Page 13 - Artistic Representation in Addressing Anti-Black Racism to Change Pedagogy and Practice

Developing an Anti-Racist Identity as a Leader to Centre and Serve African, Afro-Caribbean and Black Students, Families, and Communities depicts the interconnectedness of African-centred practices. The painting features a backpack which represents a toolkit, of strategies, pedagogical practices, leadership competencies and philosophies that centre
African, Afro-Caribbean and Black learners. The Invisible Thread that weaves together people of African descent is illustrated with green lines.
This course has been designed to
equip you with a cohesive understanding, strategies, pedagogical practices, leadership competencies and philosophies of how to address anti- Black racism in pedagogy and practice. It is educators’ collective responsibility to honour, affirm and reimagine futures centred around African, Afro-Caribbean and Black learner achievement
and excellence.
This artwork is the unifying piece that brings the concepts, strategies and pedagogical practices acquired throughout Part 1 and Part 2 of the Anti-Black Racism Additional Qualification. The green flourishes emerging from the backpack symbolize how the Invisible Thread forms its woven fabric as a physical embodiment of the Nguzo Saba. Given that the journey of learning is guided by multiple sources and stories, the diverse representations of the invisible thread
denote the non-linear nature of knowledge production and dissemination. It further symbolizes how educators can co-create learning experiences and spaces with learners, families, and communities.
The Adinkra symbol representing Umoja appears on the backpack, highlighting
the ongoing professional development
that is necessary for educators to create educational futures that honour the experiences, identities, and knowledges of people of African descent. By putting on this backpack, the educator signals engagement in self-reflection, pedagogical development, and personal growth. The educator
must acknowledge – and not debate – the presence of anti-Black racism in the education system. In acknowledging the systemic inequities and institutional disparities that limit the well-being and achievement of African, Afro-Caribbean and Black learners, the educator can readily identify the collective role and responsibility (Ujima) all individuals have to shape outcomes and reimagine new futures for African, Afro-Caribbean and Black learners.
ARTISTIC REPRESENTATION ADDRESSING ANTI-BLACK RACISM TO CHANGE PEDAGOGY AND PRACTICE 11