Advocate for the rights of children and families, specifically cultural rights and increase my knowledge about authentically supporting and incorporating culturally appropriate practice.

Description of Professional Learning Activity

On June 10, 2020, I participated in a webinar hosted by the Art Gallery of Ontario titled: How to Talk About Anti-Black Racism. The webinar consisted of a panel of Early Childhood Educators, Child and Youth Care Workers, Teachers, and Community Developers from the Art Gallery of Ontario.

Documentation of Participation

Application of Professional Learning in My Practice

I participated in this webinar in response to recent protests and calls for action in support of the Black Lives Matter movement following the death of George Flloyd. It was important for me to listen to discussions about what must be done in our sector to address anti-black racism and continue the discussion with children, families, and colleagues. Learning about ideas to address the need for this conversation in our sector allows me to reflect on how I am culturally appropriate in my practice and authentically supporting black and racialized children and families in my classrooms and programs. Following this, I was able to converse with a peer about the necessity to reflect on culturally appropriate practice and systemic racism to meet the needs of children and families in our programs. By participating in these discussions and webinars, I am meeting standard 1 of Caring and Responsive relationships by becoming familiar with the cultural, systemic, and racial experiences of black families, as well as Standard 2 of Curriculum and Pedagogy by reflecting on ways to ensure children and families are authentically reflected and included in discussions about racism and inclusion within the program and that these conversations are included in my pedagogical practice. I also am addressing Standard 4 of Professionalism and Leadership by collaborating with community members and colleagues to reflect on our practice and address recent events and evidence in relation to equity in Early Childhood Education. This webinar compliments the Equity in Education webinar I participated in several months ago and information and statistics from that webinar have enriched the conversations I am able to have with peers recently. After this webinar I am more comfortable having the conversation about racism with fellow RECEs to reflect on our practice and ensure we are meeting the needs of our families and communities, specifically black families and communities.

Description of Professional Learning Activity

On September 9th, 2020, I participated in a virtual teach-in titled: Scholars and Educators for Black Lives in support of Scholar Strike Canada. The teach-in was hosted by Sandy Hudson and Janelle Brady from OISEU.

Documentation of Participation

Application of Professional Learning in My Practice

Engaging in this teach-in was beneficial to me as an educator and as a teachers college candidate to review what culturally appropriate practice means and can/should look like in relation to Black and Indigenous families. After engaging in this professional learning opportunity I understand the need for safety services in schools, child care centres, and community agency's other than police officers, such as emergency mental health experts. As a continuing student in a B.Ed program, I will use this information to engage in reflective and critical conversations with peers and classmates about how we can support children and families outside of the learning environment and the partnerships that can be created between agency's, schools, and the community to meet the needs of the whole family unity in BIPOC families. As a supply ECE, I will continue to be sensitive about the needs and experiences of BIPOC families, however as a student approaching placement in school settings, I will be sure to apply this learning by engaging in conversations with placement supervisors about how to address needs of BIPOC students, how to address anti-black racism in classroom communities and school communities, and how to create safe and responsive environments that allow students to critically question, analyze, and fight social justice as young members of our community.

Description of Professional Learning Activity

One September 23, 2020, I participated in a webinar and a small group discussion/debrief titled: Social-Emotional Learning for an Anti-Racist Future with Dena Simmons. The webinar was hosted by Facing History and Ourselves.

Documentation of Participation

Application of Professional Learning in My Practice

In my practice, I will view case studies and examples in my continuing education with a culturally relevant lens to identify how to approach situations in a culturally sensitive manner that creates environments where students feel empowered to learn in their own skin. I will also continue challenging traditional pedagogies and practices in my conversations with peers and colleagues, specifically practices that encourage white supremacy in education, such as providing books and media that does not address the whole historical narrative of cultures in Canada. Perhaps on placement I can find an opportunity to create a book of class history where students and their families can write and share the history of their family and culture with each other.

Description of Professional Learning Activity

On October 22, 2020, I listened in on a private conversation with Martin Luther King III about addressing systemic racism in North America.

Documentation of Participation

Application of Professional Learning in My Practice

Martin Luther King III stressed two things in his conversation:

1. We must look to and support the young people who are eager to make changes in the world.

2. Everyone can act as a leader and every woman and man has the ability to make a difference.

In this professional learning activity, I learned that it is my responsibility as an educator to act as a leader to support families rights to cultural safety, including racial safety. Therefore, I must advocate for diverse voices to be included in decision making in the sector to ensure all families are authentically reflected and supported in the early learning system.

Children also have an innate interest and desire to fight for and maintain social justice. Therefore, in my daily interactions with students it is necessary to remember to support empathy building, conflict resolution, and respect for diversity by working with an inclusive lens.

Description of Professional Learning Activity

On November 10, 2020, I participated in a webinar with two education researchers about the long-term impacts of discrimination.

Documentation of Participation

Application of Professional Learning in My Practice

Participating in this learning experience confirmed racism and discrimination as an Adverse Childhood Experience because it creates stress. As a topic that is not appropriately addressed in the school environment, discrimination in school-age environments can become toxic stress when it is not buffered by an adult whom the child has a trusting relationship with, and as a result of many teachers in the Ottawa area being visibly white, racialized students are likely to suffer mental health and physical health problems throughout life. In my practice I will strive to not only support families and address biases in the classroom as a Teacher Candidate approaching practicum with school-age students, but I will also begin by building trusting relationships with each student to cultivate an environment where all students are valued.

Description of Professional Learning Activity

On November 17, 2020 I was invited to hear Dr. Jane Elliot speak by the Canadian Nuclear Safety Commission's Black Educators Network. Dr. Jane Elliot is the infamous educator behind the Blue Eyes/Brown Eyes experiment.

Documentation of Participation

Application of Professional Learning in My Practice

Dr. Jane Elliot is an experienced educator in addressing discrimination and equity in her classroom. Dr. Elliot recognizes the flaws in the formal education system and encourages educators to push back against the limitations of the system to truly educate students which fits into the practice of Early Childhood Educator which strives to set all students up for success. In my practice, as I approach a placement with grade 6 students, I will strive to create an environment that is safe and welcoming for all students while programming formal and informal learning experiences that act as windows into experiences children have not had before. This is one way to teach students away from systemic racism. I will apply what I learned in this learning experience by planning learning experiences that teach away from the system and allow students to collaborate with all individuals and recognize everyone's strengths and contributions to the community. In situations of "bullying" I will also be sure to have constructive conversations with colleagues to ensure racism, discrimination, sexism, and bigotry is identified for what it is to implement appropriate no-tolerance policies and lead meaningful conversations with students that do not blanket bullying as one large topic, but identify labels for bullying and the importance of social justice.

Description of Professional Learning Activity

On March 15, 2021, I attended a webinar about effective practices to incorporate Indigenous perspectives in learning environments.

Documentation of Participation

Application of Professional Learning in My Practice

Recently I have reflected on my need to know about about the lived experiences, needs, and practices of Indigenous families to support Indigenous children, and ensure all students develop an appreciation for the various cultures in Canada. Frankie Cote provided some concrete examples of how incorporating Indigenous practices can look in pedagogy and curriculum, such as accessing experts and nearby Indigenous communities, and incorporating expert voices. In the future, as I plan learning experiences for students, I will look critically at how Indigenous perspectives and voices can be incorporated in various learning opportunities when engaging in curriculum planning, particularly how complimentary resources, such as videos and books, can enhance learning and engagement.

Documentation of Participation

Application of Professional Learning in My Practice

This situation was the first time I have been required to step in and confront systemic racism in a professional conversation to advocate for the needs of children and families, and act as a leader to support best practices that uphold and strive for equity in education. In this situation, I was able to effectively use facts and stats to address the concerns about "anonymous" privilege, however I noticed people who opposed me became very defensive which blocked the ability to learn and grow professionally and recognize how we can collectively strive towards best practice. I was personally disappointed to see how people's pride prevented them from learning from others in a community of practice and I recognized how change in community and systems is difficult because of the differing beliefs of loud voices who refuse to cooperate or agree. In the future I will continue to take part in conversations about supporting equity in education with peers and colleagues, and I look forward to acting as an ally in conversations where I can support and learn from others who often and effectively take part in conversations about best practice.

Reflection of My Learning

Over the past year and during this 2 year learning cycle, I have learned about the importance of the family in children's development. I did not expect to be taken in the direction of cultural equity and how some families are disproportionately impacted based on their race and cultural background. It was clear to me that there is a gap in our practice in cultural responsiveness and responding to the cultural needs of the children and families we work with. We know families are underrepresented in education, particularly in the K-12 system, and children suffer when they do not receive the proper supports which can be withheld based on their family background. During this year, I learned more about equity in education and implementing culturally appropriate practice for racialized families. I recognize that I can effectively support Black families because of my own Black identity, however I know I can learn more about supporting Asian, Indigenous, Middle Eastern, and Indian families who also experience systemic racism. Currently, many resources are available for educators to support Black families in response to the outcry after police brutality situations in the United States in 2020, however I know more resources are needed to support BIPOC families and I can act as an ally to families and educators as we continue to strive towards creating equitable learning environments for all children and families.