ABSTRACT
This chapter concludes the volume which has centred on data findings showing that policy narratives of bias-free hiring are both unrealistic, unattainable, and enhance the teacher diversity gap by incorporating a colour-blind (Bonilla-Silva, 2006) approach to teacher hiring. Although inequities in teacher representation are discussed, the role of school administration is widely omitted. The minimization of the administrative role in teacher hiring practices is twofold. First, it is manifested through the assumption that all candidates regardless of social location have equal opportunity to teacher employment based on their merit. The study has presented the ways in which equity and inclusive education continue to operate on narratives of white, settler-colonial conceptions of equity and inclusion that mention the importance of social location and teacher representation. Nevertheless, as my findings indicated, the policies fail to acknowledge the racialization of power relations within the education system by advocating for bias-free, merit-based hiring that continues to perpetuate the dominance of white, middle-class, heteronormative, female teachers in Ontario (Escayg, 2010; Gillborn, 2005; Jack & Ryan, 2015; Landry, 2016; Pinto et al., 2012; Ryan et al., 2009; Turner, 2014a, 2014b, 2015).
