Iyanuoluwa Akinrinola Advocacy for public education, Local Involvment, Making a Difference Through Education, Social Justice, solidarity, Teaching as a public profession, Why unions matter

Your Voice: Shaping Ontario’s Education System

Unionism, labour, and advocacy have long been pillars of social progress, particularly in the education sector in Ontario. These elements are crucial in ensuring fair working conditions, equitable access to education, and protecting educators and students. Through the years, significant changes and social movements have demonstrated the power of collective action in shaping Ontario’s education system.

The Elementary Teachers’ Federation of Ontario (ETFO) is at the forefront of unionism and advocacy within Ontario’s education system. Since 1998, ETFO has been instrumental in championing educators’ rights, advocating for equitable education, and ensuring that Ontario’s public education system remains robust and accessible. Through its persistent efforts, ETFO has become a cornerstone of progress, demonstrating the power of collective action in creating a better future for educators and students alike.

ETFO was formed by amalgamating two former teacher unions. This unification marked a significant moment in Ontario’s education history, creating a single, powerful voice for elementary educators across the province. ETFO quickly established itself as a leading advocate for teachers’ rights, negotiating contracts that secured better wages, improved working conditions, and greater job security for its members.

One of ETFO’s early successes was challenging the educational reforms introduced by Premier Mike Harris in the late 1990s. These reforms, which included funding cuts, larger class sizes, and standardized testing, were met with strong opposition from ETFO. The union organized protests and strikes, rallying educators and the public against policies that threatened the quality of education. ETFO’s resistance was crucial in raising public awareness and influencing policy changes that benefited teachers and students.

ETFO’s commitment to equity and social justice is central to its mission. The union has been a vocal advocate for inclusive education, ensuring that all students, regardless of their background, have access to high-quality education. ETFO has championed integrating anti-racism and anti-oppression training in schools, recognizing the importance of addressing systemic inequalities within the education system. For example, ETFO has been instrumental in promoting Indigenous education and supporting the implementation of the Truth and Reconciliation Commission’s Calls to Action within Ontario’s schools. The union has also been at the forefront of pushing for increased resources and support to ensure that every student with disabilities has the resources and support needed to succeed.

ETFO has always focused on educators’ well-being. With over 83,000 members, the union has launched campaigns to address teachers’ mental health challenges, recognizing that a healthy, supported workforce is essential for providing quality education. ETFO’s advocacy in this area has led to the introduction of mental health resources and support for educators across the province.

In recent years, ETFO has continued to lead the fight against austerity measures and funding cuts that threaten Ontario’s public education system. The union’s ability to mobilize its members and build alliances with other stakeholders demonstrated the enduring power of collective action in achieving positive outcomes for educators and their students.

ETFO’s history and achievements underscore the critical importance of unionism and advocacy in Ontario’s education system. As challenges continue to arise, from funding cuts to the push for greater inclusivity, ETFO’s work is far from finished. The union’s success in defending the rights of educators and advocating for a just and equitable education system serves as a powerful reminder of what can be accomplished through collective action.

For all educators in Ontario, the call to action is clear: being a part of the union labour movement is not just about securing better working conditions; it’s about being part of a larger effort to protect and enhance the quality of public education for future generations. By standing together with ETFO, educators can continue to advocate for the resources, policies, and support necessary to ensure that every educator and student in Ontario has the opportunity to succeed.

Add your voice to a powerful movement dedicated to fairness, equity, and excellence in Ontario’s schools. The union’s strength lies in its members, and with every active and engaged member, ETFO becomes an even more formidable force to defend the rights of educators and the well-being of students across the province.

[Video: Get Involved Featuring Amanda]

[Video: Get Involved Featuring Mark]

[Video: Get Involved Featuring Fionn]

[Video: Get Involved Featuring Jeishan]

[Video: The power of solidarity: Two perspectives on building labour power]

Iyanuoluwa Akinrinola Advocacy for change, General, Wellness, wellness

The Quiet Strength of Rest

“There is no urgency. There is no perfection. I am enough now” – Tricia Hersey.

In classrooms bright where knowledge blooms,
Amid the books and busy rooms,
Educators guide with hearts so true,
Yet need the quiet to renew.

From dawn till dusk, they give their best,
But even heroes need to rest.
For in the pause, the silence deep,
Their minds and spirits strength can keep.

The screens’ bright glow, the endless calls,
The papers stacked in towering walls,
Can wait a while, for rest must come,
To soothe the soul, to still the hum.

In peaceful moments, healing grows,
From violence faced, new courage flows.
In quiet moments, wisdom grows,
In restful peace, new energy flows.
The weary mind finds space to breathe,
And from the stress, their hearts are freed.

So let the summer bring calm and dreams,
Where sunlight through the window streams.
For educators’ hearts, so full of care,
Deserve the gentle, healing air.

In rest, they find the strength to teach,
To guide, to mentor, to inspire each.
For every child deserves the best,
And educators give such, when they have rest.

So cherish rest, and cherish peace,
Let every worry find release.
For in the balance, we find grace,
A rested mind, a gentle pace.

Dear educators, take this time,
To rest, to dream, to softly climb.
For in your quiet, you will find,
The strength to shape each growing mind.

“Rest is a beautiful interruption in a world with no pause button” – Tricia Hersey

 

Reference:

Hersey, T. (2023). The Nap Ministry’s Rest Deck: 50 Practical Ways to Resist Gring Culture. Chronicle Books, San Francisco, CA.

Iyanuoluwa Akinrinola 21st Century Learning, Advocacy for change, Anti-Racism, Black History Month, Black Lives Matter, Building Inclusion, Celebrating Success, Challenging Topics, Curriculum Planning, Equity, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Making a Difference Through Education

Why I Got Involved In Education: Black Student Success and Excellence.

A number of ETFO locals have included educational programming with Graduation Coaches connected to Black communities to serve as mentors to Black students, offering intensive, culturally responsive support.

Below are insights from a Black Excellence Graduation Coach.

Education has always been emphasized in my home. I still remember my parents hanging their university graduation photos from Nigeria in our houses’ hallways. Whether intentional or not, it inspired me to aim for university and, even after graduating, to continue climbing the academic ladder. This inspiration fuels me to this day.

However, in my academic pursuits, I have always understood that education—the process of gaining insights into a particular subject—does not always occur within the confines of brick-and-mortar schools. From observing, interacting, and learning from my siblings, parents, friends, and members of my African-Caribbean community, I learned that what people are taught strongly influences how they think and behave. I am a testament to this ideology, having benefited from the lessons my wonderful parents taught me at home. I learned from my Black community the importance of time management, embracing my Blackness, respecting others’ opinions, managing my emotions, critical thinking, and the unique experience of being Black in Canada. These lessons greatly impacted my academic performance.

In the paragraphs above, I touch on three main points: inspiring youth, the importance of cultural understanding in learning, and the influence of executive functioning skill development on learning. These points, combined with my thirst for knowledge and passion for caring for children and youth, drive my decision to wake up each day and actively shape students’ education. However, I am not in a stereotypical classroom.

Inspiring Youth

“Is that your little brother?” one of my peers asked as I walked away after spending 5 to 10 minutes coaching a kid I had just met at drop-ins on how to shoot a basketball and properly perform drills to improve his game. Intrinsically, I enjoy helping youth and inspiring them to build their skills or see beyond their present situation. Although my parents were academically inclined, school didn’t always come naturally to me, but having their achievements around me greatly inspired me to see beyond my present shortcomings. Unfortunately, some youth don’t have that level of support, and it may not always be provided in the classroom. That’s where I come in. In my role within the school and the work I do in the community, inspiring youth, especially Black youth who have historically been negatively affected by systemic issues, is vital to their educational performance.

The Importance of Cultural Understanding in Learning

Growing up, I didn’t have many teachers who highlighted the cultural differences among my peers and me, allowing us to see those differences as a means of learning and improving our academic potential. In elementary and high school in Canada, the only thing I learned about Black people was that they were once enslaved in America and came to Canada for safety. I also learned about famous civil rights leaders like Martin Luther King Jr. and Rosa Parks. However, as educational philosophers would say, my culture and the cultures of others were not used to “call out our subjectiveness,” the unique aspects that help us see ourselves meaningfully in what we are learning. Fortunately, I grew up in a diverse neighbourhood with people from around the world and different religions, which helped me understand myself and see the world from different perspectives. Growing up with positive and negative examples of Black North American and Nigerian African cultures helped me see things about myself that were not represented in the classrooms and schools I attended. However, I struggled to see myself represented in education and learning at school unless I had a Black teacher. Learning that I was fortunate to have more than two Black teachers in the Ontario education system, I realized the value they added to my education. Research shows that when students have Black educators who are culturally relevant in their teaching, Black students tend to excel academically because their culture is represented in positions of authority and leadership.

The Influence of Executive Functioning Skill Development on Learning

The education system is meant to prepare students for life, guiding them to acquire skills and knowledge to contribute socially and economically to their communities. However, too often, students go through school focusing on grades without learning life skills that would help them apply their academic knowledge. These skills are often left to parents to teach and are only enforced in schools when students misbehave. Understanding that teachers managing over 100 students may only have time to reactively address life skills, I researched culturally relevant teaching practices. I found that integrating these life lessons in the classroom improves student academic achievement. This is especially true for Black students who frequently face microaggressions and biases. To assist teachers in drawing the best from their students, I got involved in education to help students see themselves beyond their current school experience and think about their future, providing them with the skills to reach their goals.

Conclusion

Once again, I reiterate that education is the pillar of society and cannot be ignored. What community members learn, whether directly or indirectly taught, strongly determines how they think and behave. Understanding that education is also a United Nations Sustainable Development Goal (SDG 4), I got involved outside the classroom because of the profound impact education has on any country’s future and the changes the themes I explored made in my own academic and life trajectory. To do the right thing and indirectly pass on the torch by positively impacting the lives of youth, I realized that inspiration does not only come from the classroom. I can inspire youth to do better than my peers and I have done just by being an educator in the school. Additionally, my awareness of my Blackness and its cultural significance helps me see the untapped potential that the current education system may not bring forth in Black youth. Not wanting that unique light to be snuffed out, I know it is essential to be present in the education system, advocating for young Black girls and boys to see themselves represented in pivotal societal places. Lastly, participating in advocating for better quality education for Black children cannot be done without being an active member of the village raising our Black, racialized, and non-racialized children. By instilling life lessons that help them wisely utilize the knowledge they receive from teachers and the curriculum, they will become pivotal members of their community, moving it forward.

Iyanuoluwa Akinrinola Communication with Parents and Guardians, Inspiring Students, Inspiring Teachers, Learning to learn, Making a Difference Through Education

Education is Life

As we head to the summer, this is a reminder to us all that education is life, a shared journey requiring the nurturing efforts of an entire community to ensure every young mind can flourish and grow.

Education is life,
A beacon in the darkness, a guiding light.
Yet how can one flourish,
When only a small fraction of this light reaches them?

Teachers, overworked and weary,
Limited in their resources,
Strive to nurture many young minds.
But this noble cause cannot be achieved
Without the cooperation of the entire village.

On school grounds, budding seeds sprout,
Some under the scorching sun,
Burnt before their leaves and petals form.
Others, in the shade, deprived of joy,
Receiving only sparse rain.

How can these young flowers thrive?
With just a few protectors, it’s an uphill climb.
More hands, more hearts, more care are needed,
Education is life, and life must be heeded.

(Poem co-created by a collection of educator friends).

Iyanuoluwa Akinrinola General

The Path to Excellence – A short story.

In the bustling halls of Maple Sugar Intermediate School, Justin often felt like he was on the outside looking in. As one of the few Black students in his grade, he sometimes struggled to find friends who shared his interests. But Justin had a passion for science that burned brightly within him, transporting him to a world where possibilities were endless.

One day, Ms. Thompson, the new science teacher, arrived at Maple Sugar. With her warm smile, bantu knots, effervescent energy, and genuine interest in her student’s success, she immediately noticed Justin’s enthusiasm for science. She did not tuck this aside as other educators sometimes did but instead encouraged him to join the Science Club she was starting, where Justin met Maya, another Black student who loved chemistry. Maya and Jamal quickly began to challenge each other as they deepened their knowledge and explored new understandings as study partners

Under Ms. Thompson’s mentorship, the Science Club flourished. She included diverse perspectives in their discussions and experiments, highlighting the contributions of Black Canadian scientists like Dr. Clotilda Douglas-Yakimchuk, Elijah McCoy, Dr. Charles Lightfoot Roman, and Maydianne Andrade. Justin and Maya felt proud to learn about these trailblazers who looked like them.

As the school year progressed, Justin and Maya’s confidence soared. They participated in science programs and events, where their projects on renewable energy and eco-friendly innovations impressed educators and peers alike. Their successes didn’t just stop there; they inspired other students, including those who had previously felt left out, to pursue their own passions.

At their graduation, Justin and Maya stood proudly on stage as valedictorian and salutatorian, surrounded by cheering classmates and supportive teachers. Justin received the Science Excellence Award for his dedication and innovative ideas. Maya, too, was recognized for her creative ideas in Science, leadership in the Science Club and her role in fostering a culture of inclusion and excellence.

Looking out at their fellow graduates, Justin and Maya knew their journey was just beginning. They had learned that representation and inclusion weren’t just important values—they were the keys to unlocking holistic potentials and making a difference in the world.

In the years that followed, Justin and Maya continued to excel in their studies, driven by the belief that everyone can succeed. They became advocates for diverse representation in education, ensuring that every student, regardless of background, had the opportunity to shine brightly, just as they had at Maple Sugar Intermediate School.

Their story became a beacon of hope and inspiration, showing others that anything is possible with supportive educators and a welcoming community. As they looked back on their time at Maple Sugar, they knew their journey was not just about personal achievement—it was a testament to the transformative power of representation, being seen, belonging, and the limitless potential of student excellence.

Iyanuoluwa Akinrinola Advocacy for change, Anti-Racism, Black History Month, Black Lives Matter, Building Inclusion, Celebrating Success, Challenging Topics, Communication with Parents and Guardians, Equity, General, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, solidarity

The Importance of Black Student Success in Ontario

Black Student Success programs play a crucial role in Ontario’s education system, providing tailored support to Black students who often face unique challenges. Educators involved with the programs are deeply connected to Black communities and serve as mentors and advocates, offering culturally responsive guidance that is vital for Black students’ academic and personal development.

One key importance of Black Student Success educators is their ability to create a sense of belonging and representation for Black students. In an education system where Black students are underrepresented among educators and administrators, these educators act as role models, demonstrating the possibilities of academic and professional success. This representation is critical for fostering a positive self-identity and encouraging students to aspire toward their goals.

Moreover, these educators offer intensive support that goes beyond academics. They address the holistic needs of Black students, including socio-emotional well-being, cultural affirmation, and resilience building. This comprehensive support system helps students navigate challenges such as microaggressions, racial biases, and other forms of discrimination that can hinder their educational progress.

Black Student Success educators also bridge the gap between schools and Black communities, fostering stronger relationships and better communication. By understanding and incorporating their students’ cultural contexts, these coaches can effectively advocate for necessary resources and support within the school system. This advocacy ensures that Black students receive equitable opportunities to succeed academically.

Black Student Success educators are indispensable in Ontario’s efforts to promote educational equity. Their culturally responsive mentorship and advocacy support individual student success and contribute to a more inclusive and representative education system, benefiting the broader community. This holistic approach ensures that students receive consistent encouragement and resources from all facets of their lives.

Next Steps for Educators to Engage with Students:

Educators should actively collaborate with Black Student Success educators to create inclusive learning environments that celebrate diversity and cultural richness. This collaboration involves integrating culturally responsive teaching practices into everyday classroom activities. Educators can start by diversifying their teaching materials to include perspectives and contributions from Black individuals and communities. They should encourage open discussions about race, identity, and social justice, creating safe spaces where students feel valued and understood.

By actively engaging with students, families, and community stakeholders, educators can contribute to building a more equitable and inclusive educational system where every student has the opportunity to thrive.

The program for Black Students is designed to provide intensive, culturally responsive support to Black students with the goal of improving their well-being and achievement. As intermediate students graduate and move to high school, they may be able to work with Black Graduation Coaches who can continue to work with students to demonstrate the possibilities of academic and professional success to promote Black Excellence.

Check out what these school boards are doing to promote Black Excellence:

YRDSB Black Excellence Program

TDSB Black Student Excellence Program

Greater Essex CYF Program

OCDSB Sankofa Centre

PDSB – ‘We Rise Together’

 

 

Iyanuoluwa Akinrinola General, Inspiring Teachers

The First Five Years: A Building Block for Better Schools.

Being an educator in Ontario is a significant and impactful role, especially for those within the first five years of their teaching careers. The province’s educational system is among the most respected in the world, known for its commitment to equity, inclusivity, and high academic standards. New educators are the torchbearers of these values, shaping future generations’ minds and contributing to society’s betterment.

One of the primary reasons educators must remain in the profession is their profound impact on students. Educators are not just instructors; they are mentors, role models, and often, sources of stability and support for young people. The formative years in education can set the trajectory for a student’s future, influencing their academic achievements, self-esteem, and career aspirations. By remaining in the profession, educators ensure continuity and foster long-term relationships that can significantly enhance student outcomes.

Moreover, educators play a vital role in advocating for and implementing educational reforms. Ontario’s educational landscape continually evolves, with new policies and practices to improve student learning and well-being. Educators are at the forefront of these changes, bringing innovative teaching methods and adapting curricula to meet diverse student needs. Their firsthand experience and feedback are invaluable in shaping effective educational strategies and ensuring that reforms are practical and beneficial.

Despite the numerous challenges faced today—ranging from large class sizes, limited resources, violence in schools and classrooms, and the seeming growing challenges of work-life balance —leaving the profession does not have to be the only resort. ETFO works on behalf of all its members to address these issues with the Ministry on a provincial level. Additionally, many locals in ETFO work ceaselessly to address these issues with school boards across the province. Persistence in teaching contributes to personal and professional growth and upholds the integrity and excellence of Ontario’s educational system. By navigating and overcoming these challenges, educators develop resilience and adaptability, which are essential in fostering a positive and dynamic learning environment.

ETFO outlines Eight Building Blocks for Better Schools. “As the heartbeat of public education, teachers and other education workers play a critical role in helping to shape the system and develop our students to be the very best they can be. Ontario students depend on all of us to protect and build better schools” (Building Better Schools, 2024).

The importance of being an educator in Ontario has a depth and breadth that cannot be overstated. The commitment to staying in the profession amidst challenges is crucial for maintaining high educational standards and nurturing the next generation of learners. Educators are the cornerstone of a thriving society, and their dedication is vital to Ontario’s educational system’s ongoing success and advancement.

 

Iyanuoluwa Akinrinola Advocacy for change, alternative curriculum, Anti-Racism, Black Lives Matter, Building Inclusion, Equity, Inclusion, Inspiring Students, Inspiring Teachers

An Excellent Standpoint: Teaching cultural perspectives from a vantage of excellence.

In the realm of education, embracing diverse cultural perspectives not only fosters understanding but also cultivates excellence. Each cultural group brings unique experiences, wisdom, and contributions to the society we all participate in. As educators, we should seek to delve into the pursuit of excellence within diverse cultural groups, emphasizing their rich heritage and the invaluable insights they offer to educational discourse. Thus, incorporating learning about ‘Black History’ within Ontario’s curriculum in grades 7, 8, and 10 is a step in the right direction.

Many cultures epitomize resilience, creativity, and innovation. These tenets have reshaped history and inspired generations. Educators committed to excellence incorporate the achievements and struggles of diverse individuals into their curriculum, especially cultures and narratives often left untold or intentionally omitted. By highlighting excellence areas like literature, music, art, and activism, educators empower students to recognize their potential for greatness while understanding the importance of perseverance in the face of adversity.

For example, Indigenous cultures epitomize a profound connection to land, community, and tradition. Indigenous peoples have preserved their languages, ceremonies, and sacred practices despite historical injustices, embodying resilience and strength. In educational settings, excellence is found in honouring Indigenous knowledge systems, environmental stewardship, and cultural revitalization efforts. Educators committed to Indigenous excellence engage with Indigenous elders, integrate Indigenous perspectives into the curriculum, and foster respectful relationships with local Indigenous communities. By recognizing and celebrating Indigenous excellence, educators instill in students a deep respect for Indigenous cultures and inspire them to become allies in pursuing Indigenous rights and sovereignty.

Similarly, Black history encompasses a tapestry of civilizations, philosophies, and innovations that have shaped human history. From ancient wisdom to modern advancements, Black cultures have made indelible contributions to science, technology, and the arts. In educational contexts, excellence in Black heritage is celebrated through exploring classical literature, philosophical teachings, and artistic traditions. Educators committed to teaching about Black excellence promote critical thinking, cultural exchange, and global citizenship by engaging students in dialogue about Black history, contemporary issues, and cross-cultural connections. By fostering an appreciation for Black excellence (which is woven into the very fabric of North America), educators prepare students to thrive in an interconnected world and embrace diversity as a source of strength and enrichment.

Diverse heritages embody legacies of faith, scholarship, and cultural exchange that span continents and centuries. From the golden age of civilization to the present day, many cultures have excelled in fields ranging from astronomy and mathematics to architecture and literature. In educational environments, excellence in these varied heritages can be upheld through the exploration of art, ethics, and intellectual traditions. Educators committed to teaching from a lens of excellence foster an atmosphere of inclusion, dialogue, and mutual respect by promoting intersectional understanding, challenging stereotypes, and addressing phobias that stem from biases unconsciously developed through deficit teaching. By embracing contributions to human civilization and presenting intentionally diverse representation to all students, educators empower students to recognize the interconnectedness of cultures and appreciate the richness of diversity in all its forms.

In pursuing educational excellence, embracing diverse cultural perspectives is not just a choice but a necessity. By celebrating the excellence inherent within all cultures, educators enrich the learning experience, inspire critical thinking, and foster a sense of belonging among students. Through dialogue, empathy, and a commitment to inclusivity, educators can cultivate a generation of leaders who appreciate the value of diversity and strive for excellence in all they do.

“If we want to create change in Canada – if we want to have more people from communities who aren’t only represented – the answer isn’t to move towards tokenization and propping people up. The answer is to give people the tools to prop themselves up.” – Sarah Jama (Sarah Jama is the co-founder of Disability Justice Network of Ontario).

“Black history is not just for black people. Black history is Canadian history.”- Jean Augustine (First Black Canadian woman to serve as a federal Minister of the Crown and Member of Parliament).

A diverse group of young students wearing convocation caps and gowns, smiling at the camera.
Iyanuoluwa Akinrinola 21st Century Learning, Constant Learning, General, Inquiry, Inspiring Students, Inspiring Teachers, Making a Difference Through Education

Fostering Excellence in Classrooms: A Comprehensive Approach

Picture By: Pavel Danilyuk

In the ever-changing landscape of education, pursuing excellence in classrooms is a collective endeavour encompassing academic excellence and holistic student development. To unveil the secrets of successful learning environments, let’s explore critical elements that educators can implement to meet the diverse needs of their students.

Begin with a curriculum designed to spark student interest and connect with real-world experiences. Align lessons with academic standards while infusing practical applications and real-life scenarios. Cultivate a passion for learning by making the curriculum an exciting gateway to knowledge.

Recognize and cater to diverse learning styles and preferences. Implement personalized learning approaches that allow students to progress at their own pace, explore topics of interest, and engage with materials personally. Foster a sense of ownership and motivation, paving the way for sustained academic success.

Establish clear expectations and maintain a positive, inclusive atmosphere. Implement proactive behaviour management strategies that create a safe and respectful learning environment. A well-managed classroom sets the foundation for effective learning and active student engagement.

Leverage technology as a powerful tool to enhance the learning experience. Incorporate digital tools and resources to make lessons more engaging. Equip students with essential digital skills for the future, embracing the benefits of technology in education.

Recognize the connection between academic success and social-emotional well-being. Prioritize the development of social and emotional skills, fostering empathy, self-awareness, and effective communication. Create a supportive environment where students feel valued, heard, and prepared to navigate interpersonal relationships.

Equipped with knowledge, teachers can adapt their strategies to meet the evolving needs of students, contributing significantly to classroom success. Stay current on the latest pedagogical approaches, technological advancements, and educational research. How do they align with your pedagogical practice? Which aspects can you adopt, adapt, or discard? Consistent review of pedagogical practices empowers the educator to effectively and responsively meet students where they are to guide them to success. 

Action Items for Educators:

Curriculum Innovation: Review and enhance your curriculum to include practical applications and real-world relevance. Seek opportunities for cross-disciplinary connections to make learning more engaging.

Proactive Classroom Management: Establish clear expectations for behaviour and create a positive classroom culture. Implement proactive strategies to address potential challenges and develop an environment conducive to learning.

Technology Integration Workshop: Familiarize yourself with educational technology tools and explore ways to integrate them into your lessons. Attend workshops or sharing sessions/events at your school to enhance your digital teaching skills.

SEL Integration in Lesson Plans: Infuse social and emotional learning into your lesson plans. Incorporate activities that promote empathy, self-awareness, and critical communication skills among students and their learning community.

Continuous Professional Learning Plan: Create a personalized professional development plan. Attend workshops, webinars, or learning opportunities that support you in staying current on the latest education trends. Collaborate with colleagues to share insights and strategies.

By implementing these action items, educators can contribute to cultivating excellence in classrooms in a way that supports students’ overall well-being and growth.

Iyanuoluwa Akinrinola Advocacy for change, alternative curriculum, Anti-Racism, Curriculum Planning, Equity, Faculties of Ed, General, Inclusion

Anti-Oppressive Education: Creating an Equitable Society for all.

In recent years, there has been a growing recognition of the importance of anti-oppressive practices in elementary education in Ontario. Anti-oppressive education aims to dismantle systemic barriers and address inequities within the education system. This reflection explores the significance of implementing anti-oppressive practices in elementary education in Ontario, highlighting the impact on students, educators, and the broader society.

In Ontario, as in many other regions, elementary education has not been immune to the effects of systemic oppression. “Historically, marginalized groups, such as Indigenous peoples, racial minorities, individuals with disabilities, and those of lower socioeconomic status, have faced discrimination and inequitable treatment within the education system” (Ontario Human Rights Commission, 2006). Such oppression can manifest in various forms, including biased curricula, discriminatory discipline practices, and a lack of diverse representation among
educators and staff, to name a few.

“Students who experience oppression in the education system may suffer from lower self-esteem, reduced academic achievement, and disengagement from learning” (Tuck & Yang, 2012). “Moreover, perpetuating oppressive practices can perpetuate cycles of poverty and marginalization, deepening social disparities and hindering social progress” (Freire, 1970). As educators, understanding and incorporating anti-oppressive practices in our praxis is crucial to disrupting and dismantling the many fibres of anti-oppression prevalent in the euro-centric teaching spaces we often occupy.

The Role of Anti-Oppressive Practices
Anti-oppressive practices are essential in elementary education to counter the adverse effects of oppression and create inclusive, empowering learning environments. “By integrating anti-oppressive principles into teaching strategies and curriculum development, educators can actively challenge stereotypes, promote diversity, and foster empathy and respect for all students” (Ontario Ministry of Education, 2021).” Adopting inclusive teaching methods, which acknowledge and accommodate diverse learning needs, can also enhance student engagement and success” (Zhang & Carrington, 2019).

For example, using the seven competencies of the anti-oppressive framework as examined by ETFO, when educators are intentional about addressing biases, centring marginalized voices, challenging power & privilege, building inclusive communities, embedding intersectionalities to mobilize systemic change while connecting issues of mental health, learning environments that foster belonging, questioning, curiosity, and the ability to engage in meaningful uncomfortable is created for students, educators, and all staff. It truly creates a community where transformation can occur.

“Anti-oppressive practices encourage critical thinking and dialogue about social justice issues, helping students become active and informed citizens who can advocate for equality and fairness” (Shor, 1992). By challenging the status quo, educators play a pivotal role in shaping a generation of individuals who can create positive transformational societal change.

Learning as Educators
To effectively implement anti-oppressive practices, collaborative learning opportunities and dialogues with diverse colleagues can foster a deeper understanding of different perspectives and experiences. Anti-oppressive practices involve not only what is taught but also how the learning environment is structured. Schools must intentionally foster safe and inclusive spaces for all students, regardless of their background. “This may involve adopting restorative justice practices instead of punitive measures, implementing equity-focused policies, and providing necessary resources to support the diverse needs of students” (Ontario Ministry of Education, 2020). Implementing anti-oppressive practices requires support from the broader educational system, including school boards, administrators, and policymakers.

Incorporating anti-oppressive practices in elementary education also requires collaboration with families and communities.” Engaging parents and caregivers in meaningful partnerships can provide insights into students’ unique needs and strengths, promoting a holistic approach to education” (Epstein, 2001). Building relationships with community organizations can also expand opportunities for students to connect with their cultural heritage and engage in real-world learning experiences. To achieve this goal, ongoing professional development for educators, support from the educational system, and collaboration with families and communities are all indispensable components.

“By acknowledging and addressing systemic barriers, the education system can create a more equitable platform for students and educators. This may involve reviewing and revising curriculum standards to be more inclusive and culturally relevant” (Ladson-Billings, 1995). As an educator, engaging in curriculum audits to ensure that I am reflecting my students’ experiences (as a mirror) and facilitating learning of the experiences of many others outside of my student’s communities/identities (as a window) empowers all students as they develop their understanding of themselves as global citizens. As educators, understanding and incorporating anti-oppressive practices in our praxis is crucial to disrupting and dismantling the many fibres of anti-oppression prevalent in the euro-centric teaching spaces we often occupy.

An Anti-Oppressive Framework

More work still needs to be done in incorporating an anti-oppressive framework and utilizing anti-oppressive practices in Ontario (and in all of Canada) schools. Implementing anti-oppressive practices in elementary education in Ontario is essential for fostering inclusive, empowering, and transformative learning environments. By challenging systemic oppression, educators can cultivate critical thinking, empathy, and social awareness among students, shaping them into active participants in creating a more just and equitable
society.

Check out ETFO’s Anti-Oppressive Framework: A Primer which “provides an entry point for all learners and an opportunity for critical engagement, understanding and action planning on anti-racist education, anti-oppressive practices and equity initiatives” (ETFO, 2021).

 

 

References:

Elementary Teachers’ Federation of Ontario. (2021). Anti-Oppressive Framework: A Primer. Retrieved from https://www.etfo.ca/news-publications/publications/anti-oppressive-framework-a-primer

Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and
improving schools. Westview Press.

Freire, P. (1970). Pedagogy of the oppressed. Continuum.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational
Research Journal, 32(3), 465-491.

Ontario Human Rights Commission. (2006). Human rights and school boards: Obligations to address
racism and discrimination. Retrieved from
https://ohrc.on.ca/en/human-rights-and-school-boards-obligations-address-racism-and-discrimi nation

Ontario Ministry of Education. (2020). Education for all: A guide to effective implementation.
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