These are facts not to shame you or make
you feel embarrassed, but to open your eyes to the potential bias you may carry. Take a moment and refl ect. Ask yourself, which students do I call on the most? The least? Which students get asked more challenging questions? Less challenging? Which students do I discipline the most? Which students will I have a conversation with instead of disci- plining? Which students are represented in my learning materials? In my instructional videos? Do I make an effort to learn about the cultural backgrounds of my students and incorporate this learning into my teaching? Do I learn how to pronounce each student’s name correctly and take the time to ensure that all the students in my class do the same? Part of growth and maintaining a growth
mindset is acknowledging that each of us has more to learn. It takes more than having a positive rapport with a student to create a healthy and safe environment for them. Racism is happening in our public schools every day, and we, as educators, have a re- sponsibility to actively educate ourselves on how to address it.
A UNIQUE TIME
It is a unique time we are living in. The murder of George Floyd by police in the U.S. this past spring is only one of countless deaths that have resulted from a system of racism. His death sparked protests all over the world and woke up people and govern- ments to the life and death realities that Black and racialized communities face every day, that are deeply embedded in our sys- tems. Research shows that disproportionate over-policing has a powerful impact on the safety and well-being of Black people. Black people are more likely to be stopped by the police and be victims of police brutality. While we often set our sights on the U.S., in Toronto alone, Black, Indigenous and other racialized people make up 37 percent of the victims of police killing. These statistics were personifi ed in the deaths this summer of Indigenous woman Chantel Moore in New Brunswick and in the suspicious death of Regis Korchinski-Paquet, an Indigenous and Black woman in Toronto. They both died after wellness checks by police. These events are just a glimpse into the realities of daily systemic racism. We are fresh off the heels of a summer
full of painful realizations, which will hope- fully pave the way for critical conversations and necessary self-refl ection. As we con-
tinue to settle into our classrooms, we must remember to be mindful of these facts. We must also be mindful that although the en- tire country has struggled in response to COVID-19, Black and racialized communi- ties continue to be disproportionately af- fected. Our students, especially those who are racialized, are likely experiencing higher than ever anxiety and mental health strug- gles. The events of the summer have fi lled people from racialized communities with fear and pain, but they have also shown strength and power to change the system. We have been left feeling raw but motivated. Now more than ever, we need to call out racism and prejudice when it happens. Educators have the responsibility to teach
the next generation of students about racism and what it means to be anti-racist. I have had open discussions with my Grade 7 stu- dents where we consider and explore race, its meaning, racism, microaggressions and their personal experiences. Discussing this with my students has not only brought them en- lightenment and validation, but it has done the same for me and my teaching practice. They feel that my classroom is a safe space to share their experiences, feel heard and make a difference. Teachers of colour are symbols for racialized students. Materials that connect to each one of my students’ backgrounds and cultures are symbolic. Community circles where we discuss not just our strengths but how as a class we can create a more inclusive environment give students an opportunity to be heard and take an active part in improving our environment. Everyone belongs and should be treated
with equity. Race exists. Skin-colour blind- ness is not a real thing. The truth is that if you are not teaching in an anti-racist way, you are perpetuating a racist system – unknowingly or otherwise. Ignoring race doesn’t make it go away or change the experiences of those who are racialized. We cannot just say we believe in equity and not teach in a way that actively enhances it. That is hypocrisy and it does not have a place in our schools. One of my favourite former teachers, who
later became my principal, said “growing can be painful, learning can be painful, it can be hard.” Talking about racism is hard and pain- ful but it is necessary, necessary for our own growth but most importantly because we have a great deal of power as educators and with that power there is responsibility. n
Nessrine Lara Lemqadem Alyass is a member of the Halton Teacher Local.
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 21
TEN THINGS TO LOOK FOR IN AN ANTI-RACIST CLASSROOM AND SCHOOL
1) The images portrayed in all instruc- tional materials refl ect a variety of skin colours, hair textures and cultures.
2) The Land Acknowledgement is prac- ticed and understood.
3) Textbooks, storybooks and novels are by authors that refl ect the diversity of our society.
4) Culturally Relevant and Responsive Pedagogy, where high expectations are held for all students, the cultural back- ground of each student is embedded in all aspects of learning and narratives that demonstrate the contributions of different cultures and the impacts of racism, is practised.
5) Phonetic spelling of each student’s name is shared to ensure you and others are pronouncing it correctly.
6) Authentic conversations are held with students about race and their experiences.
7) Teachers/educators refl ect on their own biases and privilege.
8) Racism is named when it happens and is reconciled.
9) A multicultural club exists that cel- ebrates and informs others of the beauty and richness of different cultures of the staff and student body.
10) A SIPSA plan that incorporates specifi c goals for combating racism and creating an inclusive environment is in place.
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