The first episode of the Educational Equity podcast, titled Indigenous Perspectives on Learning and Unlearning, is now live!
Hosts Stephen Hurley and Dr. Nicholas Ng-A-Fook are joined by young Indigenous knowledge keepers, Kiera Brant-Birioukov, Kyrstin Dumont, Stephanie Sanders, Marissa Magneson, Roxanne Gillis, and Melissa Somer. In this podcast, participants shared their perspectives on equity, informed by their Indigenous worldviews and lived experiences. The discussion was guided by the following questions:
•What is equity for each of you in terms of your lived experiences and in terms of your current work in relation to settler colonial K-6 public and private schooling systems in Ontario?
• What are some of the historical and/or ongoing individual, structural, systemic and societal barriers?
• What is some of the professional (un)learning work taking place to support students?
To listen to the podcast and for more information about each speaker and their work, head to https://www.torontomu.ca/educational-equity-symposium/podcasts-/
What has @GEECResearchTO at Toronto Metropolitan University (recently renamed, formerly Ryerson University) been up to since Summer 2022? We are conducting a rapid review of Ontario elementary school board equity initiatives and policies, with the goal of creating opportunities for knowledge mobilization. Stay tuned for updates.
Meet the GEEC Research Team:
Meet Monica Tang, a Research Project Manager on the GEEC team. Monica has a B.A. in History, B.Ed. and M.Ed. where her research focused on the model minority myth and how Asian Canadian students experience racism in the education system. She is also an OCT, currently working as an elementary occasional teacher with the Peel District School Board.
Monica is currently pursuing her PhD in Language, Culture and Teaching at York University where she is planning to extend her M.Ed. research.
As a member of the GEEC research team, Monica is excited to bring her experience in the education system and knowledge of equity in education. She looks forward to collaborating with educators and community members to facilitate knowledge exchange, and work towards improving educational opportunities for marginalized students.
Meet Rimsha Ahmad, a Research Assistant on the GEEC team. Rimsha is a recent graduate of the Early Childhood Studies program at Toronto Metropolitan University and currently completing the B.Ed. program at York University. As a teacher candidate, Rimsha is passionate about making education accessible to children.
Rimsha is currently volunteering at Pathways to Education, an organization that aims to provide equitable education to students in low-income communities. She is also a volunteer at The Citizen’s Foundation, a registered charity that aims to provide educational opportunities for unprivileged children across the world. Rimsha is excited to combine her experience working in such organizations with her passion for equitable education.
Rimsha has practical experience working with children in K-6 school settings, and is currently completing a practicum with the Toronto District School Board. Through her work in the GEEC research group, Rimsha is eager to be able to critically analyze the school board equity policies and initiatives.
Meet, Aalim Makani, Research Project Manager of the GEEC team. Aalim completed his Honours Bachelor of Science majoring in Psychology and Neuroscience from the University of Toronto, Scarborough. He is currently a second-year M.A. student in the psychological science program at Toronto Metropolitan University. His research focuses on emotion and decision-making across the adult lifespan.
As a member of the GEEC research team, Aalim looks forward to experiential learning with research outside the realm of Psychology. He is excited to bring a unique perspective to enhance equity and hopes to bring about change from the ground up for children in marginalized communities.
Having not been together in person since class on March 13, 2020 when the University switched to a virtual format, Professor Sejal Patel was excited to reconnect with Leah Balkovec, her former first-year Human Development I & II student. They bumped into each other at a community ice skating rink, where Leah works as a skating coach for young children.
About Leah Balkovec
Leah is a third year student in the Early Childhood Studies program who aspires to work as a teacher after graduating. She noted that her favourite part of the Human Development I and II courses was “learning about how a child’s brain processes information”, and that she “gained an in-depth understanding about child growth and development.” Leah shared that she has “been able to apply what [she] learned from Human Development I and II to [her] placement and work place settings.” During the pandemic, Leah shared that she found connecting through group chats and over the phone helpful in liaising with her classmates while learning online, despite the challenges of not being able to interact in person. During stressful times, such as during exam period, she “found that going for walks, working out, and listening to music were great stress relievers.” Leah shared that her choice of the Early Childhood Studies program was the result of her “passion for working with children” and that she appreciated the “hands-on experience in the field” that she gained from the program.
On #NationalDoctorsDay, we celebrate Dr. Walaa Al-Chetachi, Dr. Sejal Patel’s former research intern and an alumna of the Internationally Trained Medical Doctors (ITMD) Bridging Program at X University.
Dr. Al-Chetachi and Dr. Patel, in collaboration with MAECS alumna, Jacqueline H. Chan, contributed to secondary qualitative analyses of data that were collected as part of Dr. Patel’s longitudinal school-based Model Schools for Inner Cities research.
Dr. Walaa Al-Chetachi is a medical doctor with a Ph.D. in Public Health and over 20 years of experience in public health education and research. She has led and implemented research studies in maternal and child health and chronic diseases, with an impressive publication record. Dr. Al-Chetachi has worked in government settings in Qatar for nine years, developing and implementing health promotion programs, national health care plans, along with training and supervising medical students and health care professionals. She is passionate about health promotion and empowering culturally diverse populations. Currently, she is collaborating with Dr. Sejal Patel’s research team, is a scientific committee member of the 13th Maternal Child Health handbook conference, a research team member in the diabetes prevention PREVENT project, and is a mentor for international medical graduates, advocating for their success in Canada.
It is hard to believe that it has been almost one and a half years since the initial shutdown in Ontario due to the COVID-19 pandemic. I am thinking of children and families who have been experiencing the stress of the pandemic, including challenges with virtual schooling and isolation. During this time, many have lost loved ones due to the pandemic or other reasons, and have had to find new ways of coping with loss due to the circumstances. What we have also seen as a society is how the pandemic is exacerbating existing inequities in profound ways.
During this time, Canada was also confronted with its devastating history and continued systemic discrimination.
I am thinking of and mourning the horrific discovery of the remains of children at residential schools across Canada. As a child of newcomers who was educated in Canada, I feel we need to do better at teaching about the truths of our horrific Canadian history and ongoing impacts of colonialism, and we need to continue to learn from Indigenous communities as we work towards dismantling Anti-Indigenous racism, and move towards Truth and Reconciliation.
I am thinking of the horrific acts of anti-Black racism and victims of police violence here and abroad. I am committed to learning from members of the Black community and stand in solidarity against anti-Black racism.
I am thinking of the hate crime in London, Ontario against a family of five that was the horrific result of Islamophobia. I am thinking of horrific acts of anti-Asian racism during the pandemic. I am thinking of rising incidents of anti-semitism and religion or belief discrimination. I am deeply and personally committed to dismantling racism, along with discrimination of all forms. I am also thinking of diverse LGBTQ2S+ communities, standing in solidarity against violence and in a spirit of acceptance.
As we think of ways forward, I think of a young 3-year-old child whom I witnessed walking alone towards a major busy intersection, and an elderly neighbour who helped walk her back to her home where her parents were busy working from home with their two young children. I think of a community in mourning at the loss of two special young children and the way that family and friends are trying to come together. I think of families finding new ways to juggle, cope and thrive. I think of students who have persevered in their studies. I think of educators, teachers and professors committed to equity, diversity and inclusion trying to take steps towards curriculum change.
While there is much work to be done and a long road ahead in making systemic and structural changes, I believe that we can make great strides if we come together. It does take “a village” and we all need to support one another, working together to continue forward in a good way.
As a research team with an ongoing commitment to greater equity in early education and care for children, families and communities, GEEC stands in solidarity with #BlackLivesMatter in fighting for justice against police brutality, systemic racism and racial inequity.
We remain dedicated to fighting discrimination and racism of all forms, with a focus on the experiences of children and families in racialized groups, including members of Black and Indigenous communities, and those who live in marginalized communities.
We will continue to engage in dialogue, stand in solidarity with and learn from members of the Black community and share the voices of community through community engaged research with a focus on advocacy, practice and policy change.
Image citations:
Image #1 - TOP LEFT - Blue and black wordcloud in the shape of a teardrop. [Black Lives Matter word cloud]. (n.d.). https://www.123rf.com/photo_93815577_stock-vector-black-lives-matter-word-cloud-on-a-white-background-.html
Image #2 - BOTTOM LEFT - Black and white photograph of a man holding up the peace sign in front of police officers. Montgomery, P. (n.d.). Get up, Stand Up [digital]. Wired. https://www.wired.com/2015/10/how-black-lives-matter-uses-social-media-to-fight-the-power/ -
Image #3 - TOP RIGHT - Drawing of 3 fists raised high, with #BlackLivesMatter image printed overtop.#BlackLivesMatter [digital]. Building Union Power. https://buildingunionpower.ca
Image #4 - MIDDLE RIGHT - Drawing of woman and child sitting on steps; 'Black Lives Matter' printed on the woman's shirt. Wong, P. (2016). Milo’s Museum [Children’s book]. Teaching for Change. https://www.teachingforchange.org/seven-things-learned-black-lives-matter-week
Image #5 - BOTTOM RIGHT - Black and white image of protesters, with 'enough is enough' written in capital letters. Enough is Enough [digital]. Black Lives Matter. https://blacklivesmatter.com/social-media-graphics/
