本文发表在 rolia.net 枫下论坛It was also noted that programs such as the Gifted and Home School programs and practices such as streaming are deepening divisions along socio-economic and racial lines, and contributing to the deficit mentality towards certain students, especially Indigenous and Black students, that educators, administrators, and even fellow classmates may hold
Bias and Discrimination
Racism
Racism was frequently raised as a concern by a very wide variety of stakeholders, notably by families and students. Explicit and implicit forms of racism were reported, expressed in both subtle and strong ways. Stories ranged from a teacher making a casual jokes about lynching to a teacher allowing racist comments to be said in the classroom and telling the class that everyone is entitled to their opinions. The Task Force found that when educators do not address unacceptable occurrences in their classrooms appropriately, harmful perspectives and behaviours are legitimized and perpetuated at the expense of other students.
Participants further reported how bias and discrimination affect decision-making for students, due to a deficit mindset held by some staff. As noted earlier, streaming was raised many times as an example of this pattern, as assumptions are made about students from certain races and backgrounds. These experiences were supported by research (James & Turner,2017; Queiser & De Araujo, 2017). Students shared how this impacted their well-being and morale in negative ways. Specific attention was drawn to anti-Indigenous and anti-Black racism, and recent reports examining the relationship between race, achievement, and well-being were cited supporting peoples’ stories and lived experiences. The Student Resource Officer (SRO) program was also frequently raised as an example of perceived criminalization of racialized youth, due to the over-representation of SROs in more racialized schools. Many of these related concerns were reflected in the recommendations shared with the Task Force by the Black Student Achievement Advisory Committee (see Appendix C).
Islamophobia
Participants felt that the Board is not doing enough to address the problem of rising Islamophobia and the negative impact this has on Muslim students. Participants reported instances of school staff planning school events without taking into account of religious holidays that affect Muslim students. Some students and parents/caregivers expressed frustration at having to explain and advocate for their need for religious accommodation.
Biased Curriculum and Materials
Participants raised the issue of bias in the curriculum and textbooks, noting in particular the Eurocentric orientation of both. Many felt that students often struggle to see themselves represented in schools. It was felt that de-centering this Eurocentric curriculum and providing more training for teachers in culturally relevant and responsive pedagogy is needed.
Biased Teachers and Staff
Some participants spoke out about experiencing prejudice from school staff, particularly on the basis of their socio-economic or racial background. They stressed that it is the duty of the Board to ensure that staff do not perpetuate such prejudices. It is felt that Board staff need to self-reflect and challenge their own biases. Participants were clear that it is necessary to hold challenging conversations about racism, oppression, privilege, classism and other barriers to equity. People also felt that partnering with faculties of education and unions to ensure teacher training is culturally reflective and diverse would help reduce the bias educators hold.更多精彩文章及讨论，请光临枫下论坛 rolia.net
Bias and Discrimination
Racism
Racism was frequently raised as a concern by a very wide variety of stakeholders, notably by families and students. Explicit and implicit forms of racism were reported, expressed in both subtle and strong ways. Stories ranged from a teacher making a casual jokes about lynching to a teacher allowing racist comments to be said in the classroom and telling the class that everyone is entitled to their opinions. The Task Force found that when educators do not address unacceptable occurrences in their classrooms appropriately, harmful perspectives and behaviours are legitimized and perpetuated at the expense of other students.
Participants further reported how bias and discrimination affect decision-making for students, due to a deficit mindset held by some staff. As noted earlier, streaming was raised many times as an example of this pattern, as assumptions are made about students from certain races and backgrounds. These experiences were supported by research (James & Turner,2017; Queiser & De Araujo, 2017). Students shared how this impacted their well-being and morale in negative ways. Specific attention was drawn to anti-Indigenous and anti-Black racism, and recent reports examining the relationship between race, achievement, and well-being were cited supporting peoples’ stories and lived experiences. The Student Resource Officer (SRO) program was also frequently raised as an example of perceived criminalization of racialized youth, due to the over-representation of SROs in more racialized schools. Many of these related concerns were reflected in the recommendations shared with the Task Force by the Black Student Achievement Advisory Committee (see Appendix C).
Islamophobia
Participants felt that the Board is not doing enough to address the problem of rising Islamophobia and the negative impact this has on Muslim students. Participants reported instances of school staff planning school events without taking into account of religious holidays that affect Muslim students. Some students and parents/caregivers expressed frustration at having to explain and advocate for their need for religious accommodation.
Biased Curriculum and Materials
Participants raised the issue of bias in the curriculum and textbooks, noting in particular the Eurocentric orientation of both. Many felt that students often struggle to see themselves represented in schools. It was felt that de-centering this Eurocentric curriculum and providing more training for teachers in culturally relevant and responsive pedagogy is needed.
Biased Teachers and Staff
Some participants spoke out about experiencing prejudice from school staff, particularly on the basis of their socio-economic or racial background. They stressed that it is the duty of the Board to ensure that staff do not perpetuate such prejudices. It is felt that Board staff need to self-reflect and challenge their own biases. Participants were clear that it is necessary to hold challenging conversations about racism, oppression, privilege, classism and other barriers to equity. People also felt that partnering with faculties of education and unions to ensure teacher training is culturally reflective and diverse would help reduce the bias educators hold.更多精彩文章及讨论，请光临枫下论坛 rolia.net