POLICIES, PRACTICES & MEASURING OUR Impact
Promoting Acceptance, Belonging, Inclusion, Diversity & Equality on the Institutional Level
Embedded Files
-Ibram X. Kendi, How to Be An AntiRacist
The Challenge:
The Challenge:
Your design challenge is to develop a plan to ensure that our policies are anti-racist, promoting a culture of equality and respect.
Your design challenge is to develop a plan to ensure that our policies are anti-racist, promoting a culture of equality and respect.
Some Questions to Consider:
Some Questions to Consider:
What does it look like to have anti-racist policies that promote equality and respect?
How can we promote our policies to ensure they inform behaviour and impact our school culture?
How will we know if our work is successful?
Possible Actions:
Possible Actions:
Through your inquiry, you will undoubtedly imagine many interesting ways to ensure that the the policies and practices ISL promote a safe and caring space for all learners, free from racism and discriminatory behaviour. A few ideas to consider include creating a rubric or checklist to evaluate our policies; developing a Respectful Community Policy; or identifying ways to measure our impact.
Panel Guest for Policies, Practices, and Measuring Our Impact
Panel Guest for Policies, Practices, and Measuring Our Impact
Robert King Kee is a Consultant in Leadership development and Warrior for Racial and Equity work,
Robert King Kee brings a diverse set of skills to his work as the Coordinator for Student Leadership Development at the City University of New York / College of Staten Island from professional experiences in the areas of education, community development, non-profit management and non-profit consulting. Robert delivers trainings, workshops, consulting and facilitation services that foster collaborative processes and support cooperative learning for leaders here and abroad. His passion is supporting organizations and leaders who are working toward greater social justice. Leadership development, Racial and Equity work, and Multicultural Competency are at the core of his work.
Prior to joining CSI, Robert was a Senior Associate with the Interaction Institute for Social Change in Cambridge, Massachusetts. Robert has also served as the Director of Diversity for Starfish Partners where he developed and implemented cultural competency and leadership curricula for nonprofit organizations, educational institutions and NGO's specializing in racial, social, economic justice, youth development and various human services as well as developing strategic plans for diversity, inclusion, equity and anti-racism practices. Robert also designed, trained, and co-facilitated the Diversity/Cultural Competency and Leadership Programs for the National Service Leadership Institute of the Corporation for National and Community Service.
Robert’s prior experience as a senior leader in nonprofit organizations includes serving as Director for several NY State Americorps after school literacy programs for children and youth. He has a rich background in Sociology, Organizational Development, and Race and Ethnic relations. Robert has also served as a social worker for the City of Philadelphia and was a former housing developer for a nonprofit organization in New York City.
Robert has a fervor for nature and the outdoors. photography, rollerskating, mountain trekking, exploring National Parks across the world and completing Triathlons are just a few of his life passions. Robert is a member of Alpha Phi Alpha Fraternity, Inc, Phi Beta Delta Honor Society for International Scholars and holds a Bachelor of Science degree in Public Service from Penn State University, with a concentration in Race and Ethnic Relations. His Master's Degree is in Urban Studies from Temple University and he is currently an Ed.D. Candidate in Community Based Leadership at the City University of New York / College of Staten Island (CUNY).
RESOURCES TO SUPPORT YOUR INQUIRY
RESOURCES TO SUPPORT YOUR INQUIRY
The High Articles
-Thank you, RafaThe High Articles
Issue 76 (October 2018): "White History Year" (Pia Tiwari and Heloise Coubat, page 6), and "This is not Lit" (Suhasini Mehra, page 9)
Issue 77 (November 2018): Letter to the Editor (Jeremy Lloyd, page 4) . "Fifty shades of white" (Khwaish Vohra, page 5). "Colour Films" (Salim Markabi, page 11)
Issue 78 (December 2018): "Humans don't swarm" (Mark Besson, page 7). "When the screen does not reflect you" (Suhasini Mehra, pages 10-11).
Issue 80 (March 2019): A debate on International Day (Elif Civelekoglu and Pia Tiwari, pages 10-11)
Issue 85 (November 2019): "That is racist" (Cloe Uzoukwu, page 3)
Issue 86 (December 2019): "The N-word" (Mark Besson, page 8)
Issue 88 (March 2020): "#StaffSoWhite" (Tanvi Anand, page 3)
A few articles in our online edition, High Fever: What it is like to be a person of color in this world today (Khwaish Vohra); Racism at ISL (Carlijn van der Weijst)
CPA Australia INCLUSION & DIVERSITY POLICY
This policy provides the framework by which CPA Australia and its subsidiaries (CPA Australia) actively manages and encourages inclusion and diversity across the organisation.
PREAMBLE CCR ANTI-RACISM POLICY:
The Canadian Council for Refugees recognizes that racism is systemic in Canadian society. Racism is more than obvious racially motivated acts such as violence or segregation of ethnoracial groups. It is embedded in the dominant culture and social institutions in a way that is so pervasive that it is often invisible.
CultureRespect.pdfDiversityPolicy_UZH_en.pdfUniversity Of Zurich Diversity Policy
Respectful-Community-Policy_20180905.pdfUWC Pearson's College Respectful Community Policy
ontarior Equity and Inclusive education strategy.pdfOntario's Equity and Inclusive Education Strategy
Equality-and-Diversity-Policy1.pdfNo matter what separates you from those you pass silently on the street, each person deserves equal opportunity. No matter what background they may come from or what attributes they may possess, everyone deserves to be treated fairly.
But this does not mean simply treating everyone the same. Equality and diversity is all about promoting and accepting the things that distinguish us from our neighbours. It’s about ensuring that you are receptive to the needs of those with unique characteristics; that you are supportive and inclusive of them. This is what an equality and diversity policy represents. - Read more, and gain guidance on writing a policy
Michael Green: What the Social Progress Index can reveal about your country.
Chip Conley: Measuring what makes life worthwhile
Theory of Change 🌍 Outcome vs Output 🌍 Foundation for Social Impact
Impact Metrics ⏱️ Monitoring and Evaluation Indicators
Surveys
Surveys
School climate questionnaire from teaching Tolerance
NAIS Assessment of Inclusivity and Multiculturalism
Ontario School Climate Survey on Inclusion and Diversity
A Survey for Students in Grades 4 to 6 About Equity and Inclusive Education, Bullying/Harassment (PDF, 509 KB)
A Survey for Students in Grades 7 to 12 About Equity and Inclusive Education, Bullying/Harassment (PDF, 273 KB)
A Survey for School Staff About Equity and Inclusive Education, Bullying/Harassment (PDF, 164 KB)
CULTURALLY-RESPONSIVE-WALKTHROUGH-TOOL-2-1.pdf
évaluer leurs privilèges et leur partialité et en être plus conscients (voir Racisme, sexisme et homophobie, et Réflexion : Exercices et exemples/Exercices de réflexion personnelle);
encourager leurs collègues à explorer ces problèmes et à en parler;
faire cesser les actes de nature sexiste, raciste et homophobe chaque fois qu’ils en sont témoins. (Voir Stratégies d’action positive/Stratégies réactives.)
Certains milieux scolaires sont très homogènes et il se peut que nous entendions rarement parler de situations de violence. Nous pouvons donc conclure qu’il n’est pas nécessaire de parler des problèmes liés à l’équité et à l’inclusion avec nos élèves. Mais les apparences sont parfois trompeuses.
En réalité, tous les membres d’une communauté scolaire peuvent se sentir exclus ou subir des injustices – les élèves, les parents, les collègues et le personnel d’administration. Mais plusieurs différences peuvent être camouflées ou censurées dans une école où les personnes ne se sentent pas en sécurité.
Understanding Sexism, Racism and Homophobia
Understanding Sexism, Racism and Homophobia
If our school environment seems fairly homogenous, if we rarely hear of violent incidents in our school, it may be easy to assume that we do not need to address issues related to equity and inclusive education with our students. Appearances, however, can be deceiving.
In a school that is not socially safe, many differences may be camouflaged, or muted, with repercussions for the individuals who must live with secrecy. Young people growing up in environments with less diversity may have fewer naturally-occurring opportunities to develop the tools and awareness that are needed to create an equitable and inclusive school environment.- Read More from Safe Schools
1915-1900.pdfADDITIONAL SUPPORT MATERIAL
ADDITIONAL SUPPORT MATERIAL
There is always more to learn...
There is always more to learn...
Explorations in inclusion, diversity, gender equity and innovation in UNHCR
Explorations in inclusion, diversity, gender equity and innovation in UNHCR
“There is a responsibility on part of the organisation to ensure that we put in place checks and balances around gender equity, and that we have processes and policies. But I would say first and foremost it has to start with each of us at a very individual and personal level.”
Excerpt: In this project, we took some time to reflect on the most latent of innovations. We believe the quest to discover and discuss inclusion, diversity and gender equity will improve our work environments and, crucially, our services to Persons of Concern. We wanted to dig beneath the surface of our conversations around diversity and inclusion to help paint a picture of the changes UNHCR wants to see. To this end, we have collated written explorations of pressing diversity challenges in the organisation, extended recorded interviews with colleagues who have experienced the difficulties of exclusion and merits of inclusion, and an artistic examination of the visual landscape of human interactions and systematic bias formation.
UNESCO Resources for Combatting Racism:
Racism, xenophobia and intolerance are problems prevalent in all societies. But every day, each and every one of us can stand up against racial prejudice and intolerant attitudes. Be a human rights champion, #fightracism and #Standup4humanrights.
International human rights law-
International human rights law-
The principles of equality and non-discrimination are enshrined at the heart of modern international law, including in the Universal Declaration of Human Rights and in the Charter of the United Nations. They also permeate the two key international human rights Covenants, on Economic Social and Cultural Rights, and on Civil and Political Rights, as well as dozens of conventions, treaties, declarations and other important international legal instruments.
The International Convention on the Elimination of All Forms of Racial Discrimination (ICERD) is the most comprehensive instrument concerned with combating racial discrimination. It was adopted by the UN General Assembly on 21 December 1965 and entered into force on 4 January 1969.
Other international instruments aim to protect vulnerable groups:
United Nations Celebrations
United Nations Celebrations
International Day for the Elimination of Racial Discrimination (21 March)
International Day for Tolerance (16 November)
International Decade for People of African Descent (2015 -2024)
Thank you to everyone who has passed resources along to support our work. Those resources have been shared here. If you have more that you would like to share, please send them to Erin Threlfall .
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