Breaking Barriers: Achieving Black Student Excellence Resources
Resources for Workshop on Anti-Black Racism For Educators
Ontario, Human Rights Code, R.S.O. 1990, c. H.19
Ontario, Education Act, R.S.O. 1990, c. E.2
Government of Ontario Documents
UN International Decade for People of African Descent
United Nations International Decade for People of African Descent
OCDSB, The International Decade for People of African Descent, (15 May, 2018).
Adultification of Black Girls
Rebecca Epstein, Jamilia J. Blake, Thalia Conzález, Girlhood Interrupted: The Erasure of Black Girls’ Childhood, Georgetown Law Center on Poverty and Inequality (2017).
Adrienne Green, “How Black Girls Aren’t Presumed to Be Innocent”, The Atlantic, (29 June 2017).
Monique W. Morris, Why black girls are targeted for punishment at school -- and how to change that.
Anti-Black Racism in Schools
Toronto District School Board, Black Student Achievement in TDSB: Factsheet.
James, C.E. & Turner, T. (2017). Towards Race Equity In Education: The Schooling of Black
Students in the Greater Toronto Area. Toronto, Ontario, Canada: York University.
Chelby Marie Daigle, Addressing Anti-Black Racism in Ottawa Forum Summary Report, City for All Women Initiative, (2017).
Robyn Maynard, “Canadian Education is Steeped in Anti-Black Racism”, The Walrus, (29 November 2017).
Gray, E., Bailey, R., Brady, J., Tecle, S. (2016, September). Perspectives of Black Male Students in Secondary School: Understanding the Successes and Challenges – Student Focus Group Results. Mississauga, ON: Peel District School Board.
Tana Turner, Dealing with Incidents of Racism in Ontario Public Schools, Turner Consulting Group, June 2019.
Natasha Henry, Anti-Black Racism in Ontario Schools: A Historical Perspective, Turner Consulting Group (May 2019).
Martha Kuwee Kumsa et. al, The Contours of Anti-Black Racism: Engaging Anti-Oppression from Embodied Spaces, (2014).
Kezia Royer-Burkett, “The Safety Epidemic Facing Black Children In Ontario Schools”, ByBlacks (13 May 2019).
Shree Paradkar, “As a Black student, he was told to dream small. He had hoped things would change for his son”, Toronto Star, (6 September, 2019).
Carl James, “The crisis of anti-Black racism in schools persists across generations”, The Conversation (26 August 2019)
Jamie Bradburn, “The story of Ontario’s last segregated Black school”, TVO, (26 February, 2018).
Byron Armstrong, “Separate But Equal - TDSB 2018”, ByBlacks (15 October, 2018).
Durham District School Board, Compendium of Action for Black Student Success, (2018-2021).
RSEKN Equity Podcast Series, Dismantling Anti-Black Racism in Schooling, ft. Phiona Lloyd-Henry & Natasha Henry, Episode 3 Chapter 1 (22 September 2019).
RSEKN Equity Podcast Series, Dismantling Anti-Black Racism in Schooling, ft. Tana Turner, Episode 3 Chapter 2 (22 September 2019).
RSEKN Equity Podcast Series, Streaming and Educational Pathways, ft. Alison Gaymes-San Vicente, Gillian Parekh, Diana Grimaldos & Annie Kidder, Episode 6 Chapter 1 (23 September 2019).
Robin DiAngelo, White Fragility: Why It's So Hard for White People to Talk About Racism, (2018).
White Fragility by Robin DiAngelo
Racial Equity Tools, Whiteness and White Privilege.
Alberta Civil Liberties Research Centre, White Privilege/White-Skin Privilege.
Safe@School, Power and Privilege.
Priest N, Slopen N, Woolford S, Philip JT, Singer D, Kauffman AD, et al. (2018) Stereotyping across intersections of race and age: Racial stereotyping among White adults working with children. PLoS ONE 13(9): e0201696.
Keith Payne, Laura Niemi, John M. Doris, “How to Think about ‘Implicit Bias’”, Scientific America (27 March, 2018).
Dee, T., & Gershenson, S. (2017). Unconscious Bias in the Classroom: Evidence and Opportunities. Mountain View, CA: Google Inc.
Aneeta Rattan, Jennifer L. Eberhardt, “The role of social meaning in inattentional blindness: When the gorillas in our midst do not go unseen” Journal of Experimental Social Psychology Volume 46, Issue 6, November 2010, Pages 1085-1088.
Resources for Inclusive Curriculum Workshop for Educators
Ontario Ministry of Education, Culturally Responsive Pedagogy: Towards Equity and Inclusivity in Ontario Schools, (November 2013).
Zaretta Hammond "Culturally Responsive Teaching" at the San Francisco Public Library
Ontario Institute for Studies in Education, Equity Continuum: Action for Critical Transformation in Schools and Classrooms.
Inclusive Schools Network, Culturally Responsive Instruction.
Jennifer Gunn, “Understanding Culturally Responsive Teaching”, (3 December, 2018).
OECD, Ten Steps to Equity in Education, (January, 2008).
Ontario Institute for Studies in Education, Model for Inclusive Curriculum: Approaches and Dimensions, Ontario Institute for Studies in Education.
Cooperative Children’s Book Center, Multicultural Literature Resources.
Ashley DiFranza, “4 Practices to Promote Equity in the Classroom”, (24 June, 2019).
In this 1.5 hour panel discussion, parents and guardians of racialized students will learn about the various ways children and youth experience racism, how discrimination and racism can impact their experience in school and the impact on mental health. Panelists will examine social constructs and psychological concepts to help parents better understand and support the mental health of their children. Participants will have the opportunity to ask questions, share stories and provide peer support to others within a Safe and Brave Space model.
Register here: http://bit.ly/healing_P4D
Let's meet the panelists!
Wayne has been a social worker for more than thirty years. As a graduate of Ryerson and Carleton, he launched his career in Toronto working in child welfare, corrections, and mental health. He was able to combine his passions of social work and travel and did a child welfare stint in Australia. He has been with the Ottawa Catholic School Board for over twenty years, and once again combined passions-- working with children and writing. His latest novels draw from the courageous and heroic lives of families he has been fortunate to work with. As one of the few vocal racialized individuals in mainstream organizations wherever he worked, he understands the unique mental health challenges of staff as well as consumers, in particular children and youth. He brings critical analysis and the necessary emotional resilience to foster individual and institutional change.
Meghan is a certified L2 Unified Mindfulness, Mindfulness Coach, located in Ottawa, Canada on unceded and un-surrendered Algonquin territory. Identifying as she/her, Meghan is a multi-racial, Black Woman with a Jamaican heritage. Meghan includes over 15 years of experience within human resources, hospitality and philanthropy into all her projects and offerings. Her recent role in 2020 as Chair of Parents for Diversity offered relevant knowledge beyond her lived experiences of the education system and the mental health challenges of students, specifically Afro-Caribbean Black and Indigenous identifying, as well as educators. In March of 2020, Meghan launched the Mindful Educator Program as a part of the New Teacher Induction Program for the Ottawa Catholic School Board. Featured in CBC as one of 10 women in the Ottawa area building community by supporting and promoting wellness, Meghan is passionate about inclusive wellness and mental health support because of her own continued lived experiences.
E. L. Adams
E. L. was born and raised in Charlotte, NC with his older sister, by Everett Sr. and Sandra Adams. After graduating from West Charlotte High School to attend Phillips Academy-Andover Preparatory School in Andover, MA. E. L. then went on to study at St. Francis Xavier University in Nova Scotia where he studied psychology and played on the 2 time national championship basketball team. After graduating university, E. L. returned to the United States and graduated from Tennessee Technological University in Cookeville, Tennessee with a master’s degree in Educational and Counseling Psychology.