With a dedication to addressing educational inequities and promoting community well-being, education professor Juliet Bushi has built a career focused on improving the experiences of marginalized groups.
Her research spans health, mental well-being, and international mobility, with a particular focus on Black and Indigenous students. By tackling barriers to education and creating inclusive pedagogies, Dr. Bushi aims to foster critical thinkers and provide equitable learning opportunities.
Bushi’s projects include connecting Black teacher candidates across continents and developing physical literacy programs for students with cognitive and physical conditions. With a decade of experience in health education and youth programs, she also founded a non-profit for culturally relevant STEAM education for Black and racialized children.
DailyNews will showcase the contributions and insights of members of the Black Scholars Institute leading up to its official launch on Sept. 26 and connected with Bushi to discuss her research goals and education experience.
Q: Tell us about your research interests and what projects you'd like to pursue at UWindsor.
A: My research interests concern areas in health and mental health and well-being, experiences of Black students (K-12 and post-secondary education), international mobility, Indigenous health, social determinants of health and well-being, neurodiversity, public health policies, physical and health literacy, and anti-Black racism. I am mostly interested in research that engages communities that continue to be systematically marginalized (locally and grassroots).
Q: Can you share a bit about your academic journey and what inspired you to pursue a career in education?
A: I started my university career as a sessional lecturer while pursuing my Master’s in public administration at the University of Regina in 2011. At that time, I was hired as a sessional lecturer with the First Nations University of Canada, where I taught for over a decade in the health studies unit, and as a sessional instructor in the Faculty of Kinesiology and Health Studies at the University of Regina. I was an active union member and served on various committees and two bargaining tables. At the University of Regina, I was also hired as a faculty supervisor for teacher candidates during pre/internships in both elementary and secondary schools. Fostering my passion for working with youth, in 2016 I founded a non-profit summer program (www.canahari.ca) for Black and racialized children, where I provided culturally relevant STEAM programming and a comprehensive physical activities program.
Q: What led you to become a part of the Black Scholars Institute?
A: The prospects of working alongside other talented Black scholars who are not only passionate about education but are well-versed in engaging communities with their research and scholarship and building healthy and thriving communities.
Q: Could you explain the significance of your work and research interests?
A: The significance of my work spans over three continents (Africa, North America, East Asia, and Europe). Currently, I am working on international mobility research that involves Black teacher candidates at the University of Windsor, Botswana Open University, and the University of the West of England, Bristol. This research aims to connect teacher candidates across these continents to engage in intercultural dialogue, share pedagogies, and understand possible barriers that continue to limit Black students from pursuing international teaching and learning opportunities. I am also the principal investigator on an SSHRC partnership grant with Family Respite Services, focusing on training teacher candidates to work with students with cognitive and physical conditions while improving physical literacy.
Q: What do you believe are some of the most pressing challenges in your field today?
A: Education politics (in its broadest and simplest forms), racial representation, learning and teaching gaps, teacher retention, limited community-based collaborations, and learning and research opportunities, to name a few.
Q: In what ways do you hope your research will influence education?
A: Locally: Build critical thinkers and independent learners, and support Black youth. Scholarly: Contribute to ongoing scholarly work in advancing physical and health literacy education in teacher colleges and contribute to the growing scholarly work on understanding educational gaps and the schooling experiences of Black students. Theoretically: Establish comprehensive and inclusive pedagogies, especially in the areas of inclusive physical and health education.