CURRICULUM
even though it is typically worn by women in South Asian communities. The book disrupts normative representations of culture and gender and teaches children to take pride in their unique identities. When exploring books about intersectional iden- tities with primary students, try to include prompts such as: What shade is your skin? Or, How are families represented in this story? An anti-oppressive educator ensures that intersectional identities are respected and refl ected in the learning process.
“ANTI-OPPRESSIVE EDUCATORS HAVE HIGH EXPECTATIONS FOR ALL STUDENTS. THE TENDENCY, HOWEVER, IS TO FOCUS ON ACADEMIC ACHIEVEMENT. HIGH EXPECTATIONS MUST ENCOMPASS ALL AREAS OF GROWTH, INCLUDING LEADERSHIP, CREATIVITY AND RISK-TAKING.”
5. HOLDING HIGH EXPECTATIONS
4. LEVERAGING MARGINALIZED VOICES
The 2011-12 TDSB Census Portraits show that East and Southeast Asian students reported feeling “less comfortable partici- pating, answering questions, and speak- ing up in class” than their peers (Yau et al., 2015a, pp. 2; Yau et al., 2015c, pp. 2). This data illustrates the absence of East and Southeast Asian student voices in our schools. It suggests that we have not cre- ated the necessary conditions for students to feel safe to participate. Students need to see themselves refl ected in their learn- ing. Use resources from diverse Asian perspectives to initiate culturally relevant conversations. I talk about my experiences as a second-generation Chinese Canadian, as well as my encounters with racism, to encourage students to share their own stories. Participation can be challenging for English Language Learners. Provide them with diverse opportunities to demonstrate knowledge and connect to their own identities. These efforts should be ongoing and not relegated to cultural holidays. Do not assume that because your students are not speaking up, they have nothing to say. It is crucial to foster an environment where they feel empowered to speak and where their voices are heard.
38 ETFO VOICE | SUMMER 2021
Anti-oppressive educators have high expectations for all students. The tendency, however, is to focus on academic achieve- ment. High expectations must encompass all areas of growth, including leadership, creativity and risk-taking. It is easy for us to assume that many of our Asian students do not need our support because of their academic success. But despite perform- ing as well as or better than their peers in academic achievement, East and Southeast Asian students reported feeling less confi - dent in most academic abilities (Yau et al., 2015a, pp. 6; Yau et al., 2015c, pp. 6). Hold- ing high expectations for Asian students includes believing that they can be leaders, performers, artists, and athletes. To help strengthen these skills, encourage your stu- dents to become more involved in school activities. Do not confuse perfectionism with high expectations. Instead, let’s teach our students to embrace mistakes as an es- sential part of learning and success.
6. CRITICALLY INVESTIGATING HISTORICAL CONTEXT
When we teach diverse histories, our students develop an understanding of who they are and why they matter. We also challenge dominant narratives of white supremacy that teach children to equate “Canadian-ness” with “whiteness.” At the primary level, have students investigate their own family histories and explore Asian communities (e.g., Little India, Little
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