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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 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).

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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.
Retrieved from
http://www.edu.gov.on.ca/eng/general/elemsec/speced/Guide_to_Effective_Implementation_E N.pdf

Ontario Ministry of Education. (2021). Anti-racism in education: A resource guide for Ontario
schools. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/equity.pdf

Shor, I. (1992). Empowering education: Critical teaching for social change. University of Chicago
Press.

Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity,
Education & Society, 1(1), 1–40.

Webb, J., Schirato, T., & Danaher, G. (2002). Understanding Bourdieu. Sage.

Zhang, L. F., & Carrington, S. (2019). Inclusive teaching in action: Supporting teachers and
pupils in mainstream classrooms. Routledge.

 

logo of the International Decade for People of African Descent
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Empowering the Future: The Significance of the International Decade of People of African Descent in Elementary Education

Picture: UN Promotional Materials

The International Decade for People of African Descent (IDPAD) emerged as a pivotal force in pursuing a more inclusive and equitable education system. Focused on championing the rights and contributions of individuals of African descent, this global initiative carries significant implications for elementary education, where foundational values of respect, understanding, and embracing diversity are imparted to young minds.

This decade was positioned to act as a catalyst for promoting cultural diversity within elementary schools. By integrating the history, heritage, and achievements of people of African descent into the curriculum, we cultivate a learning environment that authentically mirrors the world’s diversity. This enhances the cultural awareness of all students and fosters a sense of inclusion for those of African descent.

In the formative years of elementary education, children are shaping their perceptions of race and ethnicity. The IDPAD represents an opportunity to disrupt stereotypes by presenting a more accurate portrayal of people of African descent. The use of diverse educational materials and narratives enables students to gain a comprehensive understanding of the contributions and achievements of African communities.

Incorporating the principles of IDPAD into elementary education is crucial for creating an inclusive and fair learning environment. By celebrating the diversity of cultures, traditions, and perspectives within the African diaspora, schools contribute to breaking down barriers and fostering a sense of unity among students of all backgrounds.

Moreover, educators must recognize the importance of showcasing the achievements of individuals of African descent to inspire their students. By highlighting diverse leaders, scientists, artists, and historical figures through the lens of IDPAD, elementary education offers a broader range of role models for young minds to emulate.

IDPAD goes beyond fostering a global perspective; it emphasizes collaboration and understanding on an international scale. Lessons exploring the experiences of people of African descent contribute to global awareness and nurture a sense of solidarity with diverse communities worldwide.

Educators play a pivotal role in shaping the values and attitudes of students during their elementary years. IDPAD equips them with the tools to address racism and discrimination by fostering an understanding of the challenges faced by people of African descent. Educators nurture a generation committed to justice and equality by engaging in open and honest discussions.

Now, more than ever, educators must incorporate IDPAD principles into their teaching practices. The global call for justice and equality underscores the urgency of instilling these values in young minds. By integrating the lessons of IDPAD, educators contribute to developing socially conscious and empathetic individuals ready to navigate and challenge the complexities of a diverse world.

Beyond symbolism, the International Decade for People of African Descent is a resounding call to action in elementary schools worldwide. By embracing IDPAD principles in education, we empower young minds to embrace diversity, challenge stereotypes, and contribute to a fair and inclusive society. Elementary education becomes the fertile ground where seeds of understanding are sown, cultivating a generation prepared to shape a world where everyone’s story is acknowledged, celebrated, and valued.

 

References:

United Nations. (n.d.). International Decade for people of African descent. United Nations. https://www.un.org/en/observances/decade-people-african-descent/background

The International Decade for People of African Descent: Who have these ten years served? Black Agenda Report. https://blackagendareport.com/international-decade-people-african-descent-who-have-these-10-years-served

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Culturally Responsive Teaching and the Brain

“Culturally Responsive Teaching and the Brain” by Zaretta Hammond (2015) explores the intersection of culturally responsive teaching practices and brain research. The book delves into how teachers can better engage and support students from diverse cultural backgrounds by understanding how the brain processes information and responds to different instructional methods. It addresses the critical need for educators to acknowledge and embrace students’ cultural identities and backgrounds while fostering optimal learning experiences in the classroom. This book offers valuable insights into how educators can effectively engage diverse learners and create inclusive learning environments.

Cultural Diversity and Educational Equity:
The book begins by highlighting the importance of cultural diversity in the classroom and its direct impact on educational equity. It discusses how students from various cultural backgrounds bring unique perspectives, experiences, and learning styles, which educators can leverage to enrich learning. Hammond emphasizes the significance of understanding the cultural influences that shape students’ cognitive development and the role of educators in acknowledging and respecting these influences.

Neuroscience and Learning:
In the following chapters, the book delves into neuroscience and its implications for teaching practices. Hammond presents research findings that shed light on how the brain processes information differently based on cultural background and experiences. By understanding these neural mechanisms, educators can tailor their instructional methods to match the diverse needs of students, thereby optimizing learning outcomes.

The Cultural Learning Framework:
Hammond introduces the Cultural Learning Framework, a practical and evidence-based model designed to guide educators in implementing culturally responsive teaching strategies. The framework provides insights into understanding cultural norms, community dynamics, and the impact of stereotype threat on student performance. It also emphasizes the role of the teacher as a cultural broker, fostering trust and building strong relationships with students and their families.

Culturally Responsive Pedagogy in Practice:
The book explores various culturally responsive pedagogical practices educators can integrate into their classrooms. Examples include incorporating culturally relevant texts, integrating students’ cultural practices into the curriculum, and promoting collaborative learning to encourage cultural exchange among students. Hammond emphasizes the significance of teaching students metacognitive strategies to develop self-regulation and critical thinking skills. Hammond provides practical examples and case studies throughout the book to illustrate how culturally responsive teaching and brain-based strategies can be implemented in various educational settings. The author emphasizes teachers’ continuous growth and development in their journey toward becoming culturally responsive practitioners.

Implicit Bias and Stereotype Threat:
Addressing the prevalent issue of implicit bias and stereotype threat, Hammond highlights these factors’ negative impact on student’s academic performance and self-esteem. The book offers practical guidance on how educators can identify and mitigate their biases and create an inclusive and supportive learning environment that fosters student success.

Professional Development and Teacher Training:
The book underscores the need for ongoing professional development and teacher training to equip educators with the knowledge and skills necessary to implement culturally responsive teaching practices effectively. It advocates for school-wide efforts to promote culturally responsive education and create a collaborative and supportive learning community for teachers and students.

Culturally Responsive Teaching and the Brain by Zaretta Hammond is an indispensable resource for educators and educational stakeholders seeking to create inclusive learning environments and improve academic outcomes for diverse student populations. By bridging the gap between neuroscience and culturally responsive teaching, Hammond offers practical and evidence-based strategies to nurture all students’ cognitive, emotional, and social development, regardless of their cultural backgrounds. Embracing cultural diversity in education empowers students and contributes to a more equitable and socially just society.

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Black Education Matters: Combat Null Curriculum

“The null curriculum refers to the things students do not have the chance and opportunity to learn. In this regard, learners learn something based on the absence of certain classroom experiences, interactions and discourses” (Kazemi, et. al, 2020).

The lack of representation of Black culture, history, and accomplishments across all subject areas from K-12 exemplifies the null curriculum. Think about the absence of information about Black Canadians and the histories of Black Canadians in your curriculum. The erasure of Blackness to students devalues and depreciates the validity of the lived experiences of Black people.

For many Black students, school is not an accepting place. It’s where they come face-to-face with the stereotypes and prejudices they face in the larger society. Students have shared their feelings of neglect, heightened surveillance, and arbitrary and often unmerited punishment for any perceived disobedience.

How can you actively address Anti-Black Racism, combating Null curriculum by integrating Black Education into your teaching practice?

It is crucial that there are educators in the classrooms who are intentional about challenging the status quo. It is crucial that there are educators who are willing to better understand cultures they are unfamiliar with to meaningfully connect with their students. Adopt a culturally relevant pedagogical lens – “Culturally relevant pedagogy rests on three criteria or propositions: (a) Students must experience academic success; (b) students must develop and/or maintain cultural competence; and (c) students must develop a critical consciousness through which they challenge the status quo of the current social” (Ladson-Billings, 1995. p. 160)

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 the ten principles of Anti-Racism Education in my learning environment (classroom) to foster equitable learning?

 

 

References

Ontario Black History Society. 2020. Blacked Out History. Retrieved from https://www.youtube.com/watch?v=GKm7wQjpuac&ab_channel=OntarioBlackHistorySociety

Kazemi, S., Hamid, A., Motallebzadeh, K., & Zeraatpishe, M. | Jody S. Piro (Reviewing editor) (2020) Development and validation of a null curriculum questionnaire focusing on 21st-century skills using the Rasch model, Cogent Education, 7:1, DOI: 10.1080/2331186X.2020.1736849

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.
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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/.

Will Gourley Anti-Racism, Black Lives Matter, Building Inclusion, Challenging Topics, Differentiated Instruction, General, Inclusion, Mental Health, Professional Learning and Growth, social emotional learning, Wellbeing

read a little bell before the bell

I love to read. It wasn’t always like that though. After taking a literature heavy course load through high school and university, I swore off the printed word for a spell.

It wasn’t absolute avoidance or aversion. I did read the paper from time to time, although selectively. When I took a job in broadcasting during the early 90s, my self imposed reading embargo was over as a boatload of reading came with my job as newsreader, DJ, and local reporter. Even though reading was a key part of those workdays, there was not much desire to do so outside of work.

Fast forward to 2007. 

I’m back in university trying to finish a degree that started in 1984. The interweb had become the main source for reams of digital texts and other content from online libraries and newly prescribed course materials. Once again reading became more like work rather than a daily getaway and reward. I struggled to read anything more than what was required. 

As such, it took some time to find a genuine motivation. About 2 months in, it began to change when by some bit of fortune, the text(s) started became so much more relevant to my life as a 40 something adult. I’d like to call this my mid-life renaissance, but fear it maybe considered a bit to melodramatic. Whether it was a personal essayist, scientist, or philosopher it was as if reading no longer felt like assigned work, but rather as tools  intended to strengthen my heart and mind as an educator. It’s 2022 and my reading game is still going strong. 

Teaching Community by bell hooksThis leads me to my most recent read Teaching Community – A Pedagogy of Hope by iconic educator bell hooks.  Although it took me a bit of penny pinching to add to my collection, it is worth every dollar. I can’t wait to share this text with others who, like me, are on a journey to create inclusive communities in their classrooms.

Please note: I am not naive enough to think that one book could be the lever that moves all barriers and mountains, but I truly believe that the ideas in this text can be leveraged to make a difference when and where they are applied in our classrooms. Be advised that this book contains much “thought fuel” and plenty of feelings too. 

The greatest feelings I had throughout reading this text were this strange sense of acknowledgement and validation. I may have thought and felt many of the ideas shared, but hooks has organized and articulated them so perfectly and has gifted us with an opportunity to reflect, respond, and put community into action. 

I guess what spoke the loudest across the chapters was an emphasis on disrupting the status quo through compassion and community in education. Reading Teaching Community encapsulated my goals as an educator in a personal and professional manner. I love how hooks puts it,
“…the most powerful learning experience we can offer students…is the opportunity to be fully and compassionately engaged with learning.” Creating this space requires 3 things; commitment, courage, and compassion. None will work unless combined with the others. Notice how curriculum wasn’t mentioned? As @callmemrmorris often reminds us via Twitter. “We teach students not curriculum.”

hooks continues, “Refusing to make a place for emotional feelings in the classroom does not change the reality that their presence overdetermines the conditions where learning can occur.” We have to see our students where they are and not in the spaces we want them to fit within. We have to acknowledge that everyday comes with a raft of emotions that rise and fall. Teachers need to be prepared to accept the highs and lows that happen at the speed of learning. Whether a student is sad, anxious, joyful, angry or a combination they are showing us that they do not feel emotionally safe in that moment and will struggle to be truly present as a result. How we choose to respond to them in those moments will determine whether they feel seen and a part of the community or like an outsider looking in. 

hooks also shares, “To build community requires vigilant awareness of the work we must continually do to undermine all the socialization that leads us to behave in ways that perpetuate domination.” This is probably the hardest space to occupy as educators. We were conditioned through past experiences and pedagogy to be the centre of our classrooms in the past. However, what was thought to have worked back in the day, was really only a means of perpetuating dominant culture in order to maintain power over students rather than respecting and sharing power with them and empowering them as learners. 

Can you tell that I love this book? hooks also discusses the intersectionality of identity and identity in academia. She writes with clarity and candour that challenged my perspectives while affirming them at the same time. This is why I share that everyone should read a little bell before the bell and I know this will be one of those texts to read over and over as my career continues. 

Happy page turning.