School Board tackles racism in new strategy

March 12, 2021 · 0 Comments

After years of identified inequities within the system, the York Region District School Board is tackling racism and anti-Black racism with a new strategy creating Black-affirming learning and working environments.

The Board (YRDSB) released the plan on Monday evening acknowledging there have been incidents of anti-Black racism within their schools and workplaces, but also biases about “abilities and interests” that have sometimes impacted students’ pathways.

“We must address and work to eliminate instances of unfair outcomes for Black students and staff members,” said Louise Sirisko, Director of Education for the YRDSB. “Outcomes should not be predicated by skin colour. All students, families and staff members entering our doors should always know they are important and valued members of our school communities and will be treated with care and respect. The Dismantling Anti-Black Racism Strategy is our guide to accomplish the priorities and actions found within its pages.

“During these meetings [that guided the development of the strategy], members of the Anti-Black Racism Steering Committee shared experiences of anti-Black racism in our schools and workplaces against students, staff and families. Through these conversations, they also shared their wisdom and underscored the need for YRDSB to address incidents of anti-Black racism head on. It was their relentless commitment to ensure Black students receive an equitable education and their desire to dismantle anti-Black racism and unwavering advocacy that paved the way for this authentic collaboration and the development of a shared commitment to work with community members and the Ministry of Education towards dismantling anti-Black racism.

“Even though these conversations were sometimes difficult, our collective commitment to the important work of dismantling anti-Black racism never wavered. Each meeting highlighted the importance of centering our decisions on the best interests of students, on the importance of community voice and involvement, on the need to listen, and on having the courage to directly address anti-Black racism on an individual and structural level.”

The first pillar of the plan is a “Commitment to Bold Leadership” straight at the top with the Director of Education and Superintendents setting direction. Through this pillar, senior leaders will ensure that the organization “embeds” its commitment to equity in its strategic plan; and tasks leaders with receiving regular updates on “racial disproportionalities and disparities” and incidents of anti-Black racism in schools.

The second priority is increasing the “racial literacy” of all staff members.

“The YRDSB recognizes that when people do not understand the structures of power (e.g.: white supremacy, colonialism, patriarchy, capitalism, heteronormativity) that shape the lives of Black students and communities, they are led to believe that racial inequality is the result of students’ shortcomings, a view that reinforces and perpetuates anti-Black racism.

“Racial literacy includes understanding that race is a socially constructed concept – not a biological reality – that was set up to control people on the basis of their skin colour. Racial literacy means understanding that racism is more than a collection of individual acts of prejudice; racism is systemic and embedded within the education system as well as in broader society. Racial literacy involves understanding the intersections of power and race, being able to locate and analyse racial systems, possessing the grammar and vocabularies associated with racial discourse, such as white supremacy, anti-Blackness, racialization, racial identity and intersectionality, while learning how to differentiate terms such as ‘ethnicity,’ ‘nationality,’ ‘discrimination,’ ‘prejudice,’ and stereotyping. Racial literacy includes the ability to ‘read, recast and resolve’ racially stressful situations.”

The third plank in the plan is “Creating Black-Affirming Learning and Working Environments.”

This portion of the strategy calls on the YRDSB to “strengthen” its anti-racism protocol to address incidents of anti-Black racism while also providing clear guidance on “which acts are deemed inappropriate and the steps students, parents and staff can take to have them addressed.” A guide will be developed to direct staff “on how to consistently and immediately interrupt and address acts of anti-Black racism that they witness or have been aware of.” Students will also be supported in the development of school-based campaigns to “dismantle” anti-Black racism and create anti-racist school environments.”

Additional pillars including hiring and supporting Black staff, “improving the ways in which Black parents, families and communities are able to engage with schools and the School Board,” improve academic outcomes for and the wellbeing of Black students, and creating “a culturally relevant and Black-affirming curriculum.

“Black students may be underperforming because they experience barriers to services and have long been underserved by the education system. As such, the YRDSB will strive to remove barriers, close opportunity gaps and address unwelcoming and racist school environments that undermine Black students’ mental health, push them out of mainstream learning environments and undermine their academic achievement.

“Addressing these issues includes reviewing the policies, protocols, practices and processes that may support disproportionalities and disparities in discipline, streaming, identification of special needs, engagement with policies, as well as over-reporting to the child welfare system.

“The YRDSB also recognizes the need to embed a culturally relevant curriculum and pedagogy to create identify-affirming learning spaces that recognize the diverse and interesting identities of Black students, and honour the ways of knowing and being of people of African descent. A culturally-relevant curriculum and pedagogy will not only allow Black students to flourish, but will also enable non-Black students to see people of African descent positively reflected throughout the curriculum.”

By Brock Weir
Editor
Local Journalism Initiative Reporter