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Universal Design for Learning
Equity Education and Anti-Oppression Frameworks

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.

Aladejebi, 2021

As mentioned in Module 1, antiracismOpens in a new window is also a pedagogy. When educators challenge racism with intentionality, they are contributing not only to resources and representation in their curriculumOpens in a new window but also to their educator communities by modelling examples and by inviting others to do the same. There are many resources that can support antiracistOpens in a new window 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 ResourcesOpens in a new window (curated and designed using genial.lyOpens in a new window 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.

Indigenous inclusion toolkitOpens in a new window

First People's post-secondary storytelling exchange

Students, professionals, elders, and youth share stories of their educational journeys.

Storytelling exchangeOpens in a new window

Inclusive language guide

A quick read on using inclusive language from the BC government.

Language guideOpens in a new window


Licensed under Creative Commons, this site offers "beautiful pictures of Black and Brown people for free."

Visit NappyOpens in a new window

Indigenous Academic Journals

This collection of academic journals from the University of Alberta covers a wide range of disciplines.

Journal collectionOpens in a new window


Compiled by the Faculty of Education at Queen's University, pages 30-41 highlight postsecondary antiracist resources and lesson plans.

Explore resourcesOpens in a new window

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.

Fritzgerald, 2020

Collaboration Activity 5: Check-In

This might be a good time to check the progress of our Curation CollaborationOpens in a new window. Maybe you have more actions and ideas for Multiple Means of Representation to add.

Next chapterDecolonizing Curriculum