The host-guest assignment was done in class after each member in the group was assigned a topic. All the members read the same article, and the guest responded with their 3-2-1 ideas; the host for each topic was the conductor of the discussion. The host’s job was to create insightful questions that corresponded with the readings to ignite a discussion with members.
The topic for me as host was Becoming an Anti-Racist Educator.
| My Hook/Connection for this topic: (article, video, image, etc) Explain the conversation starter/hook that you used (provide a link if used). How did you use it to prompt conversation? I was sharing the adoption of my cat Onyx. She was the longest resident of a Petsmart in Calgary; she was just over a year old and had been there since she was five months. When I adopted her, the lady helping explained why she was the longest resident to be adopted. Although many thought she was adorable and playful, she is a black cat, the stereotypes and unknown biases towards black cats reduced her chances of adoption. People would think she was cute but adopt the other cats because they did not want “bad luck” or due to certain superstitions. These stereotypes are due to the media portrayal of black cats and through what we learn. The only time you see a black cat (figures) in-store is during Halloween. I also added that when walking my cat I was about to pass a couple and when they saw my cat they moved across the street then came back to the side of the street we were on, so they would avoid passing a black cat. I want to use this story to move us into the topic of stereotypes and unbiases we may carry. Prompts/questions I prepared to help lead the critical conversation: 1. How can we as teachers ensure that our classrooms are anti-racists? How do we go about making all people from all demographics feel welcome? – think primarily of the quote from dear white teacher “the teachers’ fear of them and their fear of the teacher.” 2. Based on Jona Olsson Detour spotting, have you experienced/witnessed any of the 28 detours in the school? Or on any other day? how did you or others react? 3. How do we keep our co-workers accountable? How do we have those conversations with co-workers on anti-racist education (especially with those who are unknowingly attributing to racism)? | |
| Quick Summary of Critical Conversation: Be concise (1-2 short paragraphs). Key messages or themes (that emerged through discussion) Our main conversations centred around the theme of love and effort. Although many of us cannot relate to their experiences, we can provide these students love and an effort to understand what they have been through. This being having representation in your classroom, books, posters, in younger grades having diverse play material. Including different races and cultures into our lessons beginning in primary may help students begin to break down those stereotypes and biases, where students can challenge inherited ideologies. We used residential schools as an example; educating children at young ages allows for a society that grows towards equity and a strong community. Another theme was conversations with co-workers on anti-racist education. We discussed the difficulties of having these conversations with co-workers, especially those in an authority role or teachers who’ve been in the field for a longer time. An idea came up where we do not tell a co-worker they are wrong but give them resources for their lessons or their own education in a way that does not criticize them. This was an excellent discussion because in some form we will encounter these difficult conversations during our careers. | |
| Reflections: Think about your role as ‘host’. What did you learn about yourself (as a teacher)? What surprised you? Were there any AHA moments? What did you do really well? What would you do differently? Personally, I was surprised at the experiences of racism that we all encountered, and it all led to the same idea where we did not understand that we were acting in a racist fashion. Many of us would say “I can’t be racists because I have such and such friends”, …. I believe all my questions encourage discussions between my group members. Everyone was able to be heard and there were opportunities for building off each other’s ideas. My second question should have been more specific, there are a lot of detours given in that article and I should have picked a few that I’ve noticed or experienced and build off that. Without being specific the answer could have been vaguer. I managed the time well as we were able to get through all the questions in great detail and each member including myself had opportunities to provide responses. | |
| Critical Reflections: How could your understandings of the readings, and the critical conversation, contribute to your teaching philosophy? (1-2 paragraphs) I want my students to feel safe and represented in my classroom. I want my students to see me making an effort to learn their stories and understand their experiences. After reading the articles it’s important for students to develop a relationship with their teacher based on mutual respect. It’s important to remember that you cannot always relate to students on a personal level and their experiences but you can provide them with care and love. I want to be the teacher that helps students enjoy their school experience. I want to be the teacher that helps all students feel seen in the classroom, both through my lessons and the material in my classroom. Another area that stood out for my teaching philosophy during these readings was doing my own research. If I want my students to feel heard and represented in my classroom, I have to do my own research on how to implement this into my lessons. Not only research but knowing when I am not knowledgeable enough on a topic and bringing in an expert (e.g. an elder). As a teacher, I strive to continue to learn and do more to provide an optimal learning experience for my students. A space where all is welcome and we learn together to create a more equitable future. | |
| Questions: What are you wondering about now?, i.e. thoughtful questions that arose from the discussion. My biggest question is how can teachers implement anti-racist topics in all school subjects? In some subjects (math) it’s difficult to make those connections, so I’m curious as to how teachers can do that. |
Guest Response – Importance of name and story (download)
Guest Response – Restorative Justice Pedagogy (download)
Guest Response – Equity, Diversity, & Inclusion (download)