Abstract
The present study seeks insights from current school activists on the tendency of educators and others to engage in denial and avoidance when discussing issues surrounding racism, and how that affects the daily work on social justice projects in schools. The author outlines contemporary and historical aspects of the denial of racism in Canada, and a problematic lack of engagement of school‐based activists, especially young people, in the academic literature, particularly related to their role as active participants in social justice movements. This research repositions student and teacher activist roles in schools and in educational research itself. Excerpts from in‐depth interviews with 11 student and teacher participants include the understandings of those who choose to engage in social justice work in actual school settings, and offer new insights into theoretical and practical considerations regarding the denial and avoidance of racism in schools.
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