Paul R. Carr has been interested in development studies, educational policymaking, anti-racism education, and social justice during his education for a number of years. His doctoral experience was a pivotal one in which Paul benefitted from contact with a broad range of international students as well as the support and influential guidance of scholars such as George Sefa Dei (anti-racism). His doctoral dissertation examined anti-racism education and institutional culture in the Toronto Board of Education. Through dozens of interviews for his thesis with teachers, principals and key decisionmakers in the Toronto Board of Education, Paul developed a clearer understanding of how power works in a nuanced, complex environment, one that ostensibly blankets society with the mythology of color-blindness, merit and individualism. This theme would ultimately culminate in further research on the subject. While a student at La Sorbonne in Paris, he became sensitized to the reality of the historical migration of peoples within a European context, befriending, in particular, a number of North Africans and others from developing countries. The two years spent in France helped shape some early thinking around the social construction of identity, which was then pursued throughout his undergraduate and graduate studies in Canada. During a seventeen-year period (1988-2005), Paul was a Senior Policy Advisor in the Ontario Ministry of Education, where he worked on a range of equity policies, including minority-language education, employment equity, aboriginal education, and, significantly, anti-racism education. A formative experience that informed his philosophical, ideological and applied thinking on how power is exercised in a multicultural society occurred in 1995 when a right-wing, provincial government, upon being elected, swiftly erased several years of progressive anti-racism work, eliminating all of the funding, programs, policies, leadership and impetus to address social justice in education. Another fundamental piece helping to shape Paul’s interest in, and involvement with, critical pedagogy is his relationship with Cuba. Having learned Spanish at university and throughout his voluntary experience working with Latin American refugees and immigrants at the Centre for Spanish-speaking Peoples in Toronto in the mid-1980s, Paul became fluent in the language, which further facilitated his contact with Cuban and Latin American society. As part of his involvement in the Cuban solidarity movement, including as a member of the Executive of the Canadian-Cuban Friendship Association (Toronto) and as a founding-member of the Canadian Network on Cuba, Paul participated in a number of activities aimed at enhancing solidarity with Cuba, countering misrepresentation, and supporting educational initiatives beneficial to both Canadian and Cuban students. On several occasions, he coordinated material aid campaigns for the Cuban education system, which included two significant efforts involving eight tons of educational materials. A related interest involving Cuba has been his collaboration with Cuban poets on two books of poetry for which Paul was a co-editor with Cuban poets Manuel Leon and Manuel Garcia respectively. He has also written two other books of poetry as well as editing an English/Spanish anthology of Canadian poets writing on the theme of exile. For the past few years, Paul has continued his research in the area of social justice in education. In 2007, along with Darren Lund of the University of Calgary as a co-editor, he completed The Great White North? Exploring Whiteness, privilege and identity in education, published by Sense Publishers. This book, which has garnered some attention in the mainstream media because of the seemingly controversial, yet obvious, contention that Whites are part of the racial template ingrained into our understanding of historical, socio-cultural, political and economic structures and manifestations, is written by a range of Canadian scholars, and has an obvious international overtone in critically examining how White power and privilege function in all societies. The book won an Award of Distinction from the Canadian Race Relations Foundation in 2008. Paul and Darren have another book in press, entitled ‘Doing’ democracy: Striving for political literacy and social justice, published by Peter Lang. This book builds on some of the research Paul has been conducting in relation to the perceptions, experiences and perspectives of education students and teachers in relation to democracy. He also expands on the theme of democracy through his blog on the Paulo and Nita Freire international Project for Critical Pedagogy website on Econ-ocracy. Within the French-language sphere, Paul has been involved, for a number of years, in the area of intercultural research, participating actively in conferences in Canada, Brazil, Algeria and Romania. He is presently co-editing a book along with Gina Thésée and Nicole Carignan entitled Les faces cachées de la recherche interculturelle, which will be published in 2008 by Peter Lang in Switzerland. He has presented and published a number of papers with Gina Thésée, and is conducting further research with her in relation to environmental education, based on a critical approach to intercultural research that interrogates how inequitable power relations shape social relations. Paul’s website is: www.coe.ysu.edu/~paulcarr/