A sunset over the water.
Iyanuoluwa Akinrinola 21st Century Learning, Advocacy for change, Advocacy for public education, General, Making a Difference Through Education

Teaching to Transgress: Embracing Change

“If the effort to respect and honour the social reality and experiences of groups in this society who are nonwhite is to be reflected in a pedagogical process, then as teachers – on all levels – we must acknowledge that our styles of teaching may need to change” (Hooks, 1994, p.35).

For every teacher in the classroom, there is another teacher out there who inspired them.  As teachers, we often teach as we were taught. We develop our teaching identity and teaching practice based on the teachers we admired growing up or the styles of teaching we witnessed and liked during our time at Teachers College (whether local or international). Unfortunately, many of the teaching styles we emulate are not grounded or founded in anti-oppressive teaching practice since multicultural narratives and diversity of educational perspectives were not the bedrock of learning. This is no longer the case in education. Meaningful learning has been identified as being culturally relevant to learners and responsive in fostering a learning environment that reflects all learners in their diversity. Simply put, do the students see themselves reflected meaningfully in their learning?

“When I first entered the multicultural, multiethnic classroom setting, I was unprepared. I did not know how to cope effectively with so much “difference.” Despite progressive politics and my deep engagement with the feminist movement, I had never before been compelled to work within a truly diverse setting, and I lacked the necessary skills” (Hooks, 1994, p. 41).

To provide context, Bell Hooks was an author, a social activist, and an educator who examined how race, feminism, and class are used as systems of oppression and class domination. She began her career as an educator in 1976 and taught until she passed away in 2018. In her 42-year career as an educator, she emphasized the power that educating from a multi-cultural perspective (a multinarrative) brings to the learning environment.

How dynamic would our classrooms be if we created and fostered space for students to be their authentic selves? How much more engagement would there be if students engaged with learning, not just as something to do, but as a part of who they are?

“The exciting aspect of creating a classroom community where there is respect for individual voices is that there is infinitely more feedback because students do feel free to talk – and talk back” (Hooks, 1994, p. 45). Students see themselves in their learning and recognize that they are part of it.

To better understand how this can be fostered in your classroom, it is first important to understand what a multicultural classroom is. “From language barriers to social skills, behaviour to discipline, and classroom involvement to academic performance, multicultural education aims to provide equitable educational opportunities to all students” (CueMath, 2021). The teacher must be intentional about utilizing teaching styles and strategies that remove barriers and eliminate issues that students often face in trying to adopt a single narrative to teaching and learning.

“Regardless of social class, caste, gender, or creed, a multicultural classroom serves all students and nurtures young minds to learn together. It also seeks transparency and acceptance of all cultural identities in a class without bias or partiality” (CueMath, 2021). A teacher who fosters multiculturalism models acceptance of differences, encourages learning beyond a single narrative and always uplifts multiplicity in learning perspectives as they accentuate students’ diverse identities.

To learn more about how you can create an environment that ‘Teaches to Transgress” and embrace equality and diversity in our ever-changing classroom environments, read through these nine tips that have been provided by OISE Professor Ann Lopez and Richard Messina, Principal of OISE’s Dr. Eric Jackman Institute of Child Study (JICS).

References

Craig, L. (2017, September 7). 9 ways to create an inclusive environment in a diverse classroom. University of Toronto Ontario Institute for Studies in Education. Retrieved December 18, 2022, from https://www.oise.utoronto.ca/oise/About_OISE/Dealing_with_diversity_in_the_classroom.html

CueMath. (2021, January 21). Learn about multicultural education and ways to implement. Cuemath. Retrieved December 18, 2022, from https://www.cuemath.com/learn/multicultural-education/

Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York u.a: Routledge.

 

Happy New Year beads on a pink background.
Iyanuoluwa Akinrinola Constant Learning, General, Making a Difference Through Education, Professional Learning and Growth, self reflection

An Ode to the New Year

Photo by: Djordje Vezilic

A New Year
A New Start
We wish each other a Happy New Year
But are we intentional about making the year so?

What’s in a New Year?
A restart to the continuation of the school year.
An opportunity to explore learning in all its forms.
A chance to tap into new ways of doing, of understanding.

Over the past year, there has been so much we have learned or hoped to learn.
We examined, reflected, and challenged ourselves as educators and members of the larger society.

As we embark on another new year, one we wish is a happy one,
I implore you to move beyond making resolutions to acting on your resolve.
I encourage you to make the time to learn, unlearn, and relearn.
I challenge you to continue to reflect on and refine your praxis.
And I applaud you as you do the needed work of fostering equitable education for all students.

An ode to this new year.
One that I wish is transformative for you.

 

Iyanuoluwa Akinrinola Advocacy for change, Anti-Racism, Building Inclusion, Constant Learning, General, Indigenous Perspectives, Indigneous Ways of Knowing

National Ribbon Skirt Day (January 4)

“A bill put forward by Senator Mary Jane McCallum to recognize National Ribbon Skirt Day has received Royal Assent and is now an act of parliament. McCallum was inspired to create the bill after a young Saskatchewan girl named Isabella Kulak was shamed for wearing a ribbon skirt during a formal school event” (Francis, 2022).

Bill S-219 was passed to create awareness and provide an opportunity for Canadians to learn more about the importance of Ribbon Skirts to many Indigenous cultures and heritage. “National Ribbon Skirt Day will provide an opportunity for everyone in Canada to recognize, learn about, and celebrate the importance of Indigenous traditions and expressions of culture. The Ribbon Skirt is one such tradition” (Crown-Indigenous Relations and Northern Affairs Canada, 2022).

In Indigenous communities, “Ribbon skirts are traditionally worn in ceremonies and during special events by First Nations women and represent the person’s identity, unique diversity and strength.  Women, girls and gender diverse people also wear them to express pride and confidence in their Indigenous identity and heritage.” (Crown-Indigenous Relations and Northern Affairs Canada, 2022).

According to the article by CBC News, A young Saskatchewan girl by the name of Isabella Kulak was targeted and shamed at a school function for wearing a ribbon skirt to the school’s formal event.  A teaching assistant told Isabella that her attire did not meet the requirements of ‘formal wear’ and that she should have worn a store-bought (mass-produced brand) to fit with the other students. Unfortunately, in Canada, this oppressive dialogue is not uncommon in the interactions of many racialized and marginalized people groups who choose to honour their culture or religion through their attire. According to Francis, 2022, while speaking at an interview On CBC Radio One, Isabella mentioned that on January 4, she would wear her ribbon skirt. She said, “It makes me really happy because lots of people can now wear their ribbon skirts proudly. I hope they are now proud of who they are” (Francis, 2022). Isabella’s father (Chris) mentioned that “No child should be treated like that regardless of where they come from or who they are” (Francis, 2022).

The passing of this bill is an opportunity for us as educators to gain deeper insight into the importance of traditions and practices in Indigenous culture. It is also a challenge for us to pause and think about what we deem ‘formal’, ‘proper’ or ‘acceptable’ as it has to do with how our students express themselves through their attire or nonconformity to what attires we think they should wear.

Louise Jocko of Birch Island near Manitoulin said, “Each person has their own story behind their skirts. Each person has their own colours that they bring with them when they make the skirt. I think it really does bring about the resiliency, and it shows the strength in our people that we’re reclaiming that culture and identity … wearing these skirts” (Gemmill, 2023).

There is still so much for us to learn, unlearn, and relearn. As we continue to work together to advocate for equitable learning practices and environments for all students, it is imperative that we all understand the importance of Bill S-19 in combating racism, discrimination, and oppression in all spheres, especially as it pertains to raising awareness of and celebrating Indigenous ways of knowing and being.

References

Crown-Indigenous Relations and Northern Affairs Canada. (2022, December 21). Bill S-219, an Act respecting a national ribbon skirt day, receives Royal Assent. Canada.ca. Retrieved January 1, 2023, from https://www.canada.ca/en/crown-indigenous-relations-northern-affairs/news/2022/12/bill-s-219-an-act-respecting-a-national-ribbon-skirt-day-receives-royal-assent.html

Francis, J. (2022, December 23). National Ribbon Skirt Day bill passed, to be celebrated on Jan. 4. CBC News. Retrieved January 1, 2023, from https://www-cbc-ca.cdn.ampproject.org/c/s/www.cbc.ca/amp/1.6694428

Gemmill, A. (2023, January 4). Marking 1st-ever National Ribbon Skirts Day in Northern Ontario | CBC News. CBCnews. Retrieved January 4, 2023, from https://www.cbc.ca/news/canada/sudbury/marking-ribbon-skirt-day-sudbury-1.6702580

Lambert, A. (2020, July 1). Crazy Hair Day. Crazy hair day. Retrieved January 4, 2023, from https://heartandart.ca/crazy-hair-day/

Iyanuoluwa Akinrinola Advocacy for change, Advocacy for public education, Anti-Racism, Building Inclusion, General

The Ten Principles [Anti-Racism Education: Theory & Practice].

An expression used colloquially in the English language says “______ wrote the book on that subject,” can be applied to George Dei’s research on Anti-Racism Education. Though written in 1996, it outlines so many fundamental principles of antiracism education that educators must grapple with in order to do this work well.

Race has been and is being used as an identifier, a marker that sets one apart from another, which is reinforced by the perceived dominant group through deliberate erasure and omission of narratives regarding who occupies particular spaces.  Action-oriented strategies and explicit identification and naming of race and social issues that strike at the heart of the power imbalance and inequities found in our education systems are what Dei explores in this resource, this call-to-action. The ten basic principles of Anti-racism Education are summarized in the chart below. “Anti-racism education may be defined as an action-oriented strategy for instructional, systemic change to address racism and the interlocking systems of social oppression… Anti-racism education seeks to build what has been termed “communities of differences.” This task can only be undertaken successfully if educators first learn how to deal with difference and the inherent conflictual interests and power imbalances in our societies.” (Dei, 1996).

As educators committed to teaching and learning centered on anti-racism and anti-oppression, it is pertinent to examine and reflect on these basic principles.

Ask yourself:

  • What areas in my teaching & learning styles foster anti-racist teaching?
  • What areas in my teaching & learning styles require change?
  • How can I integrate these ten principles in my learning environment (classroom) to foster equitable learning?

Taking the time to intentionally examine ourselves as educators, to think about our styles and reflect on our practice is essential to consistently cultivating meaningful learning for our students, particularly racialized students who are often not reflected at the forefront.

Examine, Reflect, Refine. This is one of the ways we continue to work towards ‘Building Better Schools.’

References:
Dei. G. J. S. (1996). Anti-racism education: Theory and practice. Basic Principles of Anti-Racism Education. Fernwood Publishing. Halifax & Winnipeg, Canada.
Iyanuoluwa Akinrinola Outdoor Learning, Teacher Wellness, wellness

I Heard the Fall Sing

Photo By: Iyanuoluwa Akinrinola

Whispers of wind flowing on a breeze.
Sounds like rushing waters, a flowing stream, a quiet river.

Leaves no longer green, but reds, yellows, browns or bare.
The nip of frost just within reach in the air.

Where does it all go? Time, that is.
We have winter, spring, summer, then FALL.

We fall back in time, resetting our clocks.
We fall back into our routines, our schedules, and our box.

We fall back to the rigorous demands of planning and teaching.
We fall back to juggling the many hats it means to be you – An Educator.

We fall back to needing more time while running out of it.
We fall back to operating within one of the noblest professions of all – Educating.

While we fall back into this calling, we dared answer,
Remember to listen to the whispers of the wind flowing on a breeze.
Permit yourself to follow the sounds as you breathe in the life around you.
Listen as the fall sings, and let it guide your way in the doing that must be done.

A cloudy sky reflected in a smooth lake in fall.
Iyanuoluwa Akinrinola Challenging Topics, Equity, General, Health & Safety, Inspiring Teachers, Making a Difference Through Education, Mental Health, Mindfulness

The Fall Months

The fall reminds us all of many things. The beauty of nature as leaves change from greens and browns to vibrant reds, yellows, and oranges. The wonder of the fall seasons that we get to partake in every year. The dominance of ‘Pumpkin Spice Lattes’ and all things pumpkin to consume. The excitement of new school sessions that are marked by the “ber” months. The fall months (September to November/December) bring richness, newness, and a sense of adventure. However, for some, there is a ‘sadness’ that fall brings with it.

According to the Centre for Addiction and Mental Health (CAMH), Seasonal Affective Disorder (S.A.D) affects 35 percent of Canadians. “Another 10 to 15 percent have a mild form of seasonal depression, while about two to five percent of Canadians will have a severe, clinical form of Seasonal Affective Disorder (SAD). It often starts with fatigue, then symptoms of sadness, lethargy, apathy and depression, said Dr. Robert Levitan, the head of depression research at CAMH” (Kwong, 2015).

The Canadian Psychological Association references “Seasonal Affective Disorder (SAD), or Depression with Seasonal Pattern, as a condition that comes and goes based on seasonal changes, appearing in the fall and going away in the spring/summer. If you have SAD, you may find yourself feeling many symptoms of depression, especially irritability, and you may be more sensitive in interpersonal relationships. People often report unusually low energy levels, causing them to feel tired, heavy, or lethargic” (Canadian Psychological Association, 2020).

This disorder may often be regarded as the ‘winter blues’ which can affect many educators who are juggling back-to-school, new schedules, classes, and sometimes responsibilities with little or limited energy to do so (let’s not yet add any home or community responsibilities teachers may have as well). How can one cope when everything just seems so S.A.D? First, it is important to note that you are not alone.

Mental health & wellness resources such as those found on the Ontario Teacher’s Federation website (titled ‘Useful Links for Wellbeing’), as well as resources and services offered by your board are ways in which educators can combat S.A.D. Some boards offer counselling, mental health professional, and community services at low or no cost to educators. These services enable educators to work with a mental health professional to develop strategies, tools, and/or action plans to mitigate/navigate Seasonal Affective Disorder. Similarly, there may be options to connect with paramedical professionals.

Part of the Building Better Schools Plan by ETFO Provincial recognizes that “As the heartbeat of public education, teachers and other education professionals play a critical role in helping to shape the system and develop our students to be the very best they can be. Ontario’s future depends on all of us to protect and build better schools” (ETFO, 2022). There is a richness, a newness, and a sense of adventure that the fall months bring. Part of ensuring Ontario’s future is using available resources and services to protect and capacitate educators’ mental well-being.

Resources to consider

 

References:

  • Canadian Psychological Association. (2020). “Psychology Works” Fact Sheet: Seasonal Affective Disorder (Depression with Seasonal Pattern). Canadian Psychological Association. Available at https://cpa.ca/psychology-works-fact-sheet-seasonal-affective-disorder-depression-with-seasonal-pattern/
  • Centre for Addiction and Mental Health. (2022). Seasonal Affective Disorder (SAD). Mental Illness & Addiction Index. Available at: https://www.camh.ca/en/health-info/mental-illness-and-addiction-index/seasonal-affective-disorder
  • ETFO. (2022). Building Better Schools: A plan for improving elementary education. Elementary Teachers Federation of Ontario. Available at: https://www.buildingbetterschools.ca/the_plan
  • Kwong, M. (2015). Sad Science: Why winter brings us down, but won’t for long. CBC News. CBC/Radio Canada. Available at: https://www.cbc.ca/news/health/sad-science-why-winter-brings-us-down-but-won-t-for-long-1.2981920#:~:text=About%20two%20to%20five%20per,effects%20of%20our%20chilly%20moods%3F

Photo by: Iyanuoluwa Akinrinola

Iyanuoluwa Akinrinola Advocacy for change, Building Inclusion, Curriculum Planning, First Nations, Inclusion, Indigenous Perspectives, Indigneous Ways of Knowing, Inspiring Students, Inspiring Teachers, Inuit, Making a Difference Through Education, Metis, Resources, Social Justice, Truth and Reconciliation

Beyond One Day – Truth & Reconciliation through curriculum planning.

Orange Shirt Day
Orange Shirt Day Bead Work

September 30 has been earmarked as the National Day for Truth and Reconciliation. Before this, most educators knew this day as Orange Shirt Day, which stemmed from the story of Phyllis Webstad, a Northern Secwepemc author from the Stswecem’c Xgat’tem First Nation, who shares the story of her experiences in a residential school. The significance of September 30 is profound as it calls for us all as a nation, particularly as educators, to pause and reflect on the effects and impact of residential schools on Indigenous peoples (children and adults) to this day. It is estimated that over 150000 Indigenous children attended residential schools in Ontario alone over the span of 100+ years (Restoule, 2013). We know that many of these children did not make it home, while many others still live with the trauma they faced within these schooling systems. 

Orange Shirt Day, now known as the National Day for Truth and Reconciliation, is but a starting point for us as educators. How can we collectively move beyond one day to infuse learning about Indigenous histories and present Indigenous impacts into our overall planning across different subject areas? In the ‘Calls to Action’ reported by the Truth and Reconciliation Commission of Canada (2015), sections 62 and 63 emphasizes the need for an educational approach that centers Indigenous histories, accounts, and perspectives in the curriculum, not as a one-off event or as an interruption to learning, but instead as an integral part of developing understanding within Canadian education. 

Simply put, Indigenous history is Canadian History. Indigenous peoples continue to shape and influence Canadian society in meaningful ways. 

“In 2015, ETFO endorsed the Truth and Reconciliation Commission’s Calls to Action. ETFO understands that it is integral for educators to move forward into reconciliation with the Indigenous Peoples of Canada” (ETFO, 2022). Challenge yourself to learn more using the curated information provided by ETFO, and be intentional about infusing Indigenous representation in the various subject areas you may teach. Resources can be found and explored at etfofnmi.ca

Fostering further development and understanding (both in learning and teaching practices) of Indigenous accounts and narratives in K-12 learning communities not as an alternate focus or ‘alternative learning’, but as a central tenet of Canadian education is critical to moving towards reconciliation as we learn and teach about Indigenous peoples of Canada.

For more exploration and information, visit https://etfofnmi.ca/.

References:

Restoule, K. (2013). An Overview of the Indian Residential School System.’ Anishinabek.ca. Retrieved from https://www.anishinabek.ca/wp-content/uploads/2016/07/An-Overview-of-the-IRS -System-Booklet.pdf.

Truth and Reconciliation Commission of Canada. (2015). Reports – NCTR. NCTR – National Centre for Truth and Reconciliation. Retrieved from https://nctr.ca/records/reports/#trc-reports.

Elementary Teachers’ Federation of Ontario. (2015). First Nation, Métis and Inuit (FNMI). Etfo.ca. Retrieved from https://www.etfo.ca/socialjusticeunion/first-nation,-metis-and-inuit-(fnmi).

Iyanuoluwa Akinrinola Advocacy for change, Anti-Racism, Building Inclusion, Curriculum Planning, Equity, General, Inclusion, Inspiring Students, Inspiring Teachers, Social Justice, Teaching as a public profession

Schooling or Learning?

For many, when presented with both, schooling is the same as learning, and learning seems to be something that only occurs in schools. Is this the case, however?

At ETFO’s Public Symposium titled ‘Generation Black: You’re Next!’,  Dr. Carl James highlighted why educators must pause and reflect on the similarities and differences between these two concepts. 

What is schooling? According to Oxford Learner’s Dictionary (2022), schooling is defined as “the education you receive at school”. When cross-referenced with various dictionaries (Marriam-Webster, Collins, and Cambridge dictionaries), they all provide the same definition – education received at an institution, whether at a primary, secondary, or tertiary level. 

Learning, however, is not as straightforward in its definition. Going back to Oxford Learner’s Dictionary, learning is given different definitions within various contexts. According to all the dictionaries mentioned above, learning is a process that occurs in multi-settings in multiple ways, beginning when an individual is born. 

“For educators, the ability to teach is a privilege, but in a broader sense, it is a privilege that runs parallel to the responsibility of teaching relative to the complete history of ideas and events that have shaped and continue to shape human growth and development” (Dei, Karumanchery, & Karumanchery-Luikb, 2004). 

Since learning is a continuous process, and schooling is one of the environments in which learning occurs, how can we, as educators, ensure that learning is facilitated meaningfully within the school environment?

Planning Matters:

In 2020, the Ontario Black History Society examined a Grade 8 history textbook and ‘blacked out‘ any information that did not mention or acknowledge Black people in Canada. Of the 255 pages of information, only 13 pages remained. Indigenous sovereignty, economics, and culture are rarely explored in the K-12 curriculum. Thus, students absorb this information, effectively being erased within their learning, and are expected to repeat this narrative in everyday Canadian contexts as acceptable discourse within society. The impact and contributions of people within the 2SLGBTQ+ community and other cultural communities are erased from ‘settler’ rhetoric and in curriculum/resources used to direct learning. Thus, students absorb this information, effectively being erased within their learning, and are expected to repeat this narrative in everyday Canadian contexts as acceptable discourse within society.

Breaking the cycle of erasure and omission within the classroom is linked to the planning stage. Before planning, take the time to know your learners. Become familiar with the communities in which they live. Foster a classroom environment wherein their experiences inside and outside of the classroom are valued and can be welcomed in their learning space. Cultivate incorporating student input, perspectives, ideas, and resources into Unit and Lesson planning. Develop connections with community members and partners inside and outside the school that can broaden your familiarity with resources that reflect the society in which we live. Approach your planning intentionally, using an anti-racist, anti-oppressive lens, which creates a window for your students to engage with often omitted members of their society and a mirror whereby they see themselves reflected in their learning.

Representation Matters:

“Dialogue is the encounter between men, mediated by the world, in order to name the world. Hence, dialogue cannot occur between those who want to name the world and those who do not wish this naming—between those who deny others the right to speak their word and those whose right to speak has been denied them. Those who have been denied their primordial right to speak their word must first reclaim this right and prevent the continuation of this dehumanizing aggression” (Friere, 2005. p. 88).

In short, representation matters. Recentering multi-representation in learning is one of the vehicles for transformative change that can begin to shine a light on learning our whole in constructive ways.

  • Think about the resources you use and share with your class. Who is reflected? Who is erased? Who is tokenized? Who is omitted?
  • Reflect on your interactions with parents, guardians and members of your school community? Who is made to feel welcome? Who is kept at arm’s length? Whose experiences are valued? Whose experiences are often invalidated?
  • Conduct an inventory of your learning and resource plans. Are you ensuring that your plans reflect the learners in your classroom? How have you challenged yourself to plan and facilitate learning from a social justice, equity, and inclusive lens? Have you included your learners’ interests, backgrounds, and experiences as integral to planning and lesson facilitation?

Assessment Matters:

As stated in the Growing Success policy document put forth by the Ontario Ministry of Education regarding authentic assessment, “Our challenge is that every student is unique, and each must have opportunities to achieve success according to his or her own interests, abilities, and goals” (Ontario Ministry of Education Growing Success, 2010).

Assessment and Evaluation practices in Growing Success (2010) state that “the seven fundamental principles lay the foundation for rich and challenging practice. When these principles are accepted, implemented, utilized, and observed by all teachers, assessment becomes a tool for collecting meaningful information that will help inform instructional decisions, promote student engagement, foster meaningful demonstration of student understanding, and improve student learning overall.

 

References:

Dei, G. J. S., Karumanchery, L. L., & Karumanchery-Luikb, N. (2004). Chapter Seven: Weaving the Tapestry: Anti-Racism Theory and Practice. Counterpoints,244, 147–164. http://www.jstor.org/stable/42979563

Freire, P. (2005). Pedagogy of the Oppressed: 30th Edition (M. B. Ramos, Trans.). The Continuum International Publishing Group Inc. (Original work published 1921).

Ontario Ministry of Education. (2010). Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools. Retrieved from https://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

Oxford Learner’s Dictionaries. (2022). Learning. Oxford Learner’s Dictionaries.
Retrieved from https://www.oxfordlearnersdictionaries.com/.

Oxford Learner’s Dictionaries. (2022). Schooling. Oxford Learner’s Dictionaries.
Retrieved from https://www.oxfordlearnersdictionaries.com/.