A Snapshot of My Story

Who am I? How does my identity play a role in the way I educate? As an educator, it is

crucial to listen to others’ stories and narrative. We all have more than one story that defines us

and we gain insight and knowledge when examining others’ positionality. My experiences from

childhood to adulthood have shaped me to who I am and what is important to me. As I

understand my positionality, it connects me to my perspectives and personal viewpoints that

have been fostered over time and throughout this educational journey.

Identity: Early Experiences of Racism or “Between Worlds”

My grandparents originated from India and came to Canada when my parents were four

years old. Through turmoil and sacrifices, my grandparents sought to provide a positive life for

them. My parents were not connected to the South Asian community, mainly because of their

career differences. They spoke Punjabi to my grandparents, but spoke English at home to my

sister and I. I also attended a rural elementary school with a non-Asian population.

I did not consider myself to be connected to my culture the same way other South Asian

children were. I looked the part, but could not always play the part. I was bothered by my non-

Asian classmates for having dark skin or asked why “we” wore red dots in the center of our

heads or “wrap things” on our heads. It was also frowned upon by the South Asian community

that I did not know my language or because I did not attend the temple every Sunday. I was

confused and did not feel as if I belonged to any group.

As was tradition during that time, our desks were in rows and we were given the same

worksheet or textbook. I was an average student in terms of academics and loved painting,

drawing and writing fictional stories. I believe the classrooms lacked inclusivity and a sense of
belonging. In my opinion, I felt as though my teachers did not understand who I was as an

individual and celebrating differences was uncommon.

I have been a primary teacher for five years. In the early years of my career, I am noticing

challenges of systemic racism and practices considered discriminatory according to current

understanding as stated under Truth and Reconciliation. Currently, a recent urgency to address

equity, diversity and inclusion within our schools has influenced my thinking. Indigenous

education and multicultural awareness have not been enough to address concerns, and I am

currently on a transformative path to ensure equity for all. I am challenging myself to increase

personal actions within my workplace towards truth and reconciliation, and it is my hope that

this journey of educational transformation will change my story. I have been provoked by my

own experiences, perspectives and world view, which has influenced my research process and

self-reflections. As I continue to flourish on my own journey of change and transformation, from

a seed to a flower, I am planting seeds every single day with every word I speak and action I

take.

The Power of Stories:

Stories from my childhood to the present day; have allowed me to realize the importance

of an inclusive culture to allow learners and marginalized groups to have a voice towards

equitable education. They need to be heard, and I need to listen. With patience like the growth of

a flower, my story is always changing and I am always growing. It will take time to blossom, but

eventually the petals will bloom. I must have courage to change, if I want to grow. I need to

understand that learners endure various changes through their stories. I want to continue finding

ways to connect students to their sense of place by implementing Indigenous ways of knowing,
celebrating diversity, and connecting them to a variety of perspectives to create a holistic

educational experience for all.