Equity Studies Faculty

Shahrzad Mojab
Anne McGuire
Chandni Desai
Stanley Doyle-Wood


Director of Equity Studies



Shahrzad Mojab

Director of Equity Studies
Professor, Adult Education and Community Development and Women and Gender Studies Institute
shahrzad.mojab@utoronto.ca
416-978-0829

Professor Mojab’s areas of research and teaching are: educational policy studies; gender, state, diaspora and transnationality; women, war, militarization and violence; women, war and learning; feminism, anti-racism, colonialism and imperialism; Marxist-feminism and learning; adult education in comparative and global perspectives. Her approach to the study of race, gender, class, nationality, and transnationality, is informed by feminist, dialectical, and historical materialism. She is critical of theoretical frameworks which treat race, gender, and class atomistically and reduce them to the domains of discourse, text, language or identity. She critiques monopolies of knowledge and power in education, and advocates dialogical and inclusive pedagogical practices.

Professor Mojab is internationally known for her work on the impact of war, displacement and violence on women’s learning and education. Her extensive empirical research in diasporic communities in Canada, Europe and the conflict zones of the Middle East has deepened our understanding of gender relations, patriarchy, culture and capitalism. A unique feature of her work is making knowledge accessible to public through the use of arts such as story-telling, dance, drama, visual art and film.

Professor Mojab has conducted Social Science and Humanities Research Council of Canada-funded research on war, diaspora, and learning; women political prisoners in the Middle East; war and transnational women’s organizations; civic education curriculum as experienced by immigrant youth from war zones; and youth, refugees, war, and migration.

Read more of Professor Mojab’s academic history, teaching overview, and representative publications here.
 

 


Anne McGuire, PhD
Associate Professor, Teaching Stream
anne.mcguire@utoronto.ca
416-978-0829
Wetmore Hall, 40 Willcocks St., Room 2018

Research and Teaching Areas:

Professor McGuire’s areas of teaching and research draw on interpretive perspectives in critical disability studies, queer/crip theory, cultural studies, child studies, feminist science and technology studies, and theories of anti-racism, colonialism and governmentality to focus on questions of human vitality and precarity. Her current research traces the emergence of broad spectrum approaches to health and illness and reads these against the backdrop of neoliberal social and economic policies. Professor McGuire’s 2016 monograph, War on Autism: On the Cultural Logic of Normative Violence (University of Michigan Press), received the 2015 Tobin Siebers Prize for Disability Studies in the Humanities. She was the 2016 recipient of the June Larkin Award for Pedagogical Development for her work on advancing access in post-secondary classrooms. 


Courses Taught: 

  • Introduction to Disability Studies
  • Equity and the Body
  • Disability and the Child 
  • Theorizing Normalcy and the Mundane
  • Contemporary Theories in Disability Studies

Representative Publications:

Books: 

  • McGuire, A (2016). War on Autism: On the Cultural Logic of Normative Violence. Ann Arbour: University of Michigan Press. 
Edited Volumes: 
  • Fritsch, K. and A. McGuire. (2018) Guest editor for special issue of Feminist Formations on “Queer/Crip Contagions” 30(1). 

Selected Refereed Articles and Book Chapters: 

McGuire, A (2020). “Mental Health Problems: Managing the Mind in the Modern Age,” In Disability in the Modern Age, Eds. David Mitchell and Sharon Snyder (Cultural History of Disability series by Robert McRuer and David Bolt) Bloomsbury Academic.

McGuire, A. (2020). “From Boomer to Zoomer: Exploring cultural understandings of aging with vitality under neoliberal capitalism”. Eds. Christine Kelly, Katie Aubrecht and Carla Rice. Disability/Aging Nexus. UBC press.

Fritsch, K. and A. McGuire (2019). “Risk and the Spectral Politics of Disability”. Body & Society. 25(4), 29-54.

McGuire, A. and K. Fritsch. (2019). “Fashioning the Normal Body”. Chapter 8 in Power and Everyday Practices, University of Toronto Press. 

McGuire, A. (2017). De-regulating Disorder: On the rise of the ‘Spectrum’ as a Neoliberal Metric of Human Value. JLCDS. 11(4). 

McGuire, A (2016). “Life Without Autism: A Cultural Logic of Violence” Chapter in Re-thinking Autism: Diagnosis, Identity and Equality (eds. Katherine Runswick Cole, Rebecca Mallett, Sami Timimi). London: Jessica Kingsley Press. 93-110.

McGuire, A. (2015). “‘Life worth defending’: An analysis of the ‘War on Autism’ in times of terror”. In Shelley Tremain (ed.) Foucault and the Government of Disability (2nd Edition). Ann Arbor: University of Michigan Press. 350-371.

McGuire, A. (2013). “Buying time: The s/pace of advocacy and the cultural production of autism.” Canadian Journal of Disability Studies. 2.3: 98-124.

McGuire, A. (2012). “On the puzzle of autism and the incompleteness of autism awareness.” Journal on Developmental Disabilities. 18.1: 96-100.

McGuire, A. & R. Michalko (2011). “Minds between us: Autism, mindblindness and the uncertainty of communication.” Journal of Educational Philosophy and Theory.  43.2: 162–177.

 

Dr. Chandni Desai
Assistant Professor
Degrees: PhD (University of Toronto)
ch.desai@utoronto.ca

Research and Teaching Areas

Dr. Chandni Desai is an Assistant Professor in the Critical Studies of Equity and Solidarity at the University of Toronto. Her areas of research, teaching and supervision include: comparative settler colonialisms, capitalist imperialism, the politics of the Middle East, state violence (carceral politics, militarism and war), cultural resistance, political economy, global liberation and revolution, anti-racism, feminism, youth activism, solidarity, decolonization and abolition.

Dr. Desai is working on her first book Revolutionary Circuits of Liberation: The Radical Tradition of Palestinian Resistance Culture and Internationalism. In it she excavates the history of the radical tradition of Palestinian resistance culture, specifically the cultural institutions, archives and radical arts practices established by Palestinian revolutionaries. She maps the circulation of resistance culture across geographies in the 20th and 21st century, and unearths the legacy of anti-colonial and anti-imperialist cultural production, thought, consciousness and praxis against settler colonial dispossession, imperialism, warfare and genocide, past and present.

Dr. Desai is also the host of the Liberation Pedagogy Podcast, a site to learn about the praxis of political struggle and revolution, radical solidarities, decolonization, abolition, healing justice, and internationalism, in the quest towards freedom making. She is also a co-investigator on a SSHRC insight development grant that examines anti-terrorism legislation in the United States and Canada and the implications national security agendas have for activists involved in political struggles. She is also a collaborator on the SSHRC funded Youth, War, Migration Project and co-taught an ELL course on settler colonialism, displacement and settlement to refugees from the Middle East and Africa for the project.

In 2016-2017, Dr. Desai held a Mellon Post-Doctoral Fellowship at the University of Illinois at Chicago, Social Justice Initiative. In 2017 she received the Outstanding Dissertation Award by the American Education Research Association (AERA) Division B, and co-edited a special issue on Decolonization and Palestine for the journal Decolonization. She is currently co-editing a special issue on state violence in South Africa, Palestine/Israel, and the Black Freedom Movement in the United States. Dr. Desai was the receipt of the 2019-2020 June Larkin Pedagogy Award for her work on liberation pedagogies. She is one of the co-coordinators of the Youth, Activism and Community Initiative at the University of Toronto.

Courses Taught:

· Theorizing Settler Colonialism, Capitalism and Race

· Decolonizing Research Methodologies for New Researchers

· Art, Cultural Production and Resistance Movements

· “Freedom Making”: Youth, Activism and Social Change

· Youth and Revolution in the Transnational Context (currently not offered)

Selected Referred Journal Articles** and Book Chapters

** Desai, C. (2020). Indigenous Intifadas, Resurgent Solidarity: Disrupting Settler Economies from Turtle Island to Palestine. Journal of Palestine Studies.

**Desai, C. & Sykes, H. (2019). Rio and an ‘Olympics Without Apartheid’: Brazil-Palestine Solidarity against Israeli Securitization. Journal of Race and Class. 60(4), 27-45.

**Tabar, L, & Desai, C. (2017). “Decolonization is a Global Project: From Palestine to the Americas”. Decolonization: Indigeneity, Education and Society. p.1 – 22.

Desai, C. (2018). “Besieging the cultural siege”: Mapping Narratives of the Nakba through Orality and Repertories of Resistance. In Eds, Nahla Abdo & Nur Masalha, An Oral History of the Palestinian Nakba. Zed Books. p.294-311

**Desai, C. (2015). “Shooting Back with Camera’s in the Occupied Territories: An Anti- Colonial Participatory Politics”. Curriculum Inquiry. p. 109-128.

Desai, C. (2018). “Kony 2012 as Citizenship Education: A Grassroots Revolution or a Strategy of Warfare? In Eds, Arshad I. Ali & Tracy Buenavista, Education at War: The Fight for Students of Color in America’s Public Schools. Fordham University Press. p. 55-72.

Desai, C. (2015). “Trackin’ The Arab Uprisings: Battlin’ the imperial production of death in the post 9/11 world through Arab hip hop”. In, Ng-A-Fook, N, & Giuliano, R, & Ibrahim, A (eds.) Provoking Curriculum Studies: Strong Poetry and the Arts of the Possible. New York: Routledge.

**Desai, C. (2012). “Do we want something new or just repetition of 1492? Engaging with the “Next” Moment in Curriculum Studies”. Journal of Curriculum and Theorizing, 28(2), p. 153- 167.

**Gaztambide-Fenández, R., Saifer, A., & Desai, C. (2013) “Talent” and the misrecognition of social advantage in specialized arts education”. The Roeper Review – A Journal on Gifted Education. [Special Issue on Social Inequality]. 35(2), p. 124-135.

**Sium, A., Desai, C., & Ritskes, E. (2012). “Towards the ‘tangible unknown’: Decolonization and the Indigenous future”. Decolonization: Indigeneity, Education and Society Journal, 1(1), p. 1-13.

 

Dr. Stanley Doyle Wood
Professor
stan.doyle.wood@utoronto.ca
Office: 45 Willcocks, M-137

Stan Doyle-Wood is an artist, poet, writer, scholar and educator in the areas of critical anti-racism, equity, anti-colonial studies and community engagement. Doyle-Wood’s  scholarly work and practice lies in an analysis and contestation of structural and accumulative forms of racialized violence and spirit-injury and the possibilities and praxis of resistance as embodied spiritual acts of pedagogy, survival, and liberation from the standpoint of the historically oppressed. Doyle-Wood has received community recognition and teaching awards for this work, including an Eagle Feather awarded at the U of T 2017 Pow Wow, the ASSU Terry Buckland Award for Diversity and Equity in Education and the UTSU/APUS U of T Instructor’s Excellence in Teaching Award.