Social Justice – The Success and Wellness of Blacks, Indigenous and People of Colour (BIPOC)

EEA 535 – Dimensions of Educational Leadership

Lecturer: Dr. Gloria Antifaiff

O’Nesseia Edmondson

May 25, 2021

"It is not our differences that divide us. It is our inability to recognize, accept and celebrate those

differences." - Audre Lorde.

Over the past decade or so, Canada has seen a continuous intake of immigrants from all over

the world, and so has the schools. We currently serve many minority groups; their wellbeing and

success should be of as great a priority as any other group. As a classroom teacher, it is my

priority to ensure that all groups, whether majority or minority, are served in total capacity while

in my care. In my classroom, students from at least three different ethnic/racial minority

backgrounds are served.

Being from a minority group, I understand the limitations and injustices that BIPOC may face

in our society, and by and large, globally. Experience of discrimination and negativity affects the

overall wellbeing of students and may cause them to withdraw and become introverted. Harris et

al. (2012) state that “…racial discrimination experienced across a range of settings has the

potential to impact a wide range of health outcomes and risk factors.” I see the huddle, the innate

desire to stick to "their kind.” When grouping for peer work in class and while playing at recess,

I notice the too obvious choice to stick to their own ethnic/racial groups to feel secure, protected

and even safe.

The Alberta Education Leadership Quality Standards (2020) competency number 4 states, “A

leader nurtures and sustains a culture that supports evidence-informed teaching and learning.”

(p.5). Under this standard, it further states that achieving this competency is demonstrated by the

fostering of equality and respect regarding rights as provided for in the Alberta Human rights Act

and the Canadian Charter of Rights and Freedom. ( 4b) highlights that "creating an inclusive

learning environment in which diversity is embraced, a sense of belonging is emphasized, and all
students and staff are welcomed, cared for, respected, and safe are evidence that these

competencies are being achieved.

So then, what is my role as a teacher of a mixed group of students coming from different

racial, ethnic, or socio-economic backgrounds? I can be their voice, their advocate! I can be that

voice of reason that speaks up and speaks out in their defence. I can be the one who shines the

light of confidence, perseverance, truth, acceptance and faithfulness. I may not know all their

languages, but I can learn, I can learn to listen and to understand. I can learn their culture and

their history. I can listen to their stories, and the other students can hear and understand as well.

Too often, students of minority groups are made to feel less than adequate. They are excluded

from the activities and are not given a fair chance to show their worth and capabilities. They can

never be a part of the “popular group.” Their peers sometimes ridicule them for their physical

appearance, skin colour, their accent or where they are from. Our BIPOC student community

needs our attention. They need to know that they are equally as important as their counterparts.

Injustice to BIPOCs is not new. Racism dates back centuries ago. This quote by (Ellison,

2016, p. 4) states, “I am a man of substance, of flesh and bone, fiber and liquids—and I might

even be said to possess a mind. I am invisible, understand, simply because people refuse to see

me.” I repeat this quote many times in my head as I try to capture the essence of Ralph’s pain in

those words; “I am invisible…, simply because people refuse to see me.”

Ralph Waldo Ellison was a writer who completed one novel during his lifetime. His

book, Invisible Man, was published in 1952 and earned Ellison honours and awards as his book

was considered one of the most influential masterpieces of the twentieth century. In the novel,
Ellison addresses what it means to be an African American in a world hostile to the rights of a

minority.

The Alberta Education Leadership Quality Standards (2020) competency #1 - Fostering

Effective Relationship states that we should:

(1a) “act with fairness, respect and integrity.”

(1c), "create a welcoming, caring, respectful and safe learning environment."

(1e), “establish relationships with First Nations, Metis and Inuit parents/guardians,

Elders/knowledge keepers, local leaders and community members.”

(1g), “act consistently in the best interests of students.”

For leaders to successfully achieve this competency, we must make an effort to serve all our

students in the same capacity. They are equal and should be treated with the same level of

fairness and acceptance. All students' physical, mental and emotional wellbeing should be the

school’s priority. Teachers have the unique and worthwhile task of ensuring that every student,

regardless of minority or majority grouping, walks away from their classroom every day feeling

a sense of love, kindness, acceptance and importance.

Given the current impact of Covid-19 on our schools, leaders are compelled to think about

how our BIPOC students are being impacted. How are these competencies being valued and

achieved regardless of the lack of school presence? While online schooling might have worked

for some, for others, especially those associated with Black, Indigenous and other racialized

background, the success has not been the same (James, 2020). Many students have not been able

to access the technology required in order to participate in online learning. James (2020) also

argues that "It is imperative that, as we contemplate a program of education that will best serve
the needs and interests of all students and parents, to give special attention to racialized, low-

income people whom the systems of education have consistently failed." (p. 6)

As the pandemic continues to rage havoc on our nation and the world at large, I cannot help but

think of my students and how they might be affected. Will they be able to achieve the same level

of success as their majority counterparts if this pandemic continues beyond this point? Will their

self-esteem, motivation level and overall wellbeing remain intact?

In the final analysis, we can conclude that BIPOC have had difficulty feeling valued, safe and

that they too are intentionally afforded the same quality of experience as majority groups.

Teachers will have to be devoted to making their lessons in terms of curricula content and

pedagogy accessible to all their students even in adverse times such as is upon us with the Covid-

19 pandemic. It is vital to keep in touch with students who have been identified as having the

greatest need for social and educational support.

Efforts need to be made to focus on combating those injustices that discriminate and harm

BIPOC. Attention needs to be paid not only to combating racial injustice but also on how to undo

the harmful effects on BIPOC. We need to seek out ways to learn, share, and affirm the distinct

histories of BIPOC communities. We need to honour the legacies of the natives and the minority

groups who have and continue to contribute significantly to the culture of Canada. Therefore, I

call for a deeper understanding, love and empathy for all BIPOC communities. Together we can

build relationships and invest in the liberation of all humankind. Solidarity needs to be

everyone's priority. Together we can practice both individual and community pride. We can

acknowledge and create connections centred around healing and transformative justice for all

people regardless of race or culture.

“When you see something that is not right, not fair, not just, you have to speak up. You have to

say something; you have to do something.” – John Lewis.

 References

Alberta Education. (2020, October). Leadership quality standard.

https://www.alberta.ca/assets/documents/ed-leadership-quality-standard-english.pdf

Audre Lorde Quotes. (n.d.). BrainyQuote.com. Retrieved May 25, 2021, from BrainyQuote.com

Web site: https://www.brainyquote.com/quotes/audre_lorde_390625

Black, Indigenous, and People of Colour (BIPOC) Display: Challenges and Movements. (2021,

April 22). The Challenges, Experiences and Movements of BIPOC: Support the Good

Trouble. https://eguides.barry.edu/c.php?g=1051960&p=7637699

Ellison, R. (2016). Invisible man. Penguin UK.

Harris, R., Cormack, D., Tobias, M., Yeh, L., Talamaivao, N., Minster, J., & Timutimu, R.

(2012). The pervasive effects of racism: Experiences of racial discrimination in New

Zealand over time and associations with multiple health domains. Social Science &

Medicine, 74(3), 408. https://proxy.cityu.edu/login?url=https://www-proquest-

com.proxy.cityu.edu/scholarly-journals/pervasive-effects-racism-experiences-

racial/docview/921331848/se-2?accountid=1230

James, C. E. (2020). Racial Inequity, COVID-19 And the Education of Black and Other

Marginalized Students. Impacts of COVID-19 in Racialized Communities, 36.