Sefanit Habtom
Biographic Data
| ID | 4300952 |
|---|---|
| NAME | Sefanit Habtom |
| GIVEN NAMES | Sefanit |
| FAMILY NAME | Habtom |
| SIGNATURE | HABTOM S |
| AFFILIATIONS | Ontario Institute for Studies in Education, The University of Toronto, Toronto, ON, Canada |
| ORCID | 0000-0003-0403-9239 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Partnering to make a homeplace for Black families
This paper examines how a research-community-practice partnership (RCPP) led primarily by Black women district and community leaders navigated systemic challenges to racial equity work and created conditions for co-designing with Black families and communities. Drawing on data analyses from planning meetings with district leaders, families, community partners, and university researchers, we discuss three findings pertaining to our RCPP’s efforts …
Conceptualizations of Blackness in Educational Research
Rupture, not injury
In this article, the authors describe their multi-year youth participatory action research project, Making Sense of Movements (MSOM), with Black and Indigenous high school students in Toronto. Youth co-researchers in MSOM designed a study on school pushout that reveals the pervasiveness of racism in schools and the inadequacy of responses to racist incidents by school personnel. School staff and teachers often treat racist incidents as isolated e…
Prefatory Essay
In this essay, Eve Tuck and Sefanit Habtom consider three contemporary conversations in the field of urban education: Urban education takes place on Indigenous land; diversity is not it, and social movements do more than we can know at a given time. Tuck imagines these may have been conversations that her mentor, Jean Anyon, would be writing, mentoring, or thinking about. Drawing from Anyon and Tuck’s conversations from nearly 20 years ago, the c…
Prefatory Essay
In this essay, Eve Tuck and Sefanit Habtom consider three contemporary conversations in the field of urban education: Urban education takes place on Indigenous land; diversity is not it, and social movements do more than we can know at a given time. Tuck imagines these may have been conversations that her mentor, Jean Anyon, would be writing, mentoring, or thinking about. Drawing from Anyon and Tuck’s conversations from nearly 20 years ago, the c…
Rupture, not injury
In this article, the authors describe their multi-year youth participatory action research project, Making Sense of Movements (MSOM), with Black and Indigenous high school students in Toronto. Youth co-researchers in MSOM designed a study on school pushout that reveals the pervasiveness of racism in schools and the inadequacy of responses to racist incidents by school personnel. School staff and teachers often treat racist incidents as isolated e…
Conceptualizations of Blackness in Educational Research
Partnering to make a homeplace for Black families
This paper examines how a research-community-practice partnership (RCPP) led primarily by Black women district and community leaders navigated systemic challenges to racial equity work and created conditions for co-designing with Black families and communities. Drawing on data analyses from planning meetings with district leaders, families, community partners, and university researchers, we discuss three findings pertaining to our RCPP’s efforts …
Sociology (4 works) · Anthropology (2 works) · Critical Race Theory in Education (2 works) · Gender Studies (2 works) · Indigenous (2 works) · Philosophy (2 works) · Psychology (2 works) · Anyon (1 works) · Art (1 works) · Art history (1 works)