Lilach Marom
Biographic Data
| ID | 5167716 |
|---|---|
| NAME | Lilach Marom |
| GIVEN NAMES | Lilach |
| FAMILY NAME | Marom |
| SIGNATURE | MAROM L |
| AFFILIATIONS | Simon Fraser University |
| ORCID | 0000-0003-3534-5212 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 31 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
“The Government Had Made Me Ineligible”
A Bug or a Feature? The Marginalization of Jewish Identity and Antisemitism in the EDI Landscape of Canadian Higher Education
This paper examines the construction of antisemitism and Jewish identity within equity, diversity, and inclusion (EDI) frameworks in Canadian higher education (HE). Using mixed-methods data from a national survey and semi-structured interviews, it explores how Jewish faculty and staff perceive the treatment of Jewish identity and antisemitism within EDI policies, resources, and action plans in Canadian HE. Survey results show low awareness and co…
‘Where does that leave me? Isolated, alone, afraid, withdrawing’
The October 7 attack on Israel by Hamas was a significant trauma for Jewish people in the diaspora. In the time since, Jewish people have experienced heightened levels of antisemitism, specifically at university and college campuses. To understand the impact of antisemitism, we draw on the frameworks of minority and racism-related stress, which describe stressors that are unique to those of minoritized or racialized groups. This study draws on se…
The rupture is so big that I don’t think I will feel like I belong again’
This paper examines the experiences of Jewish faculty in Canadian higher education in the aftermath of 7 October 2023. Drawing on in-depth interviews, the study uses the framework of microaggressions to analyze how antisemitism manifests in campus interactions and institutional spaces. Participants reported experiences ranging from overt hostility, subtle stereotyping, and routine dismissals of their lived experiences, fostering alienation, isola…
From access to inclusion
I don’t see the light at the end of the tunnel’
I had to prove myself a hundred times more than the other Teachers”
Using a mixed-methods approach, this paper examines the experiences of Internationally Educated Teachers (IETs) in the Canadian K–12 system. It utilizes the concept of “international capital” as a form of capital that plays a role in professional recognition and integration. We argue that despite teacher shortages and growing awareness of the need to diversify the teaching force, IETs’ international capital is often devalued when contrasted with …
Common misconceptions of disabled students
Resistance, Performativity, and Fragmentation
Equity, diversity, inclusion, and decolonizing (EDI/D) have gained discursive centrality in Canadian higher education (HE) yet are criticized as performative. Donald’s work on “ethical relationality” understands colonialism as a denial of relations. Drawing on this work I analyze EDI/D in HE through a lens of relationship building. The study maps three institutional layers of EDI/D. The external layer is centred on confronting overt critique, wit…
Market mechanisms' distortions of higher education
This study explores the experiences of Punjabi (i.e., from the Punjab region in India) international undergraduate students (hereafter PS) attending Canadian higher education through a case study of a teaching university in British Columbia. The primary focus is on unpacking how PS' experiences were underlined by labor mobility, immigration policies, and the marketization of international higher education. To recruit international students, many …
Outsiders-insiders-in between
This study explores the experiences of Punjabi international undergraduate students (PIS) at a Canadian university (KPU). Many PIS choose to study at KPU because of its proximity to one of the largest Punjabi communities in the Indian diaspora. By drawing on the concept of ‘intraethnic othering’, the article demonstrates that while the proximity of an ethnic community of the same origin was an important source of support, the large influx of PIS …
On the land gathering
This paper focuses on the meaning of education for reconciliation in the context of Canadian settler-colonialism. It captures an attempt to delve into the meaning of reconciliation as an experiential process, through learning on the land with the Tahltan People. We focus on reconciliation not as a theory or political discourse, but rather as a meeting point of theory and experience. We identify and discuss four main components of education for re…
[Not] speaking truth to power
Professionalism Discourses and Neoliberalism in Teacher Education
This article argues that discourses of “professionalism” can be used in K-12 teaching and teacher education, both in the service of neoliberal pressures and to push back against such pressures. By itself, the term “professionalism” is not evidence of either the spread of or resistance against neoliberalism, but considered in the context of a broader discourse, it may be used for both. The argument draws from Derrida’s discussion of the pharmakon,…
Under the cloak of professionalism
This study focuses on manifestations of racism and colonialism in teacher education. I build on the theoretical framing of Critical Race Theory and decolonization in order to expose racist and colonial assumptions at the core of teacher education. I highlight in particular the work of covert racism under the cloak of teachers’ professionalism. I focus on what I call ‘professional microaggressions’: subtle forms of racism and colonialism hidden be…
From experienced teachers to newcomers to the profession
We have to be really careful with what we say”
In her seminal paper on the limitations of critical pedagogy, Ellsworth (1989) asks, “What diversity do we silence in the name of ‘liberatory’ pedagogy?” (299). Ellsworth demonstrates how critical
Under the cloak of professionalism
This study focuses on manifestations of racism and colonialism in teacher education. I build on the theoretical framing of Critical Race Theory and decolonization in order to expose racist and colonial assumptions at the core of teacher education. I highlight in particular the work of covert racism under the cloak of teachers’ professionalism. I focus on what I call ‘professional microaggressions’: subtle forms of racism and colonialism hidden be…
From experienced teachers to newcomers to the profession
[Not] speaking truth to power
Outsiders-insiders-in between
This study explores the experiences of Punjabi international undergraduate students (PIS) at a Canadian university (KPU). Many PIS choose to study at KPU because of its proximity to one of the largest Punjabi communities in the Indian diaspora. By drawing on the concept of ‘intraethnic othering’, the article demonstrates that while the proximity of an ethnic community of the same origin was an important source of support, the large influx of PIS …
On the land gathering
This paper focuses on the meaning of education for reconciliation in the context of Canadian settler-colonialism. It captures an attempt to delve into the meaning of reconciliation as an experiential process, through learning on the land with the Tahltan People. We focus on reconciliation not as a theory or political discourse, but rather as a meeting point of theory and experience. We identify and discuss four main components of education for re…
I had to prove myself a hundred times more than the other Teachers”
Using a mixed-methods approach, this paper examines the experiences of Internationally Educated Teachers (IETs) in the Canadian K–12 system. It utilizes the concept of “international capital” as a form of capital that plays a role in professional recognition and integration. We argue that despite teacher shortages and growing awareness of the need to diversify the teaching force, IETs’ international capital is often devalued when contrasted with …
We have to be really careful with what we say”
In her seminal paper on the limitations of critical pedagogy, Ellsworth (1989) asks, “What diversity do we silence in the name of ‘liberatory’ pedagogy?” (299). Ellsworth demonstrates how critical
We have to be really careful with what we say”
In her seminal paper on the limitations of critical pedagogy, Ellsworth (1989) asks, “What diversity do we silence in the name of ‘liberatory’ pedagogy?” (299). Ellsworth demonstrates how critical
Under the cloak of professionalism
This study focuses on manifestations of racism and colonialism in teacher education. I build on the theoretical framing of Critical Race Theory and decolonization in order to expose racist and colonial assumptions at the core of teacher education. I highlight in particular the work of covert racism under the cloak of teachers’ professionalism. I focus on what I call ‘professional microaggressions’: subtle forms of racism and colonialism hidden be…
From experienced teachers to newcomers to the profession
On the land gathering
This paper focuses on the meaning of education for reconciliation in the context of Canadian settler-colonialism. It captures an attempt to delve into the meaning of reconciliation as an experiential process, through learning on the land with the Tahltan People. We focus on reconciliation not as a theory or political discourse, but rather as a meeting point of theory and experience. We identify and discuss four main components of education for re…
[Not] speaking truth to power
Professionalism Discourses and Neoliberalism in Teacher Education
This article argues that discourses of “professionalism” can be used in K-12 teaching and teacher education, both in the service of neoliberal pressures and to push back against such pressures. By itself, the term “professionalism” is not evidence of either the spread of or resistance against neoliberalism, but considered in the context of a broader discourse, it may be used for both. The argument draws from Derrida’s discussion of the pharmakon,…
Outsiders-insiders-in between
This study explores the experiences of Punjabi international undergraduate students (PIS) at a Canadian university (KPU). Many PIS choose to study at KPU because of its proximity to one of the largest Punjabi communities in the Indian diaspora. By drawing on the concept of ‘intraethnic othering’, the article demonstrates that while the proximity of an ethnic community of the same origin was an important source of support, the large influx of PIS …
Resistance, Performativity, and Fragmentation
Equity, diversity, inclusion, and decolonizing (EDI/D) have gained discursive centrality in Canadian higher education (HE) yet are criticized as performative. Donald’s work on “ethical relationality” understands colonialism as a denial of relations. Drawing on this work I analyze EDI/D in HE through a lens of relationship building. The study maps three institutional layers of EDI/D. The external layer is centred on confronting overt critique, wit…
Market mechanisms' distortions of higher education
This study explores the experiences of Punjabi (i.e., from the Punjab region in India) international undergraduate students (hereafter PS) attending Canadian higher education through a case study of a teaching university in British Columbia. The primary focus is on unpacking how PS' experiences were underlined by labor mobility, immigration policies, and the marketization of international higher education. To recruit international students, many …
Common misconceptions of disabled students
From access to inclusion
I don’t see the light at the end of the tunnel’
I had to prove myself a hundred times more than the other Teachers”
Using a mixed-methods approach, this paper examines the experiences of Internationally Educated Teachers (IETs) in the Canadian K–12 system. It utilizes the concept of “international capital” as a form of capital that plays a role in professional recognition and integration. We argue that despite teacher shortages and growing awareness of the need to diversify the teaching force, IETs’ international capital is often devalued when contrasted with …
“The Government Had Made Me Ineligible”
A Bug or a Feature? The Marginalization of Jewish Identity and Antisemitism in the EDI Landscape of Canadian Higher Education
This paper examines the construction of antisemitism and Jewish identity within equity, diversity, and inclusion (EDI) frameworks in Canadian higher education (HE). Using mixed-methods data from a national survey and semi-structured interviews, it explores how Jewish faculty and staff perceive the treatment of Jewish identity and antisemitism within EDI policies, resources, and action plans in Canadian HE. Survey results show low awareness and co…
‘Where does that leave me? Isolated, alone, afraid, withdrawing’
The October 7 attack on Israel by Hamas was a significant trauma for Jewish people in the diaspora. In the time since, Jewish people have experienced heightened levels of antisemitism, specifically at university and college campuses. To understand the impact of antisemitism, we draw on the frameworks of minority and racism-related stress, which describe stressors that are unique to those of minoritized or racialized groups. This study draws on se…
The rupture is so big that I don’t think I will feel like I belong again’
This paper examines the experiences of Jewish faculty in Canadian higher education in the aftermath of 7 October 2023. Drawing on in-depth interviews, the study uses the framework of microaggressions to analyze how antisemitism manifests in campus interactions and institutional spaces. Participants reported experiences ranging from overt hostility, subtle stereotyping, and routine dismissals of their lived experiences, fostering alienation, isola…
Sociology (12 works) · Political science (11 works) · Pedagogy (10 works) · Higher education (7 works) · Law (7 works) · Educator Training and Historical Pedagogy (6 works) · Global Education and Multiculturalism (6 works) · Gender Studies (5 works) · Law (4 works) · Public relations (4 works)