“My academic and professional career has been marked by a deep commitment to social justice in education,” explains Professor Soares.
“In Brazil, my studies and work in business administration and community organizations led me to question how the world operates and to raise awareness about social inequalities. This reflection inspired me to pursue research in sociology and education to better understand society and contribute to positive social change” she adds.
Global South meets Global North
Soares recounts how navigating life in a new country came with its share of uncomfortable and even troubling moments. She often wondered if it was the language or cultural differences.
“When I left Brazil and arrived in Canada, I discovered I was an immigrant,” she says.
“It seems that when I got on the plane, I changed colour. In Brazil, I’m white, here I’m not. I honestly didn’t know what it was like to be from what we call the Global South.”
“When I immigrated to Canada, I was confronted with the same challenges faced by other newcomers, particularly those who do not speak the host language and are from the Global South,” she adds. “My interest in these issues led me to study the experience of racialized minority immigrant youth learning the language of schooling.”
Immigration challenges for older teens
Many countries offer education programs to help immigrants settle into new host societies and cultures; in Canada “welcoming” services in schools often include language supports. Soares’ current research focuses on the experience of adolescent newcomers enrolled in these programs, who are adjusting to life in a new country as well as learning an additional language.
Why study the experiences of 16- and 17-year-olds?
“The older kids are, the harder it is for them to adapt,” says Soares. “Students in this age group have unique challenges because they don’t always have time to transition from welcoming classes to mainstream classes and finish their secondary studies before being directed to adult education or even special education,” she adds. This situation—happening during a critical period of social development in their lives—adds complexity for newcomers on the cusp of adulthood.
Building upon research conducted during her postdoctoral fellowship at the University of Ottawa, Soares will explore the experiences of immigrant teens in different linguistic contexts, such as in Quebec where French is the majority language, and in minority language contexts in Francophone Ontario. Findings from her comparative studies across different educational settings could inform decision-making, identify best practices and improve program development.
Applying a sociological perspective to these issues brings opportunity for reflection on how theory can be used to improve practice, Soares notes. She approaches her research and pedagogy in education from a critical standpoint to better understand equity, diversity, inclusion, social justice and decolonization—in relation to different social categories such as immigration, language and race.
She hopes her immigrant story inspires other newcomers to recognize their own contributions to Canadian society. “I bring what I am to this new space. I was not born here, not speaking English nor French perfectly, and not fully knowing the culture,” she says. “Yet, even while I am learning these things, I can still offer a lot as an immigrant.”
“I look forward to collaborating with various actors in the education sector to promote equity, diversity, and inclusion by questioning these notions and continuing to work towards true social justice.”
Roberta Soares
— Assistant professor, Faculty of Education
Discussing EDI in 2025
It’s a complicated time to be talking about EDI. Between the moment Soares applied for the faculty position and today, these conversations have become fraught, particularly for scholars south of our border. In this era of banned terminology and research funding proposals rejected over so-called 'controversial' vocabulary, Soares asks: “It seems like a new situation, but is it really? The terms are always changing, but the need behind the words remains.”
“The courses I will be teaching have EDI, inclusive education and anti-racism in their titles. My job is to have these conversations with students and conduct research about the issues arising from these topics. The inequities remain, that’s the problem,” Soares explains.
“I think it is important to take a critical stance, even in moments like this one. At the same time, we must be strategic, because we need to be here in ten years so we can continue the work.”
"I am excited for this new role as a professor in the Faculty of Education. I look forward to collaborating with various actors in the education sector to promote equity, diversity, and inclusion by questioning these notions and continuing to work towards true social justice," she adds.
A word of welcome
"It is with great pleasure that I extend a warm welcome to Professor Roberta de Oliveira Soares to the Faculty. Her expertise in the field of equity, diversity, and inclusion comes at a time when these considerations are more than ever at the heart of our concerns and intellectual discourse," says Francis Bangou, Dean of the Faculty of Education.
"Drawing upon substantial personal experience and a significant academic background in this area, her contribution will undoubtedly enrich the conversations pertaining to social justice, which, as she explains, transcends mere words," he adds.
About Roberta Soares
Roberta Soares is an assistant professor in equity, diversity and inclusion (EDI) in the Faculty of Education. She earned undergraduate degrees in business administration and, social sciences, and a master's degree in sociology in Brazil. After completing her PhD in educational sciences at the University of Montreal, she was a postdoctoral fellow in sociology at the University of Ottawa, supported by the Fonds de recherche du Québec – Société et culture (FRQSC). Her recent publications include Plans d’action Équité, Diversité et Inclusion (EDI) dans les universités québécoises: portrait et pistes de réflexions et d’action (2024); and Les récits de deux doctorantes immigrantes en éducation à Montréal : défis, stratégies personnelles et suggestions de mesures institutionnelles (2024).
