We Got Our Quota: Black Female Educators and Resistive Pedagogies, 1960s-1980s in Ontario History, 107 (1)
Examining the oral histories of black women teachers, this article explores the ways in which black women’s workplace experiences in Ontario schools and, to a larger extent, broader Canadian society, influenced the development of their educational philosophies. Offering a critical lens towards Ontario’s education system, black female educators not only developed resistive pedagogies to cope with the isolation and discrimination they experienced as teachers, but also created strategies that allowed them to educate the children they were responsible to teach. These resistive pedagogies recognized and supported black experiences in Canada and were firmly rooted in their experiences as black women.
Funkè Aladejebi is an assistant professor in the Department of History at the University of Toronto. Her research focuses on twentieth century oral history, Black Canadian women’s history, the history of Canadian education and transnationalism.
Other publications from this author include:
- Schooling the System: A History of Black Women Teachers (2021)
- “Writing Black Canadian Women’s History: Where We Have Been and Where We Are Going” in Reading Canadian Women’s and Gender History (2019)
- Send Little Outbursts across the School: Black Women Teachers and Micro-Resistive Strategies in Ontario Schools, 1960s – 1980s in Education Matters, 3(1) (2016)
- “I didn’t want to be anything special. I just wanted to teach school”: A Case Study of Black Female Educators in Colchester, Ontario, 1960 in Southern Journal of Canadian Studies, 5 (1-2) (2012)
- UNSETTLING THE GREAT WHITE NORTH: BLACK CANADIAN HISTORY ()