Introduction

This collection engages the notion of field, conceptually, as a series of locations through which race, racism, and white supremacy can be more deeply understood in education. This is an attempt at space-making, rather than gate-keeping, and is an invitation to understand the workings of racism and white supremacy as animated by and within specific contexts (geographically, historically, and discursively) in which these phenomena are operationalized. Contributions to this edited collection offer a variety of sketches, narratives, counter-narratives, and glimpses of these operations, disparately located and understood by the chapter authors. This introduction aims to scaffold engagements with and across the collected chapters by offering theoretical and conceptual framings that may be useful for readers in making meaning of this work and its implications for race, white supremacy, settler colonialism, and education in Canada.