The course Learning To Be Anti-Racist: An Introductory Course offered me invaluable insight into anti-racism. Through this course, I have learned about the difference between not being racist and being anti-racism as well as strategies to help create inclusive, racially-just environments in schools.
First, it is essential to understand that being not racist and being anti-racist are different in terms of actions and engagement. While being not racist means understanding what racism is and avoiding racist behaviours, being anti-racist goes beyond this, requiring deliberate actions to confront racism. Being anti-racist represents an active commitment to challenging racism or racial injustice. For educators, this means adopting an anti-racist mindset and actively participating in efforts to combat racism and create an inclusive educational environment.
I strongly believe that being an anti-racist teacher requires me to adhere to Standard 1 and 9 of the Professional Standards for BC educators to address racism and inequities in Canadian society and the education system. To honour Indigenous knowledge and perspectives, the first step that comes to my mind is understanding and applying The First Peoples Principles of Learning in my professional practice. Teachers are essential bridges for future generations, raising awareness about the truth of residential schools and the impacts of assimilation and intergenerational policies on Indigenous peoples. Given that, teachers can help eliminate racism and build a transformed education system where the value of Indigenous peoples and cultures are respected and reflected. In alignment with Standard 9, I aim to challenge the biased narratives about First Nations peoples, creating educational environments where they feel valued and included. Building a high trust and stress-free environment is a fundamental step for teachers to deeply connect with students’ culture to build a positive teacher-student relationship, nurture their learning, and combat racism.
Another important commitment that I plan to make is to become a lifelong learner. Developing a better understanding of the cultures, histories, and communities of my future students and colleagues is crucial. This ongoing learning will ensure that I do not oversimplify or misrepresent these cultures, reducing biases and fostering awareness, respect, and meaningful relationships.
It is important to recognize that many people still hold ignorance about these matters and perpetuate racism and harmful stereotyping rooted in cognitive imperialism. Western culture and knowledge have been prioritized to such an extent that the diversity and richness of other cultures, especially Indigenous cultures, are often overlooked. This reality reminds me to maintain my conscious awareness of racism in my role as an educator. The goal is to build an inclusive education system where students can achieve holistic development of their academic skills and competencies while also getting the support to develop their social and emotional well-being in ways that honor who they are. Rather than lowering the standards for some students, educators must believe in students’ innate ability while respecting and celebrating their cultures and communities.
Finally, I commit to speaking up and taking action as an anti-racist educator to advocate for the equality that Indigenous peoples and students of all other races deserve in Canada. Instead of silently witnessing racist incidents, I will actively confront racism to ensure that there is zero tolerance for it. Additionally, I acknowledge that educators and I may make mistakes or hold biases, but I am committed to reflecting on, asking for support or providing support to other educators to address racism and create racially-just educational environments.
