Antiracist Representation
Until Canada’s long history of anti-black racism within its social institutions is fully acknowledged and addressed, there will continue to be challenges facing students and educators within.
As mentioned in Module 1, antiracism is also a pedagogy. When educators challenge racism with intentionality, they are contributing not only to resources and representation in their curriculum but also to their educator communities by modelling examples and by inviting others to do the same. There are many resources that can support antiracist pedagogy. There are also many ways that these resources can be curated, presented in curriculum, and shared in communities of practice. The image and source below is an example of this.
Source: Antiracist Representation Resources (curated and designed using genial.ly by Jessica Paterson, GBC Curriculum Specialist)
Here are the links for the Antiracist Representation Resources:
Indigenous Inclusion
Created by Confederation College's Library and the Indigenous Learning Outcomes team, this portal provides resources to respond to the TRC's Calls to Action.
First People's post-secondary storytelling exchange
Students, professionals, elders, and youth share stories of their educational journeys.
Inclusive language guide
A quick read on using inclusive language from the BC government.
Nappy
Licensed under Creative Commons, this site offers "beautiful pictures of Black and Brown people for free."
Indigenous Academic Journals
This collection of academic journals from the University of Alberta covers a wide range of disciplines.
#ScholarStrike
Compiled by the Faculty of Education at Queen's University, pages 30-41 highlight postsecondary antiracist resources and lesson plans.
In the context of understanding white supremacy, realizing the depth of racial injustice and the emerging self-awareness of what it means to have accepted it and lived based on it has emotional consequences (Du Bois, 1940). As mentioned earlier, shifting our practice to UDL and equity frameworks is a reflective practice - not a checklist - and it is best done within communities of colleagues who are also committed to support growth and change.
The work of antiracism is active, not passive. Antiracists are not born, nor can a teacher be made an antiracist. Each individual must choose to actively recognize racist barriers and do the work to tear them down.
Collaboration Activity 5: Check-In
This might be a good time to check the progress of our Curation Collaboration. Maybe you have more actions and ideas for Multiple Means of Representation to add.