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TESL Association of Ontario is an English language education organization that provides support and direction to professionals, government bodies and learners involved in English as a Second Language in Ontario. The organization recognizes that institutional racism has a negative impact on racialized colleagues, learners, and communities. TESL Ontario is committed to dismantling racism by instilling values such as equity, diversity, inclusion, and multiculturalism in all aspects of the English language teaching profession. Diversity, equity, and inclusion are central to the organization and help to inform their decisions, projects, and initiatives. ~ Richard

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TESOL International Association is an organization of 13,000 English language professionals from around the world. Its main goal is to advance the knowledge and expertise of English teachers. However, it is committed to diversity, equity, inclusion, and access within the field of English language teaching and upholds antiracist and antidiscrimination policies and practices. TESOL promotes equitable representation, engagement, and access to professional opportunities for all. It proactively works to eliminate any kind of discrimination and social injustice based on individual differences, including age, appearance, culture, disability, ethnicity, gender, gender identity, geographic location, language background, national origin, race, religion and belief, and sexual orientation. ~ Richard

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The School of Public Administration and Development Economics (SPADE) has developed a diversity plan to ensure an inclusive learning environment where all students, faculty, and staff can work, study, and conduct research. SPADE is actively committed to providing opportunities to both students and faculty in the areas of recruitment, hiring, promotion, and financial support to all individuals regardless of race, ethnicity, color, religion, nationality, gender, age, political attitudes, or disabilities. In addition, the plan emphasizes the coverage of diversity-related materials in the curriculum components of its programs. ~ Richard

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Hong Kong University of Education (HKU) Equity and Inclusion Working Group:

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Hong Kong University of Education (HKU) Equity and Inclusion Working Group:

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Some universities in Hong Kong, like HKU, have established Equity and Inclusion Working Groups. These groups consist of educators, researchers, and students who engage in research and dialogue on equity and inclusion in education. They conduct inquiries and research projects and share findings with the broader education community to promote inclusive practices. - Melanie Kirk

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Diversity and Inclusion Network for International Schools in Hong Kong:

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Diversity and Inclusion Network for International Schools in Hong Kong:

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This network is designed for teachers and administrators in international schools in Hong Kong. It aims to address the diverse student populations in international settings. Members of this network engage in regular workshops and discussions focused on equity and inclusion, using an inquiry-based model to explore effective teaching and support strategies. - Melanie Kirk

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Hong Kong Inclusive Education Community of Practice (CoP):

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Hong Kong Inclusive Education Community of Practice (CoP):

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This CoP brings together educators, school leaders, and other stakeholders interested in inclusive education. They engage in regular meetings and discussions to explore strategies that foster equity and inclusion in Hong Kong schools. The community uses an inquiry-based approach to identify challenges, share best practices, and develop action plans to support students with diverse needs. - Melanie Kirk

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At our school we have weekly meetings to discuss student progress and special needs. We try hard to make sure that every student in the building has a trusted adult to act as a mentor. Mentors meet with all of the teachers who teach a particular student to share information and discuss ways to support them. - Melanie Kirk

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The OHRC was established as an arm’s length agency of government in 1961 to prevent discrimination and to promote and advance human rights in Ontario. They envision an “inclusive society where everyone takes responsibility for promoting and protecting human rights; where everyone is valued and treated with equal dignity and respect; and where everyone’s human rights are a lived reality”. They work with members of the Ministry of Education, and run both community engagement sessions and teacher training sessions across the province. Links to eLearning resources and webinars can be found on their website. - JM Jones

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This PLC, made up of both teachers and students, meets every week to discuss different learning styles and how to best support all learners at our school. They also present age-appropriate information during assemblies to raise awareness regarding neurodiversity in our community. - JM Jones

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My school has committed to spending seven years (school years 2020-21 to 2026-27) conducting school-wide action research on a key aspect of our Student Profile: global advocacy. Through teacher-driven action research, we are trying to discover how ACS can best support our students becoming global advocates. We are working with an expert in the field, Dr. Eeqbal Hassim, and so far, have been focusing on the creation of foundation statements (Courageous Conversations Position Statement, Global Advocacy 2027 statement) and on data collection. - JM Jones

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One of my provincial subject associations (CODE) is working to decolonize the dance and drama curricula. Rather than a eurocentric view of the artforms, the association has cancelled some of their unit plans, for example, the unit on African Dance should only be taught by someone from that culture. African dance is so varied and diverse across the continent, that the association felt it was problematic (even racist) for white teachers to appropriate from different cultures.  ~ Melanie R.

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We have a PLC to focus on Indigenous visibility and empowerment. There is a classroom devoted to First Nations culture where all students and staff are welcome to join in ceremony, education, and conversation all hosted by an Elder. The aim is to improve inclusion by helping all cultures to understand each other. ~ Melanie R.

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At my school we have a PLC that focuses solely on anti-oppressive education of staff and students. They work to plan and implement initiatives for PD and for students. They promote representation in the classroom and succeeded in creating a Black Student Alliance to help strengthen the Black community and provide an opportunity to build confidence amongst the racist behaviour that is unfortunately still rampant in our school.  ~Melanie R.