Abudiab, S., & Baartman, B. (2022). The Community School Initiative in Toronto: Mitigating opportunity gaps in the Jane and Finch community in the wake of COVID-19. Radical Teacher, 124, 33-42. https://doi.org/10.5195/rt.2022.1080

Sider, S., Beck, K., Eizadirad, A., & Morvan, J. (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, 6(1), 15-28.

Woods, S., Chambers, T.N. G., & Eizadirad, A. (2022). Emotional vulnerability in researchers conducting trauma-triggering research. Journal of Higher Education Policy and Leadership Studies, 3(3), 71-88. DOI: https://dx.doi.org/10.52547/johepal.3.3.71

Eizadirad, A. (2022). [Review of the book The Effectiveness of Educational Policy for Bias-Free Teacher Hiring: Critical Insights to Enhance Diversity in the Canadian Teacher Workforce, by Z. Abawi]. Journal of Teaching and Learning, 16(1), 104-106.

Eizadirad, A., Holm, J. & Sider, S. (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, 2(4), 121-139. DOI: https://dx.doi.org/10.52547/johepal.2.4.121

Eizadirad, A. & Sider, S. (2021). Pedagogy of visibilizing pain and suffering: A commentary on the special issue. Diaspora, Indigenous, and Minority Education. 15(4), 221-223.
DOI: 10.1080/15595692.2021.1961510

Eizadirad, A. & Campbell, A. (2021). Visibilizing our pain and wounds as resistance and activist pedagogy to heal and hope: Reflections of 2 racialized professors. Diaspora, Indigenous, and Minority Education. 15(4), 241-251. DOI: 10.1080/15595692.2021.1937600

Eizadirad, A. & Chambers, T. N. (2021). Amadeusz: Inequities in the enactment and implementation of records suspensions. Journal of Law and Social Policy. 35, 100-112.

Abawi, Z., & Eizadirad, A. (2020). Bias-free or biased hiring? Racialized teachers’ perspectives on educational hiring practices in Ontario. Canadian Journal of Educational Administration and Policy, 193, 18-31.

Eizadirad, A. (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, 42(4), 277-295. DOI: 10.1080/10714413.2020.1742531

Eizadirad, A. (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, 1 (1), 6-18.

Eizadirad, A., & Portelli, J. (2018). Subversion in education: Common misunderstandings and myths. International Journal of Critical Pedagogy, 9(1), 53-72.

Eizadirad, A. (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, 4(1), 25-53.

Eizadirad, A., Martinez, X., & Ruminot, C. (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, 16(2), 64-98.

Eizadirad, A. (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, 38(2), 162-188. DOI: 10.1080/10714413.2016.1155956

Eizadirad, A. (2016). International experience in a non-Western country, teacher habitus, and level of inclusion in the classroom. International Journal of Teaching and Education, 4(1), 1-15. DOI: 10.20472/TE.2016.4.1.001

Guest-Edited Volume Of a Refereed Journal:

Kilinc, E., Eizadirad, A., & Straub, J. (forthcoming 2024). Special Issue: Research as Activism. Journal of Culture and Values in Education.

Eizadirad, A. & Sider, S. (September 2021). Special Issue: Visibilizing Systemic Wounds of Oppression in Education via Pedagogy of Engaging with Pain and Suffering. Diaspora, Indigenous, and Minority Education. 15(4).

Book Chapters:

Abawi, Z., Eizadirad, A., Tuters, S., & Campbell, A. (forthcoming 2025). Activist leadership for equitable and inclusive school-community ecosystems. In Abawi, Z., Eizadirad, A., Tuters, S., & Campbell, A. (Eds.). Activist Leadership for Inclusive Schools: Canadian Insights. Canadian Scholars Press.

Eizadirad, A. (forthcoming 2025). Activist leadership for inclusive schools: A poem for scholar activists, school leaders, and community practitioners. In Abawi, Z., Eizadirad, A., Tuters, S., & Campbell, A. (Eds.). Activist Leadership for Inclusive Schools: Canadian Insights. Canadian Scholars Press.

Straub, J., & Eizadirad. A. (forthcoming 2024). Decolonizing teacher education through creation of an equity, diversity, inclusion, and indigenization (EDI&I) coalition. In Lopez. A., & Herveen, S. (Eds.). Decolonizing Educational Knowledge: International Perspectives and Contestations. Palgrave MacMillan.

Abudiab, S., & Eizadirad, A. (forthcoming 2024). Pedagogical strategies for equity and inclusion: Addressing low socioeconomic status students in the Canadian classroom. In Bokhorst-Heng, W., & Hillier, C. (Eds.). Diversity and Equity in Canadian Schools: Fostering Human Flourishing. Canadian Scholars Press.

Tsang, J., & Eizadirad. A. (2024). We are all racists: Calling out and undoing whiteness in teacher education. In Kempf. A., & Watts, H. (Eds.). Critical Perspectives on White Supremacy and Racism in Canadian Education: Dispatches from the Field (pp. 81-98). Routledge.

Eizadirad, A., Abawi, Z., & Campbell. A. (2023). Disrupting the weaponization of difference with intentionality: What it means to be an activist and anti-racist educator. In Eizadirad, A., Abawi, Z., & Campbell. A. (Eds.). Enacting Anti-Racism and Activist Pedagogies in Teacher Education: Canadian Perspectives (pp. 1-19). Canadian Scholars Press.

Eizadirad, A. (2023). Dear community of anti-racist activist educators. In Eizadirad, A., Abawi, Z., & Campbell. A. (Eds.). Enacting Anti-Racism and Activist Pedagogies in Teacher Education: Canadian Perspectives (pp. 267-273). Canadian Scholars Press.

Tsang, J. & Eizadirad, A (2023). Disrupting the colonizing gaze and mobilizing for systemic decolonization: 2020 world events and the curriculum of critical consciousness. In Trifonas, P.P., & Jagger, S. (Eds.). Handbook of Curriculum Theory and Research (pp. 1-16). Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-82976-6_38-1

Campbell, A., & Eizadirad, A. (2023). Creating a safer school culture for all. In: Campbell, A., Swartz, L. (Eds.). Stop the Hate for Goodness Sake: How Can Classroom Teachers Disrupt Discrimination and Promote Hope, Foster Healing, and Inspire Joyful Learning? (pp. 104-115). Pembroke Publishers.

Eizadirad, A., & Wane. N. (2023). The power of oral culture in education: Remembering, documenting, and revitalizing oral teachings. In Eizadirad. A., & Wane, J. (Eds.). The Power of Oral Culture in Education: Theorizing Proverbs, Idioms and Folklore Tales (pp. 1-15). Palgrave Macmillan.

Eizadirad, A. (2023). Maintenance of an Iranian identity through oral culture and the Shahnameh: “The shame is not in asking, shame is in not knowing”. In Eizadirad. A., & Wane, J. (Eds.). The Power of Oral Culture in Education: Theorizing Proverbs, Idioms and Folklore Tales (pp. 147-161). Palgrave Macmillan.

Eizadirad, A. (2023). Systemic racism and inaccessibility to education for the incarcerated in Canada. In: Trifonas, P.P., Jagger, S. (eds) Handbook of Curriculum Theory and Research (pp. 1-18). Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-82976-6_37-1

Eizadirad, A., Campbell, A., & Sider, S. (2022). Centering pedagogies of pain and suffering by embracing our wounds and scars. In Eizadirad, A., Campbell, A., & Sider, S. (Eds.). Counternarratives of Pain and Suffering as Critical Pedagogy: Disrupting Oppression in Educational Contexts (pp. 1-13). Routledge.

Campbell, A., & Eizadirad, A. (2022). Cultivating brave spaces to take risks to challenge systemic oppression. In Eizadirad, A., Campbell, A., & Sider, S. (Eds.). Counternarratives of Pain and Suffering as Critical Pedagogy: Disrupting Oppression in Educational Contexts (pp. 19-37). Routledge.

Eizadirad, A. (2022). Poetic justice: Healing and disrupting systemic oppression in education through critical pedagogy. In Eizadirad, A., Campbell, A., & Sider, S. (Eds.). Counternarratives of Pain and Suffering as Critical Pedagogy: Disrupting Oppression in Educational Contexts (pp. 199-203). Routledge.

Abawi, Z. & Eizadirad, A. (2022). Neutrality always benefits the oppressor: The need to rupture the normalized teacher education programs to diversify the teacher workforce. In Danyluk, P., Burns, A., Hill, L. S., & Crawford, K. (Eds.) Crisis and Opportunity: How Canadian Bachelor of Education Programs Responded to the Pandemic (pp. 321-333). [eBook]. Canadian Association for Teacher Education/Canadian Society for the Study of Education. http://dx.doi.org/10.11575/PRISM/39534

Pattison-Meek, J., Eizadirad, A., Guerrero, C, Phillips, C., Temertzoglou, C., & (2022). Designing and facilitating an “adapted” practicum experience amidst a pandemic. In Danyluk, P., Burns, A., Hill, L. S., & Crawford, K. (Eds.) Crisis and Opportunity: How Canadian Bachelor of Education Programs Responded to the Pandemic (pp. 274-288). [eBook]. Canadian Association for Teacher Education/Canadian Society for the Study of Education. http://dx.doi.org/10.11575/PRISM/39534

Eizadirad, A., Abawi, Z., & Berman, R. (2021). Introduction: Healing and hoping in community and love as a tool for advancing equity as praxis. In Abawi, Z., Eizadirad, A. & Berman, R. (Eds.) Equity as Praxis in Early Childhood Education and Care (xiii-xxv). Canadian Scholars Press.

Eizadirad, A., & Abawi, Z. (2021). State of emergency: Mapping inequities in early childhood education and care in Canada. In Abawi, Z., Eizadirad, A. & Berman, R. (Eds.) Equity as Praxis in Early Childhood Education and Care (pp. 1-19). Canadian Scholars Press.

Eizadirad, A. (2020). Closing the achievement gap via reducing the opportunity gap; YAAACE’s social inclusion framework within the Jane and Finch community. In Trifonas, P. (Eds.) Handbook of Theory and Research in Cultural Studies and Education (pp. 275-297). Springer International Handbooks of Education. Springer, Cham.

Eizadirad, A. (2019). Be a good citizen or else! Neoliberal citizenship and the grade six 2013 revised Ontario social studies curriculum. In Villegas, F. & Brady, J. (Eds.) Critical Schooling: Transformative Theory and Practice (pp. 201-224). Palgrave Macmillan. DOI: 10.1007/978-3-030-00716-4

Eizadirad, A. (2019). Fusion of the Ontario curriculum, the Tyler rationale, and EQAO standardized testing: A counterproductive approach to reducing the achievement gap. In Trifonas, P. & Jagger, S. (Eds.) Handbook of Cultural Studies and Education (pp. 70-84). Routledge. ISBN: 978-0-8153-8508-0

Eizadirad, A. (2018). 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. In Wane, N., & Todd, K. (Eds.) Decolonial Pedagogy: Examining Sites of Resistance, Resurgence, and Renewal (pp. 9-31). Palgrave Macmillan. DOI: 10.1007/978-3-030-01539-8

Podcasts, Media, and Creative Outputs:

VoicEd Radio. (2024, March 18). Trauma Informed Teaching. [Audio podcast episode]. OnEd Mentors Podcast with Noa Daniel.

Eizadirad, A., Ahmed, A., Fowler, L., Dias, D., Clark, H., & Daoust, M., & Bahrami, S. (2024, February 27). Ceasefire, but don’t cease your activism. School Magazine-Education Action Toronto. https://educationactiontoronto.com/articles/ceasefire-but-dont-cease-your-activism/

Eizadirad, A., & Leslie, G. (December 2023). Equitable sentencing can mitigate anti-Black racism in Canada’s justice system. The Conversation.

Burke, R. & Brown, E. (2023, October 28). Challenging the norm: Equity, diversity, and education with Dr. Ardavan Eizadirad [Audio podcast episode]. SpeakUP! International.

Eizadirad, A. (2023). Why equity, diversity, and inclusion (EDI) has to be a priority in higher education. WLUFA Newsletter 1^st Edition. Wilfrid Laurier University. https://www.wlufa.ca/wp-content/uploads/2023/10/WLUFA-Newsletter-1.pdf

VoicEd Radio. (2023, September 28). Anti-Asian racism in the York Region District School Board with Drs. Mary Reid and Ardavan Eizadirad [Audio podcast episode]. Deepening the Conversation: The Latest in Canadian Education Research.

International Institute for Restorative Practices. (2023, September 7). Creating inclusion and belonging utilizing restorative practices with Dr. Ardavan Eizadirad. [Audio podcast episode]. Restorative Works! Podcast.

VoicEd Radio. (2023, July 27). Preventing and addressing violence in schools with Dr. Ardavan Eizadirad. [Audio podcast episode]. Deepening the Conversation: The Latest in Canadian Education Research.

Reid, M., & Eizadirad, A. (2023, July 6). Reflection and action: Conversations with the authors of the anti-Asian racism report for the YRDSB [presentation]. Ontario Institute for Studies in Education.

Eizadirad, A. (June 2023). Preventing and addressing violence in schools: 4 priorities as educators plan for next year. The Conversation.

Reid, M., & Eizadirad, A. (2023). Naming systemic racism, Acknowledging complicity, and a commitment to action: Anti-Asian racism in the York Region District School Board. York Region District School Board.

Curated Conversations Podcast. (2023, April 6). The power of oral culture in education. [Audio podcast episode]. Curated Conversations with Sheliza Jamal.

Eizadirad, A. (2023, March 28). Systemic violence, institutional apathy and the death of 222 school aged students. School Magazine-Education Action Toronto.

Eizadirad, A. (2023). Research as activism: Disrupting the binary of the researcher and the researched. Centre for Leadership and Diversity’s Leadership Vibes. 2(1).

Eizadirad, A., Villella, M., & Cranston, J. (2023, January 24). Disrupting “professionalism” in education to decolonize and create spaces for inclusion and belonging. Education Canada Magazine. 63(1).

The Conversation Podcast. (2022, December 7). How can we slow down youth gun violence? [Audio podcast episode]. Don’t Call Me Resilient.

Eizadirad, A., & Stevenson, E. (December 2022). To resolve youth violence, Canada must move beyond policing and prison. The Conversation.

FookNConversation Podcast. (2022, November 16). Episode 42: Ardavan Eizadirad. [Audio podcast episode]. FookNConversation-Talking About “Academicky” Stuff with Nicholas Ng-A-Fook.

VoicEd Radio. (2022, October 13). Raw and uncut: Pain and suffering as critical pedagogy. [Audio podcast episode]. A VoicEd Radio Exclusive Series.

VoicEd Radio. (2022, August 17). Special public engagement event-Panel conversation PT I. [Audio podcast episode]. Decolonizing Professional Development Conference.

Eizadirad, A. & Raj Varma, G. (2022, July 15). Why we need to focus on gun violence as a public health crisis [Editorial]. The Toronto Star. https://www.thestar.com/opinion/contributors/2022/07/15/why-we-need-to-focus-on-gun-violence-as-a-public-health-crisis.html

Eizadirad, A., Jones, D., &, Grant, T. (June 2022). Ontario can close students’ access and opportunity gaps with community-led projects. The Conversation.

Eizadirad, A., Abudiab, S., Baartman, B., & Jones. D. (2022). The Community School Initiative: Mitigating opportunity gaps through extra-curricular community programs for racialized low-income communities. Laurier EdTalk Series.

Eizadirad, A., Abudiab, S., & Baartman, B. (2022). Addressing the social determinants of learning: The Community School Initiative closing the achievement gap for racialized under-resourced communities. https://www.communityschoolinitiative.com/final-report

Eizadirad, A., Jones, D., Abudiab, S., & Baartman, B. (2021, December 9). Closing the opportunity gap for racialized and under-resourced communities through the Community School Initiative. Community-Based Research Canada Webinar.

Holm, J., Eizadirad, A, & Sider, S. (2021). Exploring the experiences of teacher candidates with the Math Proficiency Test: Recommendations for Ontario educational systems. Ontario Mathematics Gazette. 59 (4), 45-48.

Eizadirad, A. (2020, September 9). Equity, diversity, and inclusion in schools and communities: Inequality of opportunity and the achievement gap [online lecture]. Laurier-Milton Lecture Series: https://www.youtube.com/watch?v=AP0-FwipYUQ&feature=youtu.be

VoicEd Radio. (2020, August 11). Schools after coronavirus ft. Steve Sider and Ardavan Eizadirad (WLU). [Audio podcast episode]. In Conversation with Stephen Hurley Podcast.

Holm, J., Eizadirad, A., & Sider, S. (2020). Report to the Ontario Ministry of Education on a Study on the Ontario Math Proficiency Test. Toronto, ON.

Eizadirad, A. & Sider, S. (July 2020). Schools after coronavirus: Seize ‘teachable moments’ about racism and inequities. The Conversation.

Eizadirad, A. (July 2020). Settling the score: Redefining accountability and closing the opportunity gap. Our Schools Our Selves- Canadian Centre for Policy Alternatives.

York Village Housing Association. (2020, June 23). The Village and the “New” Jane-Finch. (Episode 6) [Audio podcast episode]. In La Ville Podcast.