About Raj Khatri, PhD

Land Acknowledgment: I acknowledge that I live and work on the traditional territory of the Mississaugas of the Credit First Nation, as well as the Anishinaabeg, the Chippewa, the Haudenosaunee, and the Wendat peoples. As a treaty person under Treaty 13, I recognize the responsibilities that come with living, learning, and teaching on these lands. My commitment to Indigenous education is grounded in cultural humility, continued learning, and deep respect for Indigenous knowledge systems, languages, and community leadership. About me: I am an educator, applied linguist, and incoming Vice-Principal with the Government of Nunavut, bringing more than two decades of experience in teaching, educational leadership, mentorship, and professional learning across K–12, postsecondary, and adult education contexts in Canada, the United States, and Asia. As I transition into school leadership in Nunavut, I look forward to learning alongside students, educators, families, Elders, and community members. My leadership approach is relational, collaborative, and grounded in respect for local knowledge, language, culture, and community priorities. I am committed to supporting student learning and well-being, strengthening inclusive instructional practices, and fostering a culture in which educators engage in meaningful professional inquiry and shared leadership. My professional background centres on English language development, literacy, and support for multilingual learners, including international students, newcomers, and learners with refugee backgrounds. At George Brown Polytechnic, my teaching focused on English for Academic Purposes (EAP), academic literacy, and learner pathways. I also contributed to faculty mentorship and the Scholarship of Teaching and Learning (SoTL). My previous teaching experience includes positions at Centennial College, the University of Regina, Camosun College, Seneca College, and the Toronto Catholic District School Board. Mentoring educators has been an important part of my work. From 2014 to 2019, I served as a TESL Practicum Supervising Instructor in the Department of Linguistics at the University of Victoria, supporting pre-service and early-career EAP and ESL instructors. Through teaching, practicum supervision, professional learning, research, and service, I have sought to create conditions in which both learners and educators can grow. I hold a PhD in Linguistics, with a focus on Applied Linguistics, from the University of Victoria and a Master of Education from the University of Central Oklahoma. My academic and professional preparation also includes qualifications and continuing education in special education, Universal Design for Learning, literacy instruction, accessibility, inclusive assessment, and educational leadership. I have received several academic and professional awards, including a University of Victoria Fellowship, the Geoffrey and Alix O’Grady Scholarship in Linguistics, and George Brown Polytechnic’s inaugural Scholarship of Teaching and Learning Scholar Award. My research and professional interests include second-language reading and literacy development, multiliteracies, multilingual learners with disabilities, Universal Design for Learning, reflective practice, educational leadership, and SoTL. I am particularly interested in how collaborative inquiry, student voice, culturally responsive practice, and evidence-informed decision-making can strengthen learning and contribute to inclusive school communities. Service and community engagement have also shaped my professional journey. I have volunteered with educational and settlement organizations in Canada and internationally, including TRIEC, WoodGreen Community Services, and community-based educational initiatives in Nepal. I am a member in good standing of the Ontario College of Teachers, hold TESL Canada Professional Standard III - Permanent certification, and have maintained long-standing involvement with TESL Ontario and TESOL International Association. At the heart of my work is the belief that education is built through relationships. Inclusive design, strong literacy instruction, collaborative leadership, and genuine partnership with students, families, educators, and communities can create meaningful pathways and lasting impact.