Page 9 - Professional Advisory on Anti-Black Racism

development session for staff and provides links to culturally appropriate mental health resources for students and families.15
• The Durham Catholic District School Board has introduced a pilot Grade 12 course Deconstructing Anti-Black Racism in the Canadian and North- American Context.16
• The London District Catholic School Board’s Anti-Racism, Diversity & Inclusivity Committee is working on a number of initiatives, including research, embedding anti-Black racism education into the curriculum, and having a Diversity Minister on Student Councils.17
• The Ottawa-Carleton District School Board has developed a dedicated webpage of anti-Black racism supports and resources.18
• Le Conseil des écoles publiques de l’Est de l’Ontario also has a number of equity and human rights initiatives underway, including research, data collected from students, through parents, and public focus groups. A number of resources are also available.
These school boards’ examples point to the need for resources that address anti-Black racism. The College is aware that a one-size- fits-all approach will not have the desired impact of enhancing educational outcomes for those impacted by anti-Black racism. It is important to understand the community context, familial circumstances and needs, and each student’s goals and dreams. Such an approach requires co-designing and developing anti-oppressive approaches that
foster a sense of belonging. Students thrive when they know that they are supported by caring, understanding teachers, guidance counsellors and administrators who are responsive to their needs.
Self-reflective practice
OCTs are encouraged to hone their capacity for honest self-reflection (see A Self- Reflective Professional Learning Tool) and critical thinking about anti-Black racism by regularly engaging in the following steps:
• Critically self-reflecting and examining how one’s position, power, privilege and advantage are used to maintain systems of oppression and colonialism and how that power, privilege and advantage can be shifted to dismantle those systems.
• Creating safe spaces for Black students and their families to reach out to educators to discuss their academic program and well-being.
• Actively listening to the concerns of Black students and co-developing strategies to address them as an education team.
• Participating in conversations and research about anti-Black racism as a way to enhance understanding on the topic.
• Developing a culture of belonging by inviting input on the types of material, readings, events and guest speakers that demonstrate a commitment to anti-oppressive, decolonial pedagogical practices.
• Proactively denouncing incidents of racism, including anti-Black racism, when they occur in the learning environment.
15 hcdsb.org/our-board/human-rights-and-equity/anti-racism/
16 dcdsb.ca/Modules/search/index.aspx?q=anti%20black%20racism
17 ldcsb.ca/apps/pages/index.jsp?uREC_ID=1076300&type=d&pREC_ID=1372488 18 ocdsb.ca/news/responding_to_anti-_black_racism__resources
PROFESSIONAL ADVISORY ON ANTI-BLACK RACISM 7