Geeta Kumar Equity, First Nations, General, Indigenous Perspectives

Amplifying Voices: A Reflection (Part Two)

See here for Part One of this Series

Reflections and Experiences

The Footbridge Framework was honestly quite natural to follow. Having applied this framework with my classes, I appreciate that it encourages self-reflection on my own position as a settler. As educators, we are all on our own journey of refining our practices. This framework stood out to me because it allows us to identify learning and unlearning that is needed without judgment. Since this learning series, I have spent the time reviewing the author’s narrative to share with students, first as an appreciation, and then discussing the reason the text was written. This has helped my students build key critical literacy skills, and add more depth to their responses to the common question “What is the purpose of this text? Why did the author write it?”. As the number of resources available to educators increases, I value that framework emphasizes the careful consideration that must be given to the authenticity and the contexts in which the resource might be used. Additionally, this framework aligns with the TRC’s calls to action: 

“We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including: Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.Truth and Reconciliation Commission delivered its Calls to Action” TRC # 63,

I highly recommend all educators to review this resource as part of professional learning, as a means to equip themselves with the tools to bring FNMI voices respectfully in their classroom.

M’lot, C., & Adamov Ferguson, K. (2022). Resurgence: Indigenous narratives and expressions in the classroom. Portage & Main Press.

Geeta Kumar AQ-rofessional development, Challenging Topics, Equity, First Nations, General, Indigenous Perspectives, Indigneous Ways of Knowing

Amplifying Voices: A Reflection (Part One)

I had the opportunity to participate in professional development focused on amplifying First Nations, Metis and Indigenous (FNMI) voices in the classroom. This professional development was timely, considering the revised Ontario language curriculum is now focused on approaching learning through a CRRP (Culturally Responsive and Relevant Pedagogy) lens. Strand A, ‘Applications, connections and contributions’ highlights that:

Students apply language and literacy skills in various contexts, and make connections to the contributions of a diversity of voices, experiences and perspectives, including those of First Nations, Métis and Inuit individuals, communities, groups and nations. (Ontario Language Curriculum, 2023)

As a racialized educator and settler, I really appreciate this change as it recognizes the vast diversity in the students and a clear response in regards to working towards Truth and Reconciliation (TRC). It pushes teachers to provide learning opportunities that continue to build on and learn about other student identities and experiences (i.e., windows, mirrors and sliding glass doors). In this learning series, we explored the Footbridge Framework (from Resurgence) as an approach to explore Indigenous texts and use them authentically. 

The Footbridge Framework: A means to become ‘story ready’

Firstly, it is important to note that the Footbridge Framework was authored by Christine M’Lot (Anishinaabe educator) and Katya Ferguson (early years teacher) both of whom reside in Manitoba. They both worked with other Indigenous contributors to construct this framework. The Footbridge Framework was formed to guide us to consider context, authenticity, representation and educator learning or reflections. Although it appears as a step-like process, the framework is actually represented in a thread-like structure; every story learning will branch out to different thinking and connections. The five stages of the Footbridge Framework allows you and your students to engage with Indigenous voices and texts with purpose and meaning. M’lot and Ferguson provided questions within each step to help educators work through the framework. 

Preparing to Set Out (p. 12): In this step, time is encouraged to be spent on researching the author’s narrative, identity, other contributions and their relationship to place and their work. During this research, educators are encouraged to self-reflect and form personal connections and consider their own engagement with Indigenous texts and content (e.g., How do I bring Indigenous voices in the classroom? What learning do I need to do to support students?).

Leaving Shore and Cross the Bridge (p. 14-15): Educators decide the learning focus, and share the text with students. Educators move from initial engagement to deeper understanding of the theme by encouraging students to first form connections to self, community and then an inquiry. The authors shared that this will allow them to engage in critical thinking with relation to issues of power, and agency (p. 17). By asking students “What is the Author talking back against? What forms of oppression is the author talking back against?” it will allow students to explore the deeper meaning of Indigenous texts. Students can then explore specific tensions between Indigenous peoples and settlers using the various inquiry prompts outlined in the Resurgence text, thus determining what they want to inquire about further.

Reaching the Shore and Beginning a New Journey (p. 17): As educators and students reach the shore, M’Lot and Ferguson share that introducing other Indigenous resources will help guide students to return to the text with a new lens. It can also include reading a different Indigenous text to start a new journey. 

In part two, I will share my experiences, and reflections for next time.

 

M’lot, C., & Adamov Ferguson, K. (2022). Resurgence: Indigenous narratives and expressions in the classroom. Portage & Main Press.

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’

 

 

Will Gourley Advocacy for change, Advocacy for public education, Challenging Topics, Equity, General, Global Warming, Health & Safety, Making a Difference Through Education, self reflection

too darn hot

I will never complain about the heat. It is nature’s gift to all of us who have ever shovelled snow, skidded through a stop sign on a snow covered road or slipped on an icy walkway. I have never had to shovel heat nor purchase special footwear to protect my feet from freezing because of it while on duty at school.

 I have never booked a tropical getaway to the Arctic Circle nor plan to in order to feel the warmth of our nearest star either. There is nothing like sitting by a pool in the shade on a hot day and reading. And by reading, I mean napping. The heat is what keeps my coffee and lunch at optimal temperatures. It is the gift that can’t stop giving.

If you’ve managed to read this far, you know what is coming next.

The heat is all well and good in its place and proportion, but the structures that we occupy and serve our students are not collectively constructed by any means close to supporting those on the inside. It’s too darn hot. 

Call it what you will; climate crisis, climate change, global warming, astronomical juxtaposition, weather shift (I made that one up). etc, there is a problem with most of the buildings where K to 8 students are being taught. So when temperatures rise to near historical highs for several days in a row, everyone feels the heat. Except for those who have deemed it acceptable that these learning conditions exist. 

I have yet to walk into a secondary school that wasn’t climate controlled. I have yet to walk into a board office that wasn’t climate controlled. I have yet to walk into a government building that wasn’t climate controlled. Why would I, that would make it hard on the students and the workers? Yet, there seems to be countless elementary schools where classroom temperatures are regularly above a reasonable 22 degrees Celsius. 

So why does it seem acceptable to decision makers to maintain such a scorching status quo?
This recent round of heat has once again revealed the resilience of students and educators (including principals) in the face of a system that seems more apathetic than unreliable. Why does it feel that we are being let down here?

Adapting to the situation again

In times like these, we have all needed to adapt our days to the weather: indoor recesses, less vigorous activities, more water breaks, lights off and blinds closed for the appearance of a cooler room, fan(s) whirring not so silently across seated students clambering for a brief breeze. And then there is managing students who have already begun their summer vacation a touch earlier than scheduled. It’s not like we can even go outside for a nature walk when the humidex is 40 degrees C and there are threats of severe pop up thunder/lightning storms.

Unlike the cold, the heat is a disruptor in our spaces. Sure there are inclement winter weather days, yet never a hardship due to heat and humidex day. Even if we could cram entire student populations into the few climate controlled spaces found in elementary school buildings, those spaces would heat up due to the sheer numbers alone and the problem begins all over again. 

If that wasn’t enough

I have found that the attention span of the average learner decreases as the temperatures increase. Lessons have been shortened. In the past week, I have incorporated more engineering and collaborative work as well as a longer, more in-depth art project. We have shared lessons and reflections on Juneteenth and Indigenous Peoples Day. In between more structured lessons, there have been several Genius Hour projects where students are asked to learn about something new and share it. So far we have learned about CPUs, horticulture, glass blowing, hair types, how to fold paper into boxes, and much more. 

We also took time to discuss our growth as a classroom community and what they would like for me to do better for my students next year. Talk about feeling the heat. 

What I came away from this week of elevated temperatures was that there were some struggles happening because of the heat that required more attention. It meant looking after the physical well being of students in order to maintain their mental well being.

And then there is the time when students are not at school. All of this has me thinking that many of our students may not have any respite from the heat once they leave school. How much is that affecting them and their families? This now becomes a broader social issue that goes far beyond the scope of ensuring that students are afforded the climate controlled comfort they need.

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).

Will Gourley Challenging Topics, Education Funding, Equity, General

food for, as, and of thought

food for, as, of thought April 2024

Food is something we all have in common. Most of us recharge body and mind 3 times a day plus a few snacks in between. The snack drawer is topped up on the regular behind my desk. I eat. Therefore I am. Apologies to Descartes.

Our relationships to and with food come in many different forms. There are many who follow diets based on religious affiliation, allergies, health issues, or life choices too. In a past post, I shared a personal passion for snack foods, and how it felt like I was eating my feelings at times. For this post, I want to take a different approach by asking you to think about food security and how this is affecting us all at school. 

Let’s start with some observations and info

  1. Not everyone eats breakfast before they come to school. That goes for staff as much as students. One might be a function of time, but it might be a function of funds as well. Nevertheless, kids are coming to school hungry and it is showing in many different ways from lacklustre levels of energy to higher levels of distraction. Our school breakfast program is open twice a week and serves hot nutritious meals for 30 to 50 students before the first bell chimes. At recess everyone has access to fresh fruit or whole grain snacks who may be in need of a boost before lunchtime. 
  2. Not everyone who brings a lunch to school is going to have another meal until the same time tomorrow. At our school there are always extra pizza slices or pasta for students who, known to staff, might be in need when lunch is a little light that day. 
  3. Not everyone has a parent or guardian to prepare a meal for them to start or end the day. We are all aware of the hours families and caregivers must put in at work to be able to afford it all. Sometimes there are reasons when life at home has shifted, and students are left fending a little more often for themselves when that happens. 
  4. There are students in our buildings whose families are relying on food banks to make sure that there is something in the cupboards.

Food is expensive. Healthy foods, such as fresh fruit and vegetables in particular, are not always an option as costs increases are continually disproportionate to most incomes. With food bank use steadily rising, access to food is becoming an equity issue as much as access to affordable housing and living wages. Not everyone is managing in this current economy when shelter, food, fuel, and necessities costs are at all time highs.

How does this look in your school? What supports are in place for students who are hungry where you teach? How do we support learners during difficult times? What if every school was able to offer breakfast and lunch programs? 

The times have changed for all of us. Being mindful of this has led me to a deeper understanding of what students and their families are facing now. 

 food = privilege

Based on what some of my students present and past have shared, it seems they spend as much time on activities in the evenings and on weekends as they do at school. What is the right amount of activity for a balanced and enjoyable life? It seems that they spend as much time on activities in the evenings and on weekends than they do at school? 

Since some students are out later in the evenings, they are coming to school tired and hungry because of sleeping in later and being rushed at the begining of each day choosing not to eat or unable to eat.This is especially difficult for students at early start schools. A recent student survey at my school echoed this fact from many students. 

What happens then is that this cycle, on repeat, can take a toll on students very quickly at a time when their physical and cognitive development depends on enough sleep and regular meals. The brain and body need time to consolidate the days events and recover to do it all again the next morning. 

Even with breakfast clubs, snack programs, and my own personal stash of peanut free healthy snacks to share with students; we are not addressing the systemic issues related to hunger in our communities. Kids can’t learn when they are exhausted and or hungry.

It is not a far-fetched notion to equate off the chart home prices in our neighbourhoods with the fact that students are not getting enough to eat. In fact the rise in housing costs, interest rates, and job insecurity have become greater factors in this problem more than ever before.

Recent statistics from the Hunger Report show that food bank usage in Ontario is steadily increasing. The reality is that more students are coming to our schools hungry. I am worried that we are near a tipping point and have yet to realize the social, mental, and physical costs around access to food are having and will have on our students over time. 

An early April 2024 announcement, by the Federal government, to address food security in the classroom has come as a timely support for this crucial health issue. As a result, there is now funding available to provide an additional 400 000 meals per year above and beyond current amounts, but still only scratches the surface of a larger issue. 

At my school, we are holding two, very well attended, breakfast club days each week. We are also managing to provide healthy snack options including whole grains, fruits, and vegetables, but the funds for programs like ours are rarely infinite. The additional funds might well serve to expand the duration and number of students served while a more permanent solution can be implemented. 

In a recent response to the Federal government’s commitment to fight hunger in our schools, the Canadian Teachers Federation shared, “We know that the lack of access to food disproportionately impacts children from lower-income families and those from racialized and Indigenous communities.” It is scary to think that access to food could ever be equitable to privilege in this era. Yet, it is now a keystone issue throughout the education system. 

A recent ETFO media release joined in calling on the current provincial government to distribute these crucial funds in support of at risk students. I ask you all to add your voices in support of students and join in the fight against food insecurity in our schools.

 

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

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

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

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

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

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

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

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

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

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

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

An Anti-Oppressive Framework

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

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

 

 

References:

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

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

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

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

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

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

 

Iyanuoluwa Akinrinola alternative curriculum, Building Inclusion, Equity, General, Great Gifts for Teachers, Inspiring Students, Inspiring Teachers, Professional Learning and Growth

Micro Presses: Unveiling Literary Treasures from Unconventional Sources

In the vast publishing landscape, micro presses stand out as literary diversity and innovation beacons. While mainstream publishing houses dominate the industry, micro presses offer a unique avenue for discovering lesser-known voices and unconventional literary works. This article delves into the world of micro presses, exploring how they unearth hidden literary resources in less-seen places and enrich literary culture.

In recent years, micro presses, indie or small presses, have gained momentum as alternatives to traditional publishing models. These intimate operations often specialize in niche genres, experimental writing, and works by emerging authors who need help finding footing in mainstream publishing. Unlike their larger counterparts, micro presses prioritize artistic integrity, literary merit, and community engagement over commercial viability. Consequently, they play a pivotal role in diversifying literary landscapes and amplifying voices that may otherwise remain unheard.

One of the most compelling aspects of micro presses is their commitment to exploring literary resources in less-seen places. While major publishing hubs like Toronto, Vancouver, New York City and London receive considerable attention, micro presses actively seek out voices and stories from overlooked regions, marginalized communities, and underrepresented cultures. By tapping into these diverse perspectives, micro presses enrich the literary canon and challenge dominant narratives, offering readers fresh insights into the human experience and the world.

Micro presses are steadfast champions of diversity and inclusion, showcasing works that reflect the multifaceted realities of contemporary society. Voices from racialized, marginalized and underrepresented communities and backgrounds are highlighted meaningfully, providing a platform for diverse voices to resonate authentically with readers. In doing so, micro presses foster an inclusive literary landscape where all voices are celebrated and valued.

In addition to promoting diversity and inclusivity, micro presses are incubators of literary innovation and experimentation. Not constrained by high sales pressures, these independent publishers embrace risk-taking, boundary-pushing, and unconventional storytelling techniques. From hybrid genres to multimedia formats, micro presses encourage writers to explore new creative possibilities and challenge traditional notions of what constitutes literature. As a result, they contribute to the evolution of literary art forms and inspire readers to engage with literature in fresh and exciting ways.

In an age dominated by mainstream publishing big houses, micro presses offer a breath of fresh air in the literary landscape. By illuminating hidden literary treasures from unconventional sources, these indie publishers enrich our literary experience with diverse voices, innovative storytelling, and inclusive perspectives. As readers, writers, and literary enthusiasts, we stand to gain immeasurably from exploring the offerings of micro presses and supporting their mission to amplify marginalized voices and expand the boundaries of literary expression. In doing so, we nurture a vibrant and resilient literary culture that continues to inspire, challenge, and unite us all.

 

Micro presses to explore:

A Different Booklist

Annick Press

Another Story Bookshop

House of Anansi Press and Groundwood Books

Knowledge Bookstore

Unique and independent bookstores in Ontario

 

logo of the International Decade for People of African Descent
Iyanuoluwa Akinrinola alternative curriculum, Anti-Racism, Black History Month, Black Lives Matter, Building Inclusion, Curriculum Planning, Equity, Inclusion, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Professional Learning and Growth, Social Justice

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