Page 4 - Professional Advisory on Anti-Black Racism

Urgent action on anti-Black racism is needed since racism and its prevalence in public and private institutions have been studied for many decades with recom- mendations that resonate today as they
did in generations past. The Stephen Lewis Report on Race Relations in Ontario from June 1992 addressed racism in education and the same questions asked then are still being asked almost 30 years later: “Where are the courses in Black history? Where
are the visible minority teachers? Why
are there so few role models? Why do our white guidance counsellors know so little
of different cultural backgrounds? Why are racist incidents and epithets tolerated? Why are there double standards of discipline? Why are minority students streamed? Why do they discourage us from university?”4
This professional advisory addresses anti- Black racism in education and also highlights a recent amendment to the Ontario College of Teachers Act, 1996 (OCTA), which now stipu- lates that “making remarks or engaging in behaviours that expose any person or class of persons to hatred on the basis of a prohibited ground of discrimination under Part I of the Human Rights Code” is an act of professional misconduct. The amendment was designed to put a stop to discrimination both in and out of the classroom. The guidance and examples provided in this advisory are meant to augment other resources and materials available to educators to help them critically reflect on their practice. Ontario Certified Teachers (OCTs) are encouraged to consult their employer policies, protocols, and Ministry of Education (Ministry) resources for more information on anti-Black racism.5
OCTs play an influential leadership role in the learning environment and are uniquely positioned to help address anti-Black racism and its impact on students given
the space they occupy as influencers and educators. The College also recognizes
that it takes a systemic approach to take meaningful action on anti-Black racism. Collective efforts not only by teachers, but by principals, vice-principals and staff, are necessary to address anti-Black racism. OCTs should be aware of the power they wield in classrooms, administrative spaces and other learning environments, and how that power can maintain and perpetuate a colonial culture and oppressive approaches that adversely impact students, particularly Black students.
This professional advisory provides
advice on ways in which educators can improve their daily practice to proactively address anti-Black racism. The goal is to provide support in creating inclusive and supportive learning cultures that benefit all students, regardless of their identity. Given the focus of school boards and government departments on anti-Black racism, now
is an ideal time for OCTs to examine their practice to eliminate the barriers and mitigate the adverse impacts that anti- Black racism causes.
4 ia903104.us.archive.org/22/items/stephenlewisrepo00lewi/stephenlewisrepo00lewi.pdf
5 Ontario’s framework for continued learning: Learn at Home Portal; Bill 48, the Safe and Supportive Classrooms Act, 2019;
A Safe and Welcoming School Environment
2 PROFESSIONAL ADVISORY ON ANTI-BLACK RACISM