The topic of race and ethnicity is highly contested

The gap

Evidence profile

Sourced from the limitations and future work and stated research gap and future-work section and stated challenges of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 5 representative gaps

• Being an Indigenous-specific antiracist educator in health professions: a qualitative study of health educators’ learning journeys in Canada (2026) · BMC Medical Education · doi

  A key strength of this study lies in its focus on educa- tors’ lived experiences of Indigenous-specific antiracist education. By centering voices working within systems shaped by racism and colonialism, the study offers insight into both the challenges and possibilities of this work, including its emotional and professional demands and the importance of supportive institutional conditions. The collaborative composition of the research team, which included Indigenous and settler scholars, further strengthens the credibility and depth of the analysis. Several limitations warrant consideration. The posi- tionality of the lead researcher as a white settler may have shaped aspects of interpretation despite ongoing reflex- ive and collaborative processes, underscoring the per- sistence of power dynamics even when efforts are made to foreground Indigenous perspectives. In addition, our decision not to disaggregate Indigenous participants’ experiences—necessary to protect confidentiality within a small community of practice—restricted our ability to examine differences across positionalities. Future stud- ies with larger samples could explore these distinctions more fully and consider their implications for educator support. The study prioritized educators’ learning journeys rather than providing a systematic analysis of pedagogi- cal strategies, curriculum design, or student outcomes. Although participants referenced teaching approaches, further research could more directly investigate peda- gogical practices and their impacts on learners. Similarly, while Indigenous epistemologies informed our frame- work, future scholarship could deepen this grounding by drawing more extensively on Indigenous theoretical traditions and Critical Race Theory. Finally, although participants described institutional barriers, institutions themselves were not the primary object of analysis; sub- sequent research could examine organizational struc- tures, policies, and cultures to better understand both obstacles and conditions that support transformative change.

  generallimitationsevidence 5/5
  Keywords: indigenous participants experiences within shaped institutional conditions collaborative settler further examine future support strength lies
• Teacher Education in Nova Scotia (2026) · Journal of the International Society for Teacher Education · doi

  We recognize that Nova Scotia’s teacher education system stands at a pivotal moment as it balances urgent workforce needs with a firm commitment to equity, inclusion, and high-quality preparation of teachers for 21st-century learners. Therefore, sustaining and expanding diversity initiatives remains essential. We advocate province-wide implementation of research-informed anti-racist pedagogy (Escayg et al., 2017; St. Denis, 2007), supported by professional development for faculty and teacher candidates to deepen understanding of systemic inequities and marginalized communities, and to address biases toward racialized students. We believe that such training will equip faculty and teacher candidates with the knowledge and skills necessary to recognize and challenge these biases, promoting their capacity to act as thoughtful allies who actively support and empower marginalized learners in teacher education programs and in K–12 classrooms alike. Nova Scotia’s diverse communities, including Mi’kmaq, ANS, immigrants, and refugees of varied backgrounds, call for a focus on teacher preparation in English as an Additional Language (EAL), trauma- informed practices, and inclusive pedagogy. We believe that centring students’ psychological, social, emotional, and physical well-being must come before academic content delivery. By deeply embedding these competencies in teacher education curricula, we argue that future educators will be effectively prepared to promote safe and supportive classrooms where every student’s unique potential is nurtured to flourish. Although education and teacher education in Canada are provincially governed, Nova Scotia’s programs attract candidates from across the country and beyond, reflecting the interconnected nature of provincial systems despite jurisdictional autonomy. Reducing barriers to teacher mobility is essential. Canada’s recent Bill C-5, the “One Canadian Economy Act,” aims to streamline credential recognition and enable freer movement of workers across provinces (Ballingall, 2025). While education remains a provincial responsibility, such federal efforts present opportunities to harmonize teacher certification nationally and address regional shortages. We argue that Nova Scotia should build on this momentum by innovating with program formats like concurrent admissions and online delivery, while collaborating with national bodies such as the CMEC to maintain rigorous yet accessible standards.

  generalfuture workevidence 5/5
  Keywords: teacher education nova scotia candidates recognize preparation learners remains essential informed pedagogy faculty marginalized communities
• Teacher Education in Nova Scotia (2026) · Journal of the International Society for Teacher Education · doi

  The paper identifies a gap in the literature on the development of teacher education in Nova Scotia. It highlights the need for research on initiatives that address teacher shortages and under-representation of Indigenous and African Nova Scotian educators. The paper identifies a gap in the understanding of the impact of historical shifts, political decisions, and policy reforms on teacher preparation in Nova Scotia.

  generalstated research gapevidence 5/5
  Keywords: paper identifies gap literature development teacher education nova
• Teacher Education in Nova Scotia (2026) · Journal of the International Society for Teacher Education · doi

  The paper suggests that future research should focus on the development of teacher education programs that address teacher shortages and under-representation of Indigenous and African Nova Scotian educators. It suggests that research should examine the impact of initiatives such as Acadia University's Africentric Bachelor of Education program and Indigenous teacher pathways. The paper suggests that future research should explore the role of critical reflection, reconciliation, and social justice in teacher education.

  generalfuture-work sectionevidence 5/5
  Keywords: paper suggests future research focus development teacher education
• Navigating the contested curriculum: UK university educators’ perspectives on teaching race and ethnicity (2026) · Cogent Education · doi

  The topic of race and ethnicity is highly contested and sensitive, requiring careful consideration of curriculum approaches and classroom dynamics. Educators may lack confidence and training in teaching race and ethnicity, requiring more individualized support and guidance. The study highlights the need for more institutional support and resources to ensure educators are adequately prepared to teach these issues.

  generalstated challengesevidence 5/5
  Keywords: topic race ethnicity highly contested sensitive requiring careful

Questions about this gap