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Question Two- Alexander P, Shormeh O, Danehsa J, and Jordan K: 

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Question Two- Alexander P, Shormeh O, Danehsa J, and Jordan K: 

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Question Two- Alexander P, Shormeh O, Danehsa J, and Jordan K: The first step in becoming more aware of our prejudices is simply acknowledging the fact that every person has them (may they admit to it or not). Also, we must be self-reflective and be critical of ourselves in order to ask the difficult questions of acknowledging biases and prejudices. It is only through difficult conversations that change is made and as a result we must become comfortable with the uncomfortable even if it means critiquing ourselves. As Bias-Proof Your Classroom states we must question if we "... truly believe that all students, regardless of race, ethnicity, gender, or socioeconomic background, are capable of being academically successful?" This is a fantastic question because we may judge a student at first glance, but this is doing a disservice to the entire teaching community as their circumstance does not define them and we must recognize this injustice of stereotyping. Lastly, to encourage diversity and acceptance in the classroom, we must ensure that we provide an opening and welcoming classroom environment by providing a wealth of resources that trigger productive and constructive class discussion. The Edutopia article highlights how we can make this change through diversified strategies such as having various forms of media and literature that speaks volumes to the experiences of the students.

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For us to help our students unlearn some of the prejudices and stereotypes that they have grown up with, we must start with creating a safe and open environment where students feel comfortable, as well as be knowledgeable and unbiassed as educators.

- Get students to critically think about their own personal beliefs and interests and be able to acknowledge and understand others.

- Ask students for their own prejudices, and how they think about the topic overall – this way these observations can expand their thinking (OHIC, 2013)

- Asking students where do these thoughts come from?

- Always reminding students that what might be said/normalized within their households might cause harm to others;

- Creating awareness overall regarding the topic;

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Group 6: Marilu P., Sabrina P., Laura B, Christina G.

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Group 6: Marilu P., Sabrina P., Laura B, Christina G.

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What are some steps we can take/things we can do in order to become better aware and identify our prejudices?

“While we can't avoid prejudice, we can work to recognize our prejudices and gain new information and ways of thinking that will inform just actions” (page 56)

-We must firstly accept that we have biases. Identifying and acknowledging our biases involve critical thinking processes. This includes self-reflection. Educators should be open-minded and not to make assumptions prematurely that could affect judgements. Seek truth first.

-Ongoing education, it’s a process. We must commit to exposing our bases and unlearning.
-Learning from our students. Acknowledging that their knowledge and live experiences are valid and could help you reveal your own biases. Dismantle power relations in the classrooms.

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Jessi Cowie, Emina Gladstone, and Julia Augurusa

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Jessi Cowie, Emina Gladstone, and Julia Augurusa

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Teaching Social Justice - Group 12
Question:

Can we have discrimination without prejudice and vice versa? Or do they ALWAYS go hand in hand?

As a group, we agree that discrimination and being prejudice do go hand in hand. As humans, we tend to perceive a group of people to be all the same and similar. We should not generalize and associate an individual with their groups of friends/ peers or be stereotyped (religious groups).

Quote:

Teachers must first build a safe, encouraging place where students can speak about their experiences and beliefs

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Thanujaa P, Julia F, Julia A: Group 10, Question 1

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Thanujaa P, Julia F, Julia A: Group 10, Question 1

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Q: What does it mean to be “critical” of our prejudices? Why might this analysis benefit ourselves, our students, our colleagues and school communities at large?

To be critical of our prejudices as teachers means engaging in continual intentionally conscious self reflection, aware of our biases that may be expressed through words, non-verbal cues, or amount of eye contact. These behaviours that of make students feel more or less valued in the classroom must be analysed and critiqued as teachers.

This analysis might benefit ourselves, our students, our colleagues and school communities at large by helping to create community where there is "opportunities for students' voices to be heard" (eduTopia). By being intentionally conscious as educators, we can pass this trait on to our classroom communities by working to facilitate " a classroom community of conscience" where teachers can create "rules that teach fairness in classroom discussions and behavior" (Resilient Educator).

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Cassandra Piccoli, Jael Yuzon, Ridima W Group 11

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Cassandra Piccoli, Jael Yuzon, Ridima W Group 11

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Question: Why critical social justice and not just social justice?

Quote from resource: “Students need to be able to recognize real-world problems and critically engage with these issues”

- critical examination of themselves, others, institutions and events to find patterns of inequality, bigotry or discrimination, then explore possible solutions to the problems they’ve identified
- As students explore issues like the Trayvon Martin case or witness racism in their own lives, they need to be able to bring up these issues in class discussions and critically examine the issue as well.
- critically examining the issue goes beyond just recognizing what the issue is. But critical social justice actively engages with the issues and puts words into action.

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Lisa C., Carrie L., Stephanie E., Alondra D.

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Lisa C., Carrie L., Stephanie E., Alondra D.

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Question: How does social media reinforcement our prejudice towards various social groups in society?

The idea of an echo chamber - Social media algorithms track what you are engaging with and eventually curate a feed of posts and videos that it thinks you will like to keep you on the platform more. The issue with this is that you could potentially be engaging in media that is biased, hurtful and prejudiced and the continuous exposure to this sort of media will only reinforce these ideas and behaviors.

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Natalie, Taylor, Kristian, Sarah F. Group 4

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Natalie, Taylor, Kristian, Sarah F. Group 4

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How does social media reinforcement our prejudice towards various social groups in society?

1. Subscribing to individuals or groups/communities who hold the same negative ideas.

2. Disinformation within platforms by both users and high-profile individuals...

3. Personalized censorship narrows ones perspective

4. Algorithm/targeted suggestions may suggest acceptability.

5. Trends/conformity/fads

6. Representation in advertisements may suggest conformity.

Quote from resource: “Students need to be able to recognize real-world problems and critically engage with these issues”

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Vanessa Troiani, Matthew Perfino, Abisha Visakan, Nadia Santoriello

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Vanessa Troiani, Matthew Perfino, Abisha Visakan, Nadia Santoriello

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Question: How can we as educators leave our prejudices at the door?

As educators we can begin to leave our prejudices at the door by being honest with ourselves. It is important to recognize that we are not colour-blind. To ensure that we are being honest with ourselves we must continuously assess our biases and ask ourselves questions related to how we treat our students, and if each student is receiving the same treatment. (Source: Link 1)

Another way that we can leave our prejudices at the door is by teaching anti-bias lessons. By teaching lessons that are anti-bias we are creating an environment that is not informed by our own personal biases, thus, leaving our biases at the door. If we were to bring our own prejudices into the classroom, this may result in bias lessons being delivered to our students. (Source: Link 2)

Lastly, it is important to explore solutions when addressing biases/prejudices. We can have discussions with our students about inequities that they encounter in their lives or that they witness, and discussion actions that can be put in place to counter these issues. (Source: Link 1)

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Group 2: Iqbal, Megan, Leah, and Veronica

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Group 2: Iqbal, Megan, Leah, and Veronica

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Q: How can we work to create lessons about prejudices and discrimination that are relevant and translate to students lives directly outside the classroom walls?

Quote: "Awareness of ourselves as socialized members of a number of intersecting groups within a particular culture in a particular time and place (social location or positionality) will increase our critical social justice literacy" (p.80)

A: One lesson we can incorporate into our classroom to address prejudices and discrimination is the Insider/Outsider activity listed in OTRP online document. The objective of this activity is to encourage students to take the perspective of those who are excluded and consider how those negative feelings affect others’ behavior in social situations. Another way we can help remove prejudices and discrimination is by bringing in guest speakers that represent the lived experiences of our students, which can hopefully have an impact on the student's lives directly outside the classroom walls.

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Group 8: Emily B., Alana G., Lecs P., Ranmeet G. 

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Group 8: Emily B., Alana G., Lecs P., Ranmeet G. 

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Question: "What does it mean to be critical of our prejudices? Why might this analysis benefit ourselves, our students,  our colleagues, and school community at large?"

-knowing that these prejudices exist within ourselves
-not only do we know that they exist but also want to willingly expand our knowledge and actively do the work to expand
-"Prejudice reduction seeks to minimize conflict and generally focuses on changing the attitudes and behaviours of a dominant group" (teaching tolerance anti-biased framework)
-Being critical of our prejudices means being critical of the dominant ideology and this analysis would benefit our students and school communities in that we would be able to make space for marginalized and racialized voices that are often underrepresented or neglected in society
-prejudice how we view people vs how we act towards people
-being critical of ourselves will only help the overall atmosphere around us as educators
-"We explain that prejudice and discrimination cannot be avoided; we all hold prejudices and we all discriminate based on our prejudices. We argue that the first step in minimizing discrimination is to be able to identify (rather than deny) our prejudices" (pg 74 chapter 4)

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Sabrina M, Amanda A, Susanna Lee (Group 9)

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Sabrina M, Amanda A, Susanna Lee (Group 9)

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Teaching Social Justice:
Q: What does it mean to be “critical” of our prejudices? Why might this analysis benefit ourselves, our students, our colleagues and school communities at large?

Quote: "The reality is that no one can avoid prejudice because it is built into our socialization. All humans have prejudices, but they are so normalized and taken for granted that they are often very difficult to identify. This is one of the challenges of critical social justice literacy: developing the critical thinking that would enable us to bring our prejudices to the surface and reflect upon and challenge them" (P77).

A: To be critical of our prejudices is to bring them to light and to accept that no one is perfect. This does not make us bad people but rather it gives us the tools as educators to treat others with equality, and respect. To be more welcoming of all identities, genders, races, religions etc., that makes our school and society a better place; helping our students build a better future.

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TFDC Unconscious Bias Chapter 4 Questions 

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TFDCSocial Justice questions from Chapter 4 

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Activities for Making Students Aware of Prejudice and Discrimination

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Activities for Making Students Aware of Prejudice and Discrimination

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Activities for Teaching about Prejudice and Discrimination 