{"id":60614,"date":"2021-12-07T12:30:10","date_gmt":"2021-12-07T17:30:10","guid":{"rendered":"https:\/\/world.edu\/?p=60614"},"modified":"2021-12-07T12:30:10","modified_gmt":"2021-12-07T17:30:10","slug":"dismantling-anti-black-racism-in-our-schools-accountability-measures-are-key","status":"publish","type":"post","link":"https:\/\/world.edu\/dismantling-anti-black-racism-in-our-schools-accountability-measures-are-key\/","title":{"rendered":"Dismantling anti-Black racism in our schools: Accountability measures are key"},"content":{"rendered":"

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\nEducation is built on the belief that people can be more. In the words of\u00a0the 20th-century American sociologist and writer W.E.B. DuBois<\/a>, an important anti-racist leader and figure in the development of African American education, \u201cwhat people are depends on the way they have been educated, the way \u2026 their possibilities have been developed and drawn out<\/a>.\u201d Du Bois\u2019s speeches and writings on the education of Black students were part of his larger concern about Black children\u2019s well-being and the uplifting of Black communities.<\/p>\n

In other words, for education to be truly a\u00a0process of encouraging and embracing discovery<\/a>, everyone needs to be accommodated in the classroom.<\/p>\n

Canada is\u00a0known for its excellent education<\/a>, but this reputation can hide the realities of its Black students.\u00a0With ample data<\/a>\u00a0demonstrating the effects of systems<\/a>\u00a0that\u00a0undermine educational opportunities of Black students<\/a>, it\u2019s clear that access to education in Canada isn\u2019t equitable and inclusive. Canada\u2019s kindergarten to Grade 12 education systems should receive a failing grade until anti-Blackness is addressed.<\/p>\n

Way to improve<\/strong><\/h4>\n

The\u00a0Toronto District School Board\u2019s (TDSB) Centre of Excellence for Black Student Achievement<\/a>\u00a0offers a way to improve with a new targeted approach to addressing anti-Blackness. The centre offers a model based on strategic community engagement that school boards across Canada can learn from and enact.<\/p>\n

I am a PhD student researching Black youth and families\u2019 experiences in education, and I support research for this TDSB initiative\u00a0proposed by Black community members and education stakeholders<\/a>.<\/p>\n

Mutual relationships<\/strong><\/h4>\n

Decades after DuBois, Brazilian educator Paolo Freire argued that\u00a0in order for learning to happen, relationships need to be mutual<\/a>. Unfortunately, for Black students in Canada, this has rarely been the case.<\/p>\n

Even\u00a0as governments develop policies<\/a>,\u00a0some teachers shift their practices<\/a>\u00a0and\u00a0anti-racist educators and scholars demand more from classroom teachers<\/a>, the schooling experiences of Black children and youth reveal an ongoing struggle with anti-Black racism.<\/p>\n

Behind this failure stand governments and school boards that have fallen short on accountability measures that ensure no Black child or youth is left behind in fulfilling their potential.<\/p>\n

Given that\u00a0education is a human right<\/a>, our education systems and communities must continue to address the systemic and institutional barriers that prevent Black youth from claiming it.<\/p>\n

Reducing barriers in education<\/strong><\/h4>\n

At the Centre of Excellence for Black Student Achievement, the aim is to develop an education system where anti-Blackness is dismantled with targeted anti-racist policy and practice. This involves introducing accountability measures to counter the full spectrum of\u00a0educators\u2019 discriminatory practices<\/a>\u00a0that devalue Black life.<\/p>\n

The TDSB launched this initiative as one response towards developing solutions and responding to ways Black students and families continue to encounter barriers in education. Community members and education stakeholders in dialogue with the board identified\u00a0nine mandates<\/a>\u00a0to pursue. These include combatting anti-Black racism, identifying ways to improve Black students\u2019 success and achievement and access to resources like scholarships, networking and mentoring from within the community.<\/p>\n

More importantly, many of the\u00a0programs and initiatives <\/a>\u00a0offered to Black students reveal a commitment to improving\u00a0students\u2019 academic outcomes <\/a>\u00a0and overall well-being across the TDSB. Through evidence-based research, staff document student responses to programming, and then amplify student voices to improve educators\u2019 work in classrooms, and to enhance student learning experiences.<\/p>\n

Black students\u2019 well-being<\/strong><\/h4>\n

As\u00a0the Centre of Excellence for Black Student Achievement<\/a>\u00a0continues to grow its staff, the current team including graduation coaches and kindergarten to Grade 12 learning coaches. The latter support schools and staff with building an inclusive and anti-racist approach and practice to support Black students\u2019 well-being.<\/p>\n

Staff understand that improving Black students\u2019 education involves a system-wide targeted approach. Together we look for and create opportunities to build educators\u2019 understanding of practising anti-racism in the classroom and school environments. We provide strategies, instructional programming and resources through ongoing professional development.<\/p>\n

With the support of the program co-ordinator and principal, the team developed several programs for Black students. For example, there is a\u00a0Black Girls\u2019 Book Club and a Saturday program affiliated with York University and the University of Toronto<\/a>\u00a0that sees Black students learn about youth participatory action research.<\/p>\n

There is a summer leadership program to provide Black students with experiential learning opportunities. This is done\u00a0in collaboration with various community organizations and businesses<\/a>\u00a0to support Black students to develop their leadership skills, build networks, improve job readiness skills and knowledge about various careers.<\/p>\n

Black students engage with universities to learn more about STEM programs. One such\u00a0initiative with the Faculty of Engineering Secondary School at the University of Ottawa<\/a>\u00a0provided students the opportunity to take computer science courses while gaining credits toward their Ontario Secondary School diploma.<\/p>\n

A call to action<\/strong><\/h4>\n

Facing anti-Black racism and committing to addressing it means teachers and administrators are called on to develop school plans, curriculum, safe classroom spaces and policies, as well as teacher education, to ensure Black students receive the same access, resources and support as their white counterparts. This emphasis on sameness is important because it supports the fight for rights to education under the law. This is key to aiding Black youth in their academic success.<\/p>\n

Equal education opportunity for Black youth is a fundamental human right.<\/p>\n

If the majority of the white and racialized teachers graduating from teacher education programs having no previous experience using anti-oppressive, anti-racist or decolonial practices,\u00a0their teaching<\/a>\u00a0will continue to harm Black students\u2019 well-being and academic outcomes.
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