Rashmee Karnad-Jani Advocacy for change, Advocacy for public education, agency, Anti-bullying, Anti-Racism, Building Inclusion, Challenging Topics, Constant Learning, Diverse Learning Needs, First Week Reflections, Indigenous Perspectives, Indigneous Ways of Knowing, Learning in a Real Life Context, Literacy, Making a Difference Through Education, Student wellbeing, Truth and Reconciliation

What Happened?

Where Are We?

The world is a strange place right now, more than ever. And educators want to help. We try and find ways to support students and their families through the difficulties they may be experiencing.  We need to be mindful of many things before, during and after our interactions in these endeavours.

Important…

This is the word that came to mind when I saw this video shared on social media. Scrolling through a screen I discovered “Communicating with Families Through a Trauma-Informed Lens” at https://etfopley.ca/pley-chats. 

“Educator Christine Galvin shares important elements of her approach to building meaningful partnerships with parents through a trauma-informed lens” the post said. I found the explanation accompanying the link to be very thoughtful as it invites educators to think through a variety of aspects while engaging with the material.

Let Us Examine Both Intention and Impact 

Sometimes the best intentions can have unintended impacts.  So it is with trauma informed work, and it becomes important to develop a mindset that allows me and you to step away from taking things personally and asking “What did I miss here? What do I still need to learn?”

I weighed out the pros and cons of consuming content in our busy, under-resourced work lives if we do so without critical self reflection.

My Stories Are My Stories

When reaching out to families, students and even colleagues whose experiences we think will help us understand others’ better, it is important to be mindful of intention and impact.

It is also very important to remember and understand that no one owes us their stories.

  • To those of us who have been through difficult times, while we value our experiences we don’t have to re-traumatize ourselves by over sharing to become believable when others question our trauma informed practice as can happen.
  • I always think when asked “So what happened?” … My life isn’t a story for you to consume is what I may think but I don’t say that.
  • Instead, I say “Thank you for your interest in my experiences.  However as this is my personal experience, I’m choosing not to speak about it.
  • While I am not always able to say this exactly as I have typed it here, due to power relations in the space I am in, I do my best to place boundaries when people get more curious than they need to.
  • I am mindful of the impact this has on me although I understand their well intentioned questions.
  • Also, we  don’t have to ask people to recount their experiences  by asking probing questions.
  • Especially with children and young people, as well as families who are socialized and trained by life experiences to answer all questions directed to them due to power relations, it’s important to not ask questions that I/you wouldn’t be comfortable answering if they were directed to us.

Some Tips

  1. Examine your biases.
  2. Listen with empathy.
  3. Keep the conversation confidential always.
  4. Keep your meeting notes in secure spaces as per the guidelines of your school board.
  5. Speak to people within the school and school board who has the institutional responsibility to support the next steps needed to support the family and student or staff members.
  6. Remember that people’s stories shared in confidence aren’t for public consumption –> staff rooms, workrooms, hallways or social media are all public spaces. 
  7. As educators, our role is to support and to find support. Never judge.
  8. Acknowledge that our talk becomes the official text when we write meeting summaries so read and revise language so that it pertains to students’ learning and well being, nothing else.
  9. Please read, share and implement ETFO’s Managing Current Events and Sensitive Issues: Tips for Members (Feb 2026).
  10. This is a very important resource for early career and experienced members alike. If colleagues in your schools have not seen this, do share.

 

Above all, Let Us Consider This…

Acknowledging humanity and the understanding that people have lived lives in other places before coming “here” is key.

Those who have ties to this land since times immemorial do not owe us their stories either. It is upto us to learn and demonstrate respect.

It is up to me/us to learn the history and look around right now to see what is unfolding.

Kindly reach out to the Mental Health Department in your school district for further support to engage with and strengthen Trauma Informed Practices.

Doing this work with others as a community based school-wide approach is very helpful as one is not alone and the learning is deeper and across all workspaces that provides a wrap around support.

With You, In Solidarity

Rashmee Karnad-Jani

Rashmee Karnad-Jani Advocacy for change, Anti-bullying, Anti-Racism, AQ-rofessional development, Behaviour Management, Constant Learning, General, Learning in a Real Life Context, Learning to learn, Local Involvment, Mentorship, Professional Learning and Growth, Teacher Working Conditions, Violence in Schools, Why unions matter, Women at Work, Women's Health

What did you see today? 

Hello Fellow Travellers,

Progress reports have gone home and we are moving through the school year. I hope you are well and are taking care of yourselves.

I’m Here Now

I used to do other jobs before, as a Grade 7-8 science teacher, then SERT in the Grade 6 to 8 years, then K-3 teacher etc. But I am here now. I do not have a classroom of my own is one way of looking at it. Another way, is to think that all classrooms into which I am invited are my teaching-learning spaces too.

I am here now. This is one such recent memory of being in the moment, teaching and learning.

One Monday Morning Recently

As with every stage of life when things change I remind myself that I’m here now so there’s more looking ahead with hope and anticipation than looking back with nostalgia.  It was Monday morning and I was in a Grade 2 classroom at the farthest school on my list.  I’d not been in this classroom before though I’ve met the students in Grade 1.

What Did You See Today?

On my drive, as I travel up from the southern end of the region,  I see the land change and I see horses.

When I’d worked with them then, they’d asked me “where do you live?” And when I’d shown them the general area, some of them had asked, I remember “What did you see on your way up?”

Something Lost, Something Gained

I remember when my younger child learned to read I had felt as if a part of my life  changed forever. So also, as I’ve missed this part of a classroom teacher’s job since 2020. In the early days I remember I used to look through picture books and think “oh that’ll be great to read aloud” and then I’d remember that I didn’t have my own classroom anymore.  It took time to get used to the idea that it’s possible to belong nowhere yet be a part of everywhere.

The Book 

The book I’d chosen was one I have liked as a reader as well as an educator. Friends and colleagues had read and recommended it to one another over the years. That said, I encourage all readers to consult your school board’s Text Selection and Guidelines.

All Are Welcome 

We’ve Read This Book Before

The colleague who’d invited me and I had decided I’d bring a book to read, I’d introduce myself and I’d review her expectations chart… you know how the routine goes.

I did the first few things and as I took out the book the students said, “We’ve read this book before.”

So Let’s Think Differently ( I thought)

I always carry a few copies of copies of picture based prompts for exactly such a moment . I handed out the cards and began to read. I asked the students what they could see in the pictures as I read and what they could tell from their previous reading. They were eager and listened, then responded.

We read together, we noticed some things, we commented on some things, we made connections.

Then a student asked “do you have these cards for our class?” “Yes, I do”, I said and I left a spiral bound mini version with him.

Previous Connections

Although I recognize students from previous years I don’t crowd their space and place when I meet them again. But after  giving the student these cards, as I was moving away, I was stopped with a soft tap on my wrist.

“I remember you”,  the student said softly. You come from far away and you see horses on your way to our school ”

“Yes, I do”, I replied.

It appears that “All Are Welcome” wasn’t just the title of the book I’d chosen.

It was also my experience in this classroom. For such moments, I am deeply grateful.

I want to invite you to write back directly (if you know me outside this space) or through this space to share what you see that welcomes you into your teaching and learning spaces.

With You, In Solidarity

Rashmee Karnad-Jani

Rashmee Karnad-Jani Anti-bullying, Anti-Racism, Building Inclusion, Communication with Parents and Guardians, English As Second Language (ESL), English Language Learners (ELLs), Equity, Faculties of Ed, Language Learning, Learning About Your Students, Learning in a Real Life Context, Learning to learn, Making a Difference Through Education, Media Literacy, Wellbeing, Women at Work

Where in Mumbai? 

The Places 

We go from here and there through our day. Sometimes, we go to new places around our usual work location, whose address we enter into  our devices so that we arrive promptly with time to spare, even.  So one day recently, I thought I was just going to work.

The Context 

Since December  2024, two colleagues and I have been collaborating with consultants in another department to work on a key resource that has helped many and will continue to help more students and educators as we move forward. Sometimes in March, just before a series of professional learning sessions, we met again. We had to get through a lot.

The Necklace Started It 

I have always loved necklaces and I always wear one when I’m not in classrooms. This was one such piece.

A necklace with two double strands of flat turquoise beads and a large oval turquoise pendant set in silver. The back piece is made of small silver beads, silver fastening and black lava beads and round yellow beads. The necklace is set against a black background.
   My Necklace From Mumbai

As colleagues from the other department came into the meeting room one of them complimented me on my choice. I thanked her and added, “It’s from Mumbai. Like me”.

A dear friend with whom I’d attended school (Grades 9-10) had gifted it to me from her collection when she visited last summer. But I didn’t have time to share that as we were at work, you know. We had a lot to do.

My colleague smiled warmly and asked,  “Where in Mumbai?”

Where in Mumbai?

At the end of that long and busy week, my heart skipped a beat: In 21 years of working in education and 23 years living “here”, no one had ever asked me “Where in Mumbai?”

“Dadar”, I said.

My colleague told me where she grew up and I reminisced that I used to go shopping in that neighbourhood and had fond memories of some beautiful silver jewelry pieces I had bought there. I had also worked nearby to where she’d grown up. We talked about these places we both knew from what seems like another lifetime.

The glow of that conversation stayed with me and now we talk about books and authors and other things when we are in the same place, warming lunch.

Why This Question?

I have many friends in many spaces at work. We have lots of conversations and have many fond memories over the years. We talk about books, family (ours), pets (theirs), dreams and many other things.

Yet, just one question “Where in Mumbai?” has stayed with me differently. It is as if a locked door has sprung open.

Some points that come into view for me that I want to share with you, my fellow traveller.

  1. I think about how we, as educators, recognize intellectually that the whole child comes to school.
  2. Yet many of of us aren’t able to bring our whole selves to work.
  3. I/we don’t talk about everything that makes me/us complete because either there’s too much to do, or more often, I/we don’t think anyone else knows of that place, that food, that fragrance and so on
  4. I am sure there are many more meanings that will come to the surface for you and me when you read this. Do share.

There’s A Ghazal (Poem) For That

So here are some lines from a ghazal written by Gulzar and sung by Jagjit Singh that explain that feeling of perhaps being The Only One in a space. These lines explains the feeling of a solitude that I couldn’t put into words until that question “Where in Mumbai?

“Aainaa dekh karr tass-allee hui

Humko iss ghar mein jaan-taa hai koi”

The Translation Goes Like This

I was reassured when I looked in the mirror 

That someone knows me in this house.

Thank you, dear colleague- friend who has memories of Mumbai. Not identical ones, but just like I do.

I can’t wait to see you again.

Fellow Travellers, I wish you such unexpected and pleasant encounters in your work spaces.

And if you know Mumbai, or Goa, please write back.

With You, In Solidarity

Rashmee Karnad-Jani

Rashmee Karnad-Jani Anti-Racism, Building Inclusion, Celebrating Success, Climate Change, English Language Learners (ELLs), Equity, Learning About Your Students, Report Cards, Student wellbeing, Weather, wellness, Year End Reflection

Let Us Take The Time To Reach Out 

The pages of the calendar turn relentlessly. June is here and we’re busy in a different way. The weather is cool one day and warm on another. Some days, the skies are filled with smoke and those of us far away from the site from where this smoke comes, are mindful that not everyone is.

We have one home, this beautiful planet.

How Did I Do?

One writing from me had the words, “How did I do?” We’ve all gone through it: being assessed and evaluated. Now, our jobs require this work of reporting and evaluation to be done. Students at different times of the year receive institutional texts and then may come back to us the next day after sharing that text with people in their lives. Those are other report cards and those are other times.

This One Is Different 

The June report card is different. Students leave at that last bell of the last day of school. In the Fall, they will go down the hall to another classroom, to another school in the neighbourhood, to another province or to another country. The lives of children are so directed by the fortunes of their families that over these life events they have limited control.

This we know, though in the busyness of life, I/we may not always remember.

Goodbye and See-You-Later 

I was listening to a podcast by a gardener whose work I follow and something he said stays with me, relatable to various stages and aspects of life: When you move on and someone else is gardening now, you have no say in what they do in the space that you loved.

So in my role or yours next year, when you see our students in someone else’s classroom down the hall, we need to walk on. We are here if someone reaches out to collaborate. That’s it.

You can only reassure yourself that when you were there, you did your best and the people and plants thrived. When you have taken care of the classroom or learning space or garden and given your best, when you’ve done due diligence to your professional judgement, it’s time to pull the door behind you and walk on.

From that thought shared by the celebrity gardener, I added in this my reminder to self and to you, my fellow travellers: Whether in a classroom or a supportive role, you have, just like in life, finite time. Finite seasons. How can I/you make the best of each one?

A Special Message 

In these busy times we may have different ways in which we take time to care for ourselves. For me it is precipitation: rainy days always make me happy because in my heart I remember the monsoon of the home I left behind. The Monsoon in Mumbai always came on June 13th, so right about now, my heart calls me to a place I feel in my cells and in my soul.

Is there something that you remember deeply? Do share.

Nostalgia: is the pain of remembering. It’s a sweet pain especially on days when a dear friend, here, pops into my phone with something they remember from a previous conversation. Neither Hindi nor Urdu are their home languages which is why I am touched that they remember this conversation, and this memory

I am sharing the exchange below.

3 text messages from a phone screen that read 1. Hi Rashmee, how are you doing? 2. The air smells of wet earth today and I am thinking of you. 3. Saundhi Khushboo
My friend’s message on a rainy day

Saundhi Khushboo (saun-dhee khoosh-boo) the post-rain fragrance of the soil.

I smile on this Monday in June and I watch the raindrops .

Wishing you peace and calm in the midst of the busyness

With You, In Solidarity

Rashmee Karnad-Jani

P.S: Saundhi Khushboo is now added to my dictionary in my spell check – that felt good.

Rashmee Karnad-Jani Advocacy for change, agency, Anti-bullying, Anti-Racism, Building Inclusion, Classroom Management, Communication with Parents and Guardians, Constant Learning, Inspiring Students, Inspiring Teachers, Language Learning, Learning About Your Students, Learning in a Real Life Context

Sweet Moments, Different Names

Hello Fellow Travellers,

I’ve written in previous posts about the wonderful opportunity of learning from and with students when I’m invited to collaborate with educators who work with students from kindergarten to age 21.

This past week as we approached the end of a cooler-than-usual April, the sun shone warmer and a long awaited Spring peeped out from behind grey clouds that had greeted us in previous months. One Friday afternoon before the long weekend, I was in a Grade 7 classroom. I arrived during lunch and went upstairs as pre-decided with the teacher. I found a corner to work until lunch time was over and the teacher came back.
Soon, the students came in also and the two nearest to me asked who I was and as always, I respectfully mentioned that I’d introduce myself when their teacher invited me to. As always students had questions – my name, where am I from, what’s my favourite food and so on. I usually stay with 10 questions so the teacher’s planned lesson can continue and we review classroom expectations prior so that students remember that every person who enters their class deserves respect.
Something To Think About
One student asked me what is the most important thing about my job and I said that I get to experience hope and joy when I interact with students. They asked me if I was part of their history lesson and while I was not co-teaching it, I could be. Our lives as people are interconnected after all.  I enjoyed the interaction among students during their history lesson that was about the fur trade in this land now known as Canada. There were many deep questions they asked their teacher.
Moving On To Other Topics
Then it was time for their reading buddies to come in. There was a bustle of activity as everyone was excited. Their teacher reviewed the expectations for them and students prepared to welcome the younger students. One student whose ancestral heritage was different from mine at first glance to them, approached me and said, “I have one more question: Do you like sooji ka halwa?”
I replied “Yes, I do. But I don’t call it sooji ka halwa”
“Really? What do you call it then?”, they asked.
In my mother tongue, we call it sheeraa” I said.
“It is cool that sooji ka halwa has another name. I have heard some people call it just sooji then?” the student said. “Yes”, I said. “Why is that?” the student asked.
I replied from a knowledge I had received over the years, and which has grown stronger since travelling far and learning from many. “Languages are beautiful. They grow and change over time and become richer also. The same thing can have many names and be experienced in many different ways by different people”
“Sooji Ka Halwa has many names then!”, the student remarked with a smile.
“And you know, sooji is semolina, so sooji ka halwa is “halwa/dessert made from sooji. Sometimes it’s called sooji also”, I said.
This was an unexpected sweet moment in my day and that evening, to commemorate that day, I made some sheera (or sooji ka halwa) following the recipe I learned from my Amma. I am sharing it here.
Perhaps if we meet sometime, we can connect over conversation about food that we know and love, even if they have different names. I am looking forward to those times.
Rashmee’s Amma’s Sheeraa Recipe 
Ingredients
2 tbsp ghee (clarified butter)
1 cup sooji (semolina)
2 cups milk
1 cup sugar
1 tsp elaichi (cardamom) powder
Method
In a kadhai (thick bottomed pan or wok), add ghee and let it melt
Turn the heat down and add sooji gently
Keep stirring until the sooji changes to a pinkish colour and becomes fragrant.
After 3-4 minutes add two cups of milk and keep stirring until the mixture cooks well
Add sugar and elaichi powder and keep stirring
Put the pan on a frying pan for indirect heat (so it’s not directly on the stove)
Cover it
In a few minutes remove the lid and stir again.
The sheera is ready to share and enjoy!
I wish you many sweet experiences and special interactions in your travels…
With you, in solidarity
Rashmee Karnad-Jani
P.S: Before I left, the student smiled and said “I also like your shoes”
red and white sneakers against a white classroom floor.
My Earned Shoes
Geeta Kumar Anti-Racism, Equity, General, Inclusion, Social Justice

Equity Habits of Mind: Shifts in Practice (Part One)

My positionality: To preface this post, I am engaging in this work as a co-learner rather than an expert. As a racialized woman and a life-long learner, my role as an anti-racist teacher involves knowing the students and families in front of me to create equitable learning experiences to ensure students feel a sense of belonging and community. This means doing the heart and hard work of learning and unlearning.

Indigenous Education, Diversity, Equity and Inclusion is not simply about bringing in diverse texts and learning about holidays. It begins deeper—with our mindsets as educators.

Equity Habits of Mind are the intentional ways we reflect, question, and respond in order to create inclusive, belonging and affirming learning spaces. These habits help educators not only recognize inequities but also take meaningful steps toward disrupting them as part of anti-oppressive work and teaching.

In this series, I will explore some considerations and shifts to take as you move towards incorporating anti-oppressive work in your practices.

Please note that this is not a checklist, nor can it be. Cultivating these habits takes time, and can transform teaching into a lived commitment of anti-oppressive teaching. There is a commitment to having brave’ critical conversations, being uncomfortable and lifelong learning and unlearning.

Shift # 1: Self-Reflection – Inward Work

It is vital that we seek to better understand ourselves, including identity and positionality, as we engage in the work of Indigenous Education, Equity, Inclusion, and education. This includes critical and ongoing reflections on power, privilege, build spots, and more. While this is vulnerable work, it should be recognized that discomfort is necessary for growth. Some questions include:

  • What assumptions am I making?
  • What privilege do I have?
  • Whose perspectives am I centering?
  • How does my identity shape my thinking?
  • What do I need to learn ?

Using a graphic organizer like the one below, can also help guide your thinking in understanding privilege.  Known as the wheel of privilege and power, the closer you are to the centre, the more privilege you have. By understanding our privileges and unconscious biases, it helps us to identify where we need to shift our thinking as we become more capable of seeing the systems and structures that perpetuate inequities. 

Photo retrieved from: https://www.canada.ca

Have you tried this ? What did you notice? What do you wonder? How this impact your ability to build relationships with students and understand their needs?

Some ETFO resources to understand privilege more:

Geeta Kumar Anti-Racism, Black History Month, General

Leading with Joy for Black Brilliance (History) Month

My positionality: To preface this post, I am engaging in this work as a co-learner rather than an expert. As a racialized woman and a life-long learner, my role as an anti-racist teacher involves knowing the students and families in front of me to create equitable learning experiences to ensure students feel a sense of belonging and community. This means doing the heart and hard work of learning and unlearning.

February is known as Black History Month, and it is a time to honour and recognize the contributions, achievements and resilience of Black Canadians. While we will focus on Black Joy in the month of February, to do deep meaningful learning, it is recommended that we engage in this work all year long.

As educators, we are tasked to teach truth to power. When educating about Black Canadians, please do not start with enslavement and their harm. They were in Canada before enslavement, so it is important to highlight that.

However, that is not to say we should avoid discussions about the harm that took place in the past and present. Plan so that students have had a chance to see and learn about Black History in a lot of positive, joyful ways.

Shifting to Black Joy
How will you shine light on the Black Brilliance here in Canada to help our students see the greatness and contribution of Black Canadians? How are you ensuring that you are not only teaching about Black Trauma, but also shifting the focus to include Black Joy? We can do this by sharing the stories written by Black Canadian Authors. In fact, the changes to the new language curriculum focuses on this: A3. Applications, Connections, and Contributions – Identity and Community

I encourage you to lead with Joy and Excellence! ETFO has shared some great resources to get you started!

ETFO BHM Poster 2025

 

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 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 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).