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Directive 14 - School/Community Engagement

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Directive 14 - School/Community Engagement

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Directive 9 & 18 : Create an Equity Team

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Directive 9 & 18 : Create an Equity Team

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What does it mean to be anti-racist? What does it mean to be anti-oppressive? Thoughts, comments, reactions to the video

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What does it mean to be anti-racist? What does it mean to be anti-oppressive? Thoughts, comments, reactions to the video

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What barriers to anti-Black racism, racism and anti-oppression do you see dominating/persisting?

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What barriers to anti-Black racism, racism and anti-oppression do you see dominating/persisting?

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What is an understanding that you will make a focus for yourself today?

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What is an understanding that you will make a focus for yourself today?

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Directive 21 - Student Discipline/ Restorative Practices

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Directive 21 - Student Discipline/ Restorative Practices

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Directive 9&19:  Instructional Practices: Culturally Relevant and Responsive Pedagogy

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Directive 9&19:  Instructional Practices: Culturally Relevant and Responsive Pedagogy

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Directive 14 - Black History Month/Black Voices in Curriculum beyond Black History Month

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Directive 14 - Black History Month/Black Voices in Curriculum beyond Black History Month

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Directive 14 - Physical School Environment

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Directive 14 - Physical School Environment

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Share an idea related to anti-oppression that resonates with you.

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Share an idea related to anti-oppression that resonates with you.

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Why have you joined this leadership group? What do you hope we will achieve?

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Why have you joined this leadership group? What do you hope we will achieve?

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2

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Culturally relevant pedagogy understanding more to ensure from my personal identity that I acknowledge and respect the pedagogy I am bringing to my students.

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I have started some work in my classroom so I want to make sure I am doing it right and how can I improve myself

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I have started some work in my classroom so I want to make sure I am doing it right and how can I improve myself

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To learn more about areas of concern at this school specifically (I'm new!) and share my experiences from previous schools. I hope to make my class/the school a place that students feel comfortable/welcome/happy coming to every day.

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To learn more about areas of concern at this school specifically (I'm new!) and share my experiences from previous schools. I hope to make my class/the school a place that students feel comfortable/welcome/happy coming to every day.

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I want to learn and be challenged to think about racism and oppression in ways that my priviledge fostered my ignorance. I hope our group will support one another to create the clarity of purpose to inspire action in others

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I want to learn and be challenged to think about racism and oppression in ways that my priviledge fostered my ignorance. I hope our group will support one another to create the clarity of purpose to inspire action in others

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This is the first time in 20 years that I feel this work will be authentic and create change.
I am very concerned about our Black and racialized students who have been and continued to be harmed in our educational system.

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To listen and learn and hopefully help other teachers understand the importance of this work. Grace

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I want to expand my understanding so that I can be sensitive to the needs of the student body as I work to promote equity through student engagement and library resources.

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1. I love emojis. :)
2. This team is where the real work is when we want to change the world to be a better place.
3. I hope this team will help us understand student and staff experiences better, help us recognize individuality in situations and help us help everyone succeed.

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Why? Because I have experienced racism, sexism, homophobia and I want to be part of creating a community where my students and my own children won't have to experience it (or at the very least that they will be equipped to name it and fight against it when it comes up).  I want to learn more about systemic oppression in our school system and the lived experienced of my BIPOC students and how I can work personally and collaboratively to dismantle it.

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Why? Because I have experienced racism, sexism, homophobia and I want to be part of creating a community where my students and my own children won't have to experience it (or at the very least that they will be equipped to name it and fight against it when it comes up).  I want to learn more about systemic oppression in our school system and the lived experienced of my BIPOC students and how I can work personally and collaboratively to dismantle it.

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To listen and learn genuine and concrete ways to support BIPOC students. 

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To listen and learn genuine and concrete ways to support BIPOC students. 

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Systematic racism has to change and so does systematic acceptance of racism.

For example: BIPOC article about airport and BIPOC (from colleague) and adopted black girl by white rich Weatley family (from book Stamped). Historically the view of BIPOC has not changed even though BIPOC are main stream (perhaps assimilated - the black individual carried an expensive luggage and looked like a business man) but because he was black, he was deliberately targeted). I wonder if any one stood up for both BIPOC individuals at the airport.

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3.  I hope that as a team, we can help others understand what changes must be made and why, as we reconstruct a system that allows all of our students to see they are valued and deserve success.

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3.  I hope that as a team, we can help others understand what changes must be made and why, as we reconstruct a system that allows all of our students to see they are valued and deserve success.

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Pushback from some teachers in the school due to a lack of fully appreciating the need for this work and understanding their bias and stance.

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Looking at parallels of what has happened and how other countires and people have or dealing with it.

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Sam Weisbrod: There is material shared around developing understanding; developing action items needs to become a priority as well.

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Sam Weisbrod: There is material shared around developing understanding; developing action items needs to become a priority as well.

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I've joined to expand on my understanding of how to support and make actionable change to our school community.

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We are our own barriers! We need to start in our own corner and constantly check-in with our implicit biases and reflect how we see and treat others who are different from us and from what we are used to.

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I hope we can have transparent and meaningful communications in order to come up with ways we can better understand the root of the social issues we are concerned with and devise actionable solutions

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#5.  I did not create the policies that discriminate.

This one really speaks to a general complicity and unwillingness to be part of the change.

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The concept of intersectionality/priviledge that there are many ways in which I am priviledged but also ways in which my identity can be oppressed. With privilege comes the responsibility to work to ensure that others do not feel oppressed.

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The concept of intersectionality/priviledge that there are many ways in which I am priviledged but also ways in which my identity can be oppressed. With privilege comes the responsibility to work to ensure that others do not feel oppressed.

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De-streaming of core classes in grade 9-10.

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It is at times difficult to recognize your life as privileged when you aren’t in contact with the underprivileged group

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My students in Spec Ed have visible disabilities.  It becomes the main focus and leads to them being dually marginalized because of their race and special needs.  In the past, these students have been treated as if the racism they experience doesn't exist or impact them because of their disabilities and a perceived inability for them to understand the way that the system is working against them.

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My students in Spec Ed have visible disabilities.  It becomes the main focus and leads to them being dually marginalized because of their race and special needs.  In the past, these students have been treated as if the racism they experience doesn't exist or impact them because of their disabilities and a perceived inability for them to understand the way that the system is working against them.

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The understanding that oppression and power stance are experienced simultaneously (intersectionality).  That I am both oppressed and privileged and to understand the intersectionality of this and its impact on my life and how that shapes my assumptions and also forms my biais. Grace

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The understanding that oppression and power stance are experienced simultaneously (intersectionality).  That I am both oppressed and privileged and to understand the intersectionality of this and its impact on my life and how that shapes my assumptions and also forms my biais. Grace

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With a disabled parent it resonates that ableism is so strong and people generally fall into two categories - those who look disparagingly and those who have overbearing concern. Few people treat a person with a visible disability as they would a person who is (or looks) able-bodied.

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The understanding that “oppression” is the lack of choice.  My perspective was that I had achieved “success” despite my “lack of choice”.   I was sent to school with the warning: “you’re not like them…”I wore my achievements as a medals.  I’ve raised my children to be strong and have skills to navigate this type of oppressive system.  On reflection - it makes me sad to my core.

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The understanding that “oppression” is the lack of choice.  My perspective was that I had achieved “success” despite my “lack of choice”.   I was sent to school with the warning: “you’re not like them…”I wore my achievements as a medals.  I’ve raised my children to be strong and have skills to navigate this type of oppressive system.  On reflection - it makes me sad to my core.

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-the importance of ensuring students understand anti-oppressive terminology and concepts.
-the power of language

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To raise awareness about how privilege can become the root cause of oppression in a variety of forms and how we can use our voices and actions to make a difference.

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Visible vulnerability presents immediate challenges- others can respond with bias, assumptions, expectations

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Visible vulnerability presents immediate challenges- others can respond with bias, assumptions, expectations

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From my family’s history, aligning with whiteness appears in the naming of family members. My father and his siblings were given Spanish-origin names to align with Spanish colonialism. My mother worked for English-speaking foreign banks and gave me and my siblings English names so they would be easily pronounced on a resume and possibly avoid any bias in the hiring process.

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Julie saying "Language is power". made me think about how we create hierarchy based on how people speak English - choice of words, accents, sentence structure - how it affects understanding and how it is used to wield power. 

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Julie saying "Language is power". made me think about how we create hierarchy based on how people speak English - choice of words, accents, sentence structure - how it affects understanding and how it is used to wield power. 

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The intersectionality of privilege is fascinating and so complex. As is the process it will take to understand and dismantle it.  I am also intrigued by the fragility and push back from people who have experienced privilege in such a deeply subconscious way that they are not able to acknowledge it or choose not to acknowledge it because the loss of privilege feels like a loss of rights. 

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The intersectionality of privilege is fascinating and so complex. As is the process it will take to understand and dismantle it.  I am also intrigued by the fragility and push back from people who have experienced privilege in such a deeply subconscious way that they are not able to acknowledge it or choose not to acknowledge it because the loss of privilege feels like a loss of rights. 

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Realistic/usable classroom lessons
How to embed this discussion into curriculum when it isn’t a natural fit

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Reflecting on your own learning, conversations with colleagues, department priority planning and the work to date at GF, what are topics or areas of learning still needed at Glenforest?

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Reflecting on your own learning, conversations with colleagues, department priority planning and the work to date at GF, what are topics or areas of learning still needed at Glenforest?

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How to have hard conversations with other staff and with students when homophobic, sexist, racist, Islamophobic, heteronormative, etc. language is used.

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How to have hard conversations with other staff and with students when homophobic, sexist, racist, Islamophobic, heteronormative, etc. language is used.

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-content vs skill approach
-Universal design
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How to initiate/promote having the conversation with those staff members who remain unengaged/uninterested

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How to initiate/promote having the conversation with those staff members who remain unengaged/uninterested

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How are different disciplines/dept  addressing the gaps in learning for our black students?

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How are different disciplines/dept  addressing the gaps in learning for our black students?

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How to support student's mental health while also having high expectations academically

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How to support student's mental health while also having high expectations academically

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How to truly be an ally.  How to go beyond tolerance of different to true acceptance and celebration. 

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How to truly be an ally.  How to go beyond tolerance of different to true acceptance and celebration. 

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How to bring students into this work and give them the skills to be effective activists

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How to bring students into this work and give them the skills to be effective activists

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Visual displays within the school that showcase values of diversity, acceptance and inclusion.

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Visual displays within the school that showcase values of diversity, acceptance and inclusion.

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Moving away from percentages and moving towards levels. Focus on skills attained rather than specific expectations. Most recent most consistent.

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-overt vs covert racism (aggressions) having a deeper understanding of covert racism and how it manifests
disrupting aggressions

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How to go beyond understanding and general discussion for students, to a dynamic where they feel empowered to express their viewpoint through voice and product.

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How to go beyond understanding and general discussion for students, to a dynamic where they feel empowered to express their viewpoint through voice and product.

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Instructional Practices - A collective team effort to create a bank of lesson plans (especially in math) that reflect culture, our student bodies and real life / lived experiences etc that is accessible to all teachers for their students.

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Instructional Practices - A collective team effort to create a bank of lesson plans (especially in math) that reflect culture, our student bodies and real life / lived experiences etc that is accessible to all teachers for their students.