| Summary: | This thesis explores the discourses available to teachers in navigating and making sense of their role in the securitization of high schools. My analysis is based on semi-structured interviews conducted with nine teachers working in urban schools in Toronto. Drawing on frameworks from post-colonial, critical race, and urban education studies, I argue that school securitization is not just complicated by racism, but structured and enabled by it. While there is an urgent need to resist the implementation of particular security and surveillance measures that intensify the targeted disqualification of racialized youth, it is equally if not more important to uncover and resist the ways that racial thinking organizes a much wider range of classroom encounters and pedagogical practices. I urge teachers to interrogate their investments in the categories and subject positions that race thinking makes available, including those that are desirable and pleasurable.
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