ABSTRACT
Findings from the interviews and data collection detailed in the previous chapter suggest a privileging whiteness in education and specifically teacher hiring and advancement through meritocratic conceptions of objective hiring. The findings and discussion are contextualized in relation to the following findings based on the data collected from the semi-structured interviews including beliefs about the importance of teacher representation, perspectives of teacher and administrative representation, processes of racialization throughout teacher hiring applications, experiences of racism in the hiring process, nepotism and favouritism, and the effectiveness of equity and inclusive education polices in relation to teacher hiring.
