The Legacy of Racial Discrimination in Education
Robert S. Wright, MSW, RSW
Lecturer, MSVU Child & Youth Studies
Social Worker in Private Practice
www.robertswright.ca
•
Lecturer, MSVU, CHYS, Afrocentric Cohort in MEd LLL
•
Registered social work private practitioner (NS, NB)
•
Former Student Support Worker, Halifax Reg. SB
•
Clinical training at, & employee of WA State Pen.
•
Former executive director, Child & Youth Strategy
•
Member, MHCC Diversity Task Group
•
Former Race Relations Coord. – Dart. DSB
•
Co-author: Prevention and treatment of addictions
among North Americans of African descent.
Who is Robert Wright?
•
History of ANS Learners
•
Resistance, Reform, Advocacy – The BLAC Report
•
Current state of ANS Learners
•
What teachers can do
•
The Role of the BCC
Today’s Task
•
Issues of race and culture are highly charged in North
America. It is my hope that in this session individuals
will allow each other space to ask their sincere
questions without the fear of being judged and
accused. Similarly, people may also feel that the
subject matter is so close to them that they need to be
assured that they are not being singled out or expected
to have all the answers . . .
•
What can we do to ensure that we conduct this session
in a way that ensures your safety?
Drawing a Circle of Safety
•
Schools in Canada were never
established to be egalitarian
institutions
•
Established as segregated
institutions, along religious lines
and later, racial lines
•
Last segregated school in Canada
was closed in Guysborough in
1983
History of ANS Learners
•
Historically, ANS have had:
•
Little access to quality education
•
Little decent employment opportunities
•
To live in low income, with all of its negative
consequences
•
Lack of race relations policies
•
Lack of culturally specific curriculum
•
Need for teacher training and appropriate resources
The Legacy of Racial Discrimination
•
Black Educators Association formed in 1969
•
Advocates for study into the conditions of ANS Learners
•
Takes 20 years but in 1989 a Provincial Advisory Committee is
appointed, renamed as BLAC
•
BLAC Report “demonstrates vividly, the realities of the African
Nova Scotian experience in a discordant education system that is
devoid of any effective policies that are essential and sympathetic
to their needs” (BLAC, 1994, p. 13).
•
BLAC’s 30 recommendations were accepted by Government
•
CACE, ALI, ACSD, Anti-racist education policies, financial
assistance to ANS post-secondary students, designated seats for
ANS Learners
Black Learners Advisory Committee
Response to the BLAC
•
Despite desegregation, Black schools, poor schools, good schools,
bad schools still exist in Nova Scotia . . . The legacy of catholic
schools, protestant schools, I’m glad to report is almost over
•
Still lowest literacy rates are in largely Black Schools
•
IBM programme, TYP, Designated seats in education and NSCC
programmes never have been fully filled
•
Drop out rates still higher, post secondary education uptake still
lower
Current State of ANS Learners
•
Let me ask the question . . .
•
Should “To Kill a Mockingbird” be Taught
in Public Schools in Nova Scotia Today?
•
If no . . . Why not?
•
If yes . . . Could you teach it?
•
What is the comparable question in
elementary education?
What Teachers Can Do
•
Cultural competence refers to an ability to interact effectively with
people of different cultures. Cultural competence comprises four
essential capacities:
•
We must understand our cultural differences and similarities
•
We must understand the social and cultural reality in which we
work***
•
We must cultivate appropriate attitudes towards cultural difference
•
We must be able to generate and interpret a wide variety of verbal
and non-verbal responses.
Cultural Competence is essential . . . And not an easy thing . . .
Consider . . .
Beyond Cultural Competence
•
The Problem with Cultural Competence is that it doesn’t speak to
the real problem . . . Racism and its living legacy
•
We must understand the social and cultural reality in which we
work***
•
What we mean to say is that to effectively work with historically
oppressed peoples one must not only be aware of the “social and
cultural reality”, one must be and be seen to be an active agent in
the movement to challenge racism wherever it is found and be an
active promoter of a Just Society
Racism Informed/Anti-racism
•
Not just a repository of the artifacts of ANS history
•
A catalyst for the promotion of an ANS/afrocentric lens from
which to view the challenges we have discussed.
•
A place from which all persons should leave not only with new
information, but with a new perspective, a new lens
The Role of the Black Cultural Centre
Q & A
Explore the historical context of racial discrimination in education, focusing on the experiences of African Nova Scotian (ANS) learners. From the establishment of segregated schools to the lack of access to quality education and decent employment opportunities, uncover the challenges faced by ANS individuals. Learn about initiatives like the Black Learners Advisory Committee and the BLAC Report that shed light on the systemic issues within the education system. Delve into the importance of creating a safe space for discussions on race and culture to address these disparities effectively.
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Presentation Transcript
Mocking Birds, Literacy Rates, Cultural Competence and Racism Informed Education Robert S. Wright, MSW, RSW Lecturer, MSVU Child & Youth Studies Social Worker in Private Practice www.robertswright.ca
Who is Robert Wright? Lecturer, MSVU, CHYS, Afrocentric Cohort in MEd LLL Registered social work private practitioner (NS, NB) Former Student Support Worker, Halifax Reg. SB Clinical training at, & employee of WA State Pen. Former executive director, Child & Youth Strategy Member, MHCC Diversity Task Group Former Race Relations Coord. Dart. DSB Co-author: Prevention and treatment of addictions among North Americans of African descent.
Todays Task History of ANS Learners Resistance, Reform, Advocacy The BLAC Report Current state of ANS Learners What teachers can do The Role of the BCC
Drawing a Circle of Safety Issues of race and culture are highly charged in North America. It is my hope that in this session individuals will allow each other space to ask their sincere questions without the fear of being judged and accused. Similarly, people may also feel that the subject matter is so close to them that they need to be assured that they are not being singled out or expected to have all the answers . . . What can we do to ensure that we conduct this session in a way that ensures your safety?
History of ANS Learners Schools in Canada were never established to be egalitarian institutions Established as segregated institutions, along religious lines and later, racial lines Last segregated school in Canada was closed in Guysborough in 1983
The Legacy of Racial Discrimination Historically, ANS have had: Little access to quality education Little decent employment opportunities To live in low income, with all of its negative consequences Lack of race relations policies Lack of culturally specific curriculum Need for teacher training and appropriate resources
Black Learners Advisory Committee Black Educators Association formed in 1969 Advocates for study into the conditions of ANS Learners Takes 20 years but in 1989 a Provincial Advisory Committee is appointed, renamed as BLAC BLAC Report demonstrates vividly, the realities of the African Nova Scotian experience in a discordant education system that is devoid of any effective policies that are essential and sympathetic to their needs (BLAC, 1994, p. 13). BLAC s 30 recommendations were accepted by Government CACE, ALI, ACSD, Anti-racist education policies, financial assistance to ANS post-secondary students, designated seats for ANS Learners
Current State of ANS Learners Despite desegregation, Black schools, poor schools, good schools, bad schools still exist in Nova Scotia . . . The legacy of catholic schools, protestant schools, I m glad to report is almost over Still lowest literacy rates are in largely Black Schools IBM programme, TYP, Designated seats in education and NSCC programmes never have been fully filled Drop out rates still higher, post secondary education uptake still lower
What Teachers Can Do Let me ask the question . . . Should To Kill a Mockingbird be Taught in Public Schools in Nova Scotia Today? If no . . . Why not? If yes . . . Could you teach it? What is the comparable question in elementary education?
Beyond Cultural Competence Cultural competence refers to an ability to interact effectively with people of different cultures. Cultural competence comprises four essential capacities: We must understand our cultural differences and similarities We must understand the social and cultural reality in which we work*** We must cultivate appropriate attitudes towards cultural difference We must be able to generate and interpret a wide variety of verbal and non-verbal responses. Cultural Competence is essential . . . And not an easy thing . . . Consider . . .
T TH HE E P PH HI IL LO OS SO OP PH HI IC CA AL L A AS SP PE EC CT TS S O OF F C CU UL LT TU UR RA AL L D DI IF FF FE ER RE EN NC CE EDEVELOPED BY EDWIN J.NICHOLS,PH.D. A AX XI IO OL LO OG GY Y E EP PI IS ST TE EM P PE ED DA AG GO OG GY Y MO OL LO OG GY Y L LO OG GI IC C P PR RO OC CE ES SS S E ET TH HN NI IC C G GR RO OU UP PS S E ET TH HN NI IC C WO OR RL LD DV VI IE EW A AP PP PL LI IE ED D M ME ET TH HO OD DO OL LO OG GY Y W W M Me em mb be er r- -O Ob bj je ec ct t T Th he e h hi ig gh he es st t v va al lu ue e l li ie es s i in n t th he e o ob bj je ec ct t o or r t th he e a ac cq qu ui is si it ti io on n o of f t th he e o ob bj je ec ct t P Pa ar rt ts s t to o W Wh ho ol le e D Di ic ch ho ot to om mo ou us s E Ei it th he er r/ /O Or r - -N Ne ew wt to on ni ia an n t th he eo or ry y- - O On ne e k kn no ow ws s t th hr ro ou ug gh h C Co ou un nt ti in ng g a an nd d M Me ea as su ur ri in ng g L Li in ne ea ar r a an nd d S Se eq qu ue en nt ti ia al l - -A As ss se em mb bl ly y l li in ne e- - A Al ll l s se et ts s a ar re e r re ep pe ea at ta ab bl le e a an nd d r re ep pr ro od du uc ci ib bl le e - -T Te ec ch hn no ol lo og gy y- - E EU UR RO OP PE EA AN N E EU UR RO O- -A AM ME ER RI IC CA AN N M Me em mb be er r- -M T Th he e h hi ig gh he es st t v va al lu ue e l li ie es s i in n t th he e r re el la at ti io on ns sh hi ip ps s b be et tw we ee en n p pe er rs so on ns s Me em mb be er r W Wh ho ol le e H Ho ol li is st ti ic c T Th hi in nk ki in ng g - -T Th he e B BI IG G p pi ic ct tu ur re e- - O On ne e k kn no ow ws s t th hr ro ou ug gh h S Sy ym mb bo ol li ic c I Im ma ag ge er ry y a an nd d R Rh hy yt th hm m ( (f fu un nc ct ti io on n) ) - -G Gl la ad dw we el ll l B Bl li in nk k- - D Di iu un ni it ta al l U Un ni io on n o of f o op pp po os si it te es s D Di if fr ra as si is sm mo o - -A Az zt te ec c t th ho ou ug gh ht t- - T Th he e I In n B Be et tw we ee en n Ibn Arabi - -Q Qu ua an nt tu um m t th he eo or ry y- - C Cr ri it ti ic ca al l P Pa at th h a an na al ly ys si is s - -C Cu ut t t to o t th he e c ch ha as se e- - A Al ll l s se et ts s a ar re e i in nt te er rr re el la at te ed d t th hr ro ou ug gh h h hu um ma an n a an nd d s sp pi ir ri it tu ua al l n ne et tw wo or rk ks s - -B Bl la ac ck k c ch hu ur rc ch h- - A AF FR RI IC CA AN N A AF FR RI IC CA AN N A AM L LA AT TI IN NO O/ /A A A AR RA AB B ME ER RI IC CA AN N M Me em mb be er r- -G Gr ro ou up p T Th he e h hi ig gh he es st t v va al lu ue e l li ie es s i in n t th he e c co oh he es si iv ve en ne es ss s o of f t th he e g gr ro ou up p N Ny ya ay ya a - -T Th he e o ob bj je ec ct ti iv ve e w wo or rl ld d i is s c co on nc ce ei iv ve ed d i in nd de ep pe en nd de en nt t o of f t th ho ou ug gh ht t a an nd d m mi in nd d- - - -C Ch ha ao os s t th he eo or ry y- - G Gr re ea at t M My ys st te er ry y - -A A s se et t o of f 4 4 a an nd d a a s se et t o of f 3 3 f fo or rm m t th he e w wh ho ol le e- - - -S Su up pe er r s st tr ri in ng g t th he eo or ry y- - O On ne e k kn no ow ws s t th hr ro ou ug gh h T Tr ra an ns sc ce en nd de en nt ta al l S St tr ri iv vi in ng g - -T Tr re ee e t th he e f fo or re es st t- - W Wh ho ol le e a an nd d p pa ar rt ts s a ar re e s se ee en n s si im mu ul lt ta an ne eo ou us sl ly y - -T To o r re ea ad d a a C Ch hi in ne es se e w wo or rd d- - C Cy yc cl li ic ca al l a an nd d R Re ep pe et ti it ti iv ve e - -S St tr ro ok ke e o or rd de er r i in n w wr ri it ti in ng g a a C Ch hi in ne es se e w wo or rd d- - A Al ll l s se et ts s a ar re e i in nd de ep pe en nd de en nt tl ly y i in nt te er rr re el la at te ed d i in n t th he e h ha ar rm mo on ny y o of f t th he e u un ni iv ve er rs se e - -K Ke ei ir re et ts su u- - A AS SI IA AN N A AS SI IA AN N A AM P PO OL LY YN NE ES SI IA AN N ME ER RI IC CA AN N M Me em mb be er r- -G Gr re ea at t S Sp pi ir ri it t T Th he e h hi ig gh he es st t v va al lu ue e l li ie es s i in n o on ne en ne es ss s w wi it th h t th he e G Gr re ea at t S Sp pi ir ri it t O On ne e k kn no ow ws s t th hr ro ou ug gh h R Re ef fl le ec ct ti io on n a an nd d S Sp pi ir ri it tu ua al l R Re ec ce ep pt ti iv vi it ty y - -P Pu ur ri if fi ic ca at ti io on n r ri it te es s- - E En nv vi ir ro on nm me en nt ta al ll ly y e ex xp pe er ri ie en nt ti ia al l r re ef fl le ec ct ti io on n - -R Ri it te es s o of f P Pa as ss sa ag ge e- - W Wh ho ol le e i is s s se ee en n i in n c cy yc cl li ic c m mo ov ve em me en nt t - -S Se ea as so on ns s- - - -M Me ed di ic ci in ne e W Wh he ee el l- - A Al ll l s se et ts s a ar re e i in nt te er rr re el la at te ed d t th hr ro ou ug gh h t th he e e el le em me en nt ts s, , p pl la an nt t, , a an ni im ma al l, , a an nd d s sp pi ir ri it tu ua al l n ne et tw wo or rk ks s - -W Wh hi it te e B Bu uf ff fa al lo o- - N NA AT TI IV VE E A AM ME ER RI IC CA AN N
Racism Informed/Anti-racism The Problem with Cultural Competence is that it doesn t speak to the real problem . . . Racism and its living legacy We must understand the social and cultural reality in which we work*** What we mean to say is that to effectively work with historically oppressed peoples one must not only be aware of the social and cultural reality , one must be and be seen to be an active agent in the movement to challenge racism wherever it is found and be an active promoter of a Just Society
The Role of the Black Cultural Centre Not just a repository of the artifacts of ANS history A catalyst for the promotion of an ANS/afrocentric lens from which to view the challenges we have discussed. A place from which all persons should leave not only with new information, but with a new perspective, a new lens
