Pages - ​​Indigenous Education and Equity - Disrupting Oppression
Loading
Google Translate           
​​Indigenous Education and Equity - Disrupting Oppression
​​Indigenous Education and Equity - Disrupting Oppression
​​​​​​
Disrupting Oppression Icon


Disrupting oppression involves identifying and addressing organization​al structures, policies, programs and practices (e.g., discipline, streaming, hiring, parent engagement) that uphold power and privilege and maintain anti-Indigenous racism, anti-black racist, ia, antisemitism, classism, homophobia, transphobia and ableism.

 

 

System Actions

  • Interrogate and remove systemic barriers to well-being and achievement for underserved students through an anti-oppressive analysis of policies and procedures
  • Create resources to support system and school leaders to analyse and understand patterns of marginalization and systemic oppression within and across multiple sources of data including identity-based data and incident reports (e.g., hate crimes, discrimination reports)
  • Provide resources and professional learning to school staff to combat incidents of hate, intolerance and discrimination (e.g., anti-Indigenous racism, anti-black racism, Islamophobia, antisemitism, classism, homophobia, transphobia and ableism)
  • Develop and implement a protocol to recognize and respond to hate, intolerance and discrimination
  • Develop, implement and promote accessible tools for reporting, documenting and responding to incidents of hate, intolerance and discrimination in a timely manner (e.g., REPORT IT button, online Safe School Incident Report, Barrier Buster)​
  • Suggest innovative approaches for the dedication of respectful spaces for prayer, smudging, devotion, or meditation activities for students, families, communities and staff in all board and school spaces in alignment with the revised Program Accommodations For Faith Purposes: A Guideline for Religious Accommodation
​​​​​  ​​​

School Actions

  • Seek out, value and be responsive to the voices and experiences of staff, students, families and communities of identities historically marginalized by structures and practices in schools
  • Use system provided tools and student data when examining environments, structures, practices and resources in order to identify and eliminate barriers to accessibility, well-being and achievement for those of historically marginalized identities
  • Use and promote protocols, resources and tools to intentionally respond to and document incidents of hate and intolerance which undermine inclusion, well-being and mental health

  • Foster and support identity-based student affinity groups​ to create safe and inclusive spaces for students
  • Use innovative approaches to dedicate respectful spaces for prayer, smudging, devotion or meditation activities for students, families, communities and staff in all board and school spaces in alignment with the revised Program Accommodations For Faith Purposes: A Guideline for Religious Accommodation

 

​​​

Classroom Actions

  • Develop own and others’ capacity to listen to marginalized voices with the intention to learn and understand
  • Identify and address biases and barriers in the physical, academic and social learning environments in partnership with students, families and communities​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​

  • Use protocols, resources and tools to interrupt and respond to incidents of hate and intolerance
  • Engage in age-appropriate (K-12) learning on anti-colonialism and anti-oppression to develop students’ understanding of hate, intolerance and discrimination and their manifestations in interactions, beliefs and systems
​​​​​​​​​​​​​
                                                           
​​​​​​​​​
 
Share |