intersection within SNAF. Canadian parent engagement researcher, Dr. Debbie Pushor, speaks of parent knowledge as a partner to schooling. Educators in Ontario need to be aware of these key aspects.
STANDING BESIDE AND WALKING WITH
Teachers’ and educational workers’ experi- ences are valuable. Through our professional expertise, our social justice and anti-oppres- sion learning as well as our ongoing collabo- rations across demographics, we can lead the way to make a dent in the demands placed on families, rather women, who as mothers, grandmothers, aunts, sisters and extended family members work alongside us in educa- tional settings in physical and virtual spaces. The Elementary Teachers Federation
of Ontario has created room for education workers to rely on data-driven decisions through the Understanding Your Profes- sional Judgement resource. It states that, “As an educator exercising your professional judgement, you should be prepared to pro- vide rationale for the decisions you make, if asked.” It is therefore critically important to use authentic professional
judgement
as outlined in this resource when engaging with students and families across all school contexts. By holding up a mirror to our daily
practice, ETFO members can continue to play a critical role in dismantling systemic racism. Through asset-based engagement with families across all demographics and socio-economic strata throughout the prov- ince of Ontario, we can continue to be agents of social change. As the need for ongoing pa- rental engagement and authentic collabora- tions across diverse communities continues to be brought to light as a policy gap, it is critical for educational workers who seek to be front runners in social change to engage with meaningful mentoring networks. This self-directed learning can support and scaf- fold reflective professional dialogue. Mothers and teachers are not two sides of the same coin: we can stand beside one an- other to look back at social inequities as we work together for equitable educational out- comes for the students in our care. The first step therefore is to improve our individual and collective consciousness so that we begin and continue to respect the lived realities of all mothers as partners in educational work. The blended standpoint is a mirror that al- lows us to see ourselves clearly as we stand with and walk beside mothers while asking the key question “If this were my child, what would I do, wish for and fight for.” n
Dr. Rashmee Karnad-Jani is a member of the York Region Teacher Local.
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 25
“THE STANDARD NORTH AMERICAN FAMILY, SAYS SMITH, IS AN IDEOLOGICAL CODE THAT INFORMS THE BIASES BY WHICH WE SEE PARTICULAR FAMILIES AS DEFICIENT BECAUSE THE IDEAL IS A TWO- PARENT, HETEROSEXUAL FAMILY WHERE THE FATHER’S WORK ALLOWS THE MOTHER TO ATTEND TO THE CHILDREN’S SCHOOLING AND EDUCATIONAL OUTCOMES.”
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52
