antiracism and ethnocultural equity in school boardsboards. therefore, in developing policies and...

Antiracism and Ethnocultural Equityin School Boards

Guidelines for Policy Development and Implementation

1993

Ministry of Educationand Training

This policy document is intended to assist schoolsand school boards in ensuring that the principlesof antiracism and ethnocultural equity areobserved everywhere in Ontario’s school system.These guidelines will help members of the education community to shape school boardantiracism and ethnocultural equity policies and implementation plans.

It is important to understand that antiracismand ethnocultural equity are an integral part of allaspects of the school system. These principlesmust apply to and have the full support of students, teachers, support staff, school boardtrustees, administrators, and the community.

A great deal of work and consultation hasgone into the creation of this document. Theguidelines point the way to the important workthat still lies ahead. The document also symbolizesthe strong commitment of the Government ofOntario and its partners in the education systemto work together to build a more equitableprovince.

Dave CookeMinister of Education and Training

Preface

1. Introduction ........................................................ 5

2. Process and Framework for the Development of Antiracism and Ethnocultural Equity Policies and Implementation Plans ................. 7

3. Areas of Focus for Antiracism and Ethnocultural Equity Policy Development and Implementation........................................... 123.1 Board Policies, Guidelines, and

Practices .................................................... 123.2 Leadership ................................................ 123.3 School-Community Partnership ............. 133.4 Curriculum................................................ 133.5 Student Languages................................... 143.6 Student Evaluation, Assessment,

and Placement .......................................... 153.7 Guidance and Counselling ...................... 153.8 Racial and Ethnocultural Harassment... 163.9 Employment Practices............................. 163.10 Staff Development ................................... 17

4. Considerations Related to the Monitoring of Implementation ............................................. 184.1 Board Policies, Guidelines,

and Practices............................................. 184.2 Leadership ................................................ 194.3 School-Community Partnership ............. 194.4 Curriculum................................................ 194.5 Student Languages................................... 194.6 Student Evaluation, Assessment,

and Placement .......................................... 19

4.7 Guidance and Counselling ...................... 204.8 Racial and Ethnocultural Harassment... 204.9 Employment Practices............................. 204.10 Staff Development ................................... 20

Appendices.............................................................. 21Appendix 1: Checklists for Policy

Implementation .............................. 23Appendix 2: Worksheets for Developing

a Policy on Antiracism andEthnocultural Equity and anImplementation Plan ..................... 30

Appendix 3: Glossary........................................... 42Appendix 4: Policy/Program Memorandum

No. 119 ............................................. 45

Acknowledgements ................................................ 51

Contents

Cette publication est également offerte en françaissous le titre suivant : L’antiracisme et l’équité ethnocul-turelle dans les conseils scolaires. Lignes directricespour l’élaboration et la mise en œuvre d’une politique,1993.

The Ontario government is committed to excel-lence in education and to equitable educationaloutcomes for all students. In accordance with a1992 amendment to the Education Act,1 schoolboards are required to develop and implementantiracism and ethnocultural equity2 policies. Theintent of antiracist and ethnocultural equity edu-cation is to ensure that all students achieve theirpotential and acquire accurate knowledge andinformation, as well as confidence in their culturaland racial identities. It should equip all studentswith the knowledge, skills, attitudes, and behav-iours needed to live and work effectively in anincreasingly diverse world, and encourage them toappreciate diversity and reject discriminatory atti-tudes and behaviour. The principles, practices, andoutcomes of antiracist and ethnocultural equityeducation are closely linked to those enunciated inThe Common Curriculum, Grades 1--9 and otherministry guidelines and resource documents.

Antiracism and ethnocultural equity schoolboard policies reflect a commitment to the elimi-nation of racism within schools and in society atlarge. Such policies are based on the recognitionthat some existing policies, procedures, and prac-tices in the school system are racist in their impact,if not their intent, and that they limit the opportu-nity of students and staff belonging to Aboriginaland racial and ethnocultural minority groups

to fulfil their potential and to maximize their contribution to society. The impact of racismbecomes compounded when two or more factors,such as race, gender, disability, sexual orientation,etc., are present in the same situation.

In recent years, there has been a substantialincrease in Ontario’s racial and cultural diversity.In important respects, however, Ontario’s schoolsystem has been and continues to be mainlyEuropean in perspective. The prevalence of onecultural tradition limits students’ opportunities tobenefit from the contributions of people from avariety of backgrounds. Moreover, exclusion ofthe experiences, values, and viewpoints ofAboriginal and racial and ethnocultural minoritygroups constitutes a systemic barrier3 to successfor students from those groups and often producesinequitable outcomes for them. Such inequitieshave been linked to students’ low self-esteem,placement in inappropriate academic programs,low career expectations, and a high dropout rate.

Many Ontario school boards have alreadytaken important steps to respond to the culturaland racial diversity of their student populationsand to develop policies in this area to help themeliminate inequities. Such policies are relevant toall Ontario school boards and minority-languagesections, English and French, rural and urban,northern and southern, small and large.

Antiracism and ethnocultural equity policiesentail fundamental review of and changes to manyaspects of a school board’s operations. The policieswill focus on identifying and eliminating systemicinequities and barriers to equitable education for

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1. Introduction

1. Education Act, R.S.O. 1990, Chapter E.2, section 8, subsection 1,paragraph 29.1 (July 1992 edition).

2. “Antiracism and ethnocultural equity” refers to equitable treat-ment of members of all racial and ethnocultural groups and the elimi-nation of institutional and individual barriers to equity. “Race” is asocial category into which societies have divided people according tosuch characteristics as skin colour, shape of eyes, texture of hair, andfacial features. “Ethnocultural” refers to a person’s cultural heritagein the broadest sense. It can include national affiliation, language, and religious background. There may also be ethnocultural groupswithin racial groups.

3. Systemic barriers occur when apparently neutral institutional struc-tures, policies, and practices exclude people or deny them equitabletreatment.

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students and on equitable employment practicesfor staff of all races and ethnocultural backgrounds.

Policies and implementation plans shouldrespond to community needs and local conditions,while also recognizing the need to reflect thewider society. Effective change can be achievedonly through collective action by all thoseinvolved in the school system: trustees, superin-tendents, principals, teachers, support staff, par-ents,4 students, and the community. School boardsneed to devise a wide range of ways of establishingpartnerships with diverse local communities, par-ticularly those that have traditionally not beeninvolved in the life of the school.

Aboriginal people of First Nations communi-ties are part of the diversity of Ontario’s popula-tion. Although many Aboriginal peoples inOntario live in First Nations communities, themajority live in urban and rural communitiesthroughout the province. The Government ofOntario has been engaged in formal discussionswith First Nations communities in the provinceregarding, among other issues, Aboriginal controlof Aboriginal education.While many First Nationscommunities have their own education system,students from these communities are educated, at

some point, in schools operated by Ontario schoolboards. Therefore, in developing policies andimplementation plans related to antiracist and eth-nocultural equity education, school boards need totake into account the perspectives and experiencesof Aboriginal people, whether or not they live in a First Nations community.

Several of the requirements for school boardantiracism and ethnocultural equity policies fallunder the exclusive jurisdiction of the minority-language sections of boards. French-languageboards and sections shall submit policies andimplementation plans that respect Section 23 ofthe Canadian Charter of Rights and Freedoms and Parts XII and XIII of the Education Act,R.S.O. 1990, Chapter E.2.5

4. The term “parent” as used in this document includes guardians andthose other individuals who are representing and advocating onbehalf of the student and/or parent or guardian.

5. Part XII of the Education Act makes it clear who has the right toreceive elementary or secondary instruction in the French language.The right is based on the definition of a francophone person in theCanadian Charter of Rights and Freedoms, which, in Section 23,states that a francophone person is a Canadian citizen whose first lan-guage learned and still understood is French and who has attended aFrench-language elementary school in Canada or who has a child whohas received or is receiving elementary or secondary education in theFrench language.

Antiracism and ethnocultural equity policies focuson identifying and changing institutional policiesand procedures and individual behaviours andpractices that may be racist in their impact.

Antiracist and ethnocultural equity educationis not a new educational program, but a commit-ment to positive and equitable outcomes in all education programs and services for all students.Some of the required changes will take placeimmediately, others will take time to happen.

Antiracism and ethnocultural equity policiesgo beyond a broad focus on multiculturalism andrace relations. Many existing school board policies

in this area have focused on creating learningenvironments that respect the cultures of all students; however, inequities in the treatment ofmembers of some cultures and races that haveoccurred as a result of inequities of power andprivilege have often tended to be ignored.

There are different approaches to the processof developing a school board antiracism and ethnocultural equity policy and implementationplan. The sample procedure for policy develop-ment and implementation outlined below is oneoption. There are many variations on this modelthat a board may use, depending on its size, its

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2. Process and Framework for the Development of Antiracism and Ethnocultural Equity Policies and Implementation Plans

A Sample Procedure for Developing a Policy and Implementation Plan on Antiracism and Ethnocultural Equity

9 Allocate resources.

8 Allocate responsibility for implementation.

6 Define expected outcomes.

5 Review core objectives and develop a plan of action.

2 Establish community partnerships.

1 Initiate a process for policy development by the board.

10 Develop a communications plan and a monitoring process.

7 Establish timelines to ensure that the objectives and outcomes areachieved.

4 Raise awareness of and identify issues of antiracism and ethnocultural equity thatneed to be addressed.

3 Establish an advisory committee composed of trustees, senior board administrators, andrepresentatives from unions, federations, and community groups.

history, the strength of its minority communities,and its past interaction with them.

Policies and implementation plans shalladdress the following ten major areas of focus:• board policies, guidelines, and practices• leadership• school-community partnership• curriculum• student languages• student evaluation, assessment, and placement• guidance and counselling• racial and ethnocultural harassment• employment practices• staff development

The model chosen shall include, for each of themajor areas of focus:

• a mission statement or statement of guiding prin-ciples that reflects the board’s commitment toaddressing antiracism and ethnocultural equity;

• a list of objectives that defines the desired outcomes;

• a plan of action that outlines the tasks requiredto implement each objective;

• a list of outcomes to provide a system ofaccountability;

• a list of resources that identifies tools (humanand material) needed to achieve the statedobjectives;

• a set of timelines to help clarify the steps in theaction plan and to provide a way of assessingprogress;

• an indication of the person or persons responsi-ble for carrying out the plan of action in eacharea of focus, to ensure consistent direction dur-ing implementation, to facilitate monitoring, andto ensure accountability.

A sample framework for policy developmentand implementation is provided on pages 9 to 11.Section 3 of this document outlines key issues ineach area of focus and a set of core objectives thatshall be addressed in the policy. They may serve asa starting point for the process of policy develop-ment and implementation. Further objectives maybe added, as appropriate, to reflect the particularneeds of local communities.

Implementation shall be based on five-yearplans. At all stages of policy implementation, ahigh priority shall be assigned to broadening thecurriculum to include diverse perspectives and toeliminating stereotyping.

All policies and implementation plans shallhave mechanisms for evaluating progress, includ-ing an accountability mechanism for trustees andall school board staff. Section 4 of this documentoutlines criteria for monitoring policy implemen-tation within the ten areas of focus. The criteriawill be fundamental to future monitoring of theimplementation of school board antiracism andethnocultural equity policies by the Ministry ofEducation and Training.

To ensure that the perspectives, needs, andaspirations of Aboriginal and various racial andethnocultural minority communities areaddressed, representatives from such communitiesshall be actively involved in the process of policydevelopment, implementation, and monitoring.

The proceedings related to the policy devel-opment and implementation process shall be conducted in the language of the board or of the respective section of the board. Boards andminority-language sections are encouraged, how-ever, to find alternative communication strategieswhen members of the community who do notspeak the language of the board are involved.

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9

Sample Framework for Policy Development and Implementation, School-Community Partnership

Mission Statement: The board recognizes the importance of effective school-community partnerships to ensure that perspectives, experiences,and needs of diverse racial and ethnocultural groups are taken into account.

Core Objectives

• To identify Aboriginaland racial and ethnocultural minoritycommunities withinthe school board’sjurisdiction, whetheror not they areinvolved in schoolboard activities.

Plan of Action

• Extend networks byconsultation with:

– known representa-tives of diversegroups;

– multicultural centres, friendshipcentres, women’sgroups, parents’groups, studentcouncils, etc.

• Use media (radio stations, communitynewspapers, newsletters, etc.) toinvite participationfrom diverse groups.

•

•

Expected Outcomes

• Creation of a localcommunity profile.

• Removal of barriers toinvolvement.

• Greater participationby traditionally dis-advantaged groups.

•

•

Resources Timelines Responsibility

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Sample Framework for Policy Development and Implementation, School-Community Partnership (cont.)

Core Objectives

• To involve diversecommunities in partnership activitieswith the school board.

• To request communitygroups to identify theirspokespersons for thepurpose of establish-ing school-communitypartnerships.

Plan of Action

• Consult groups aboutthe type of involvementthey desire, usingquestionnaires, focusgroups, individualinterviews, informaltelephone conversa-tions, meetings, discussions, etc.

• Determine ease ofaccess to meetingsfor all groups (e.g.,are time, place, dateappropriate? aretransportation, childcare, interpretersavailable?) and adjustcircumstances to facil-itate attendance by allparties.

• Adapt the process toaccommodate culturaland faith differences.

•

•

•

Expected Outcomes

• Establishment of partnerships.

• Participation in policydevelopment.

•

•


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Sample Framework for Policy Development and Implementation, School-Community Partnership (cont.)

Core Objectives

• To assess the effectiveness of community consulta-tion and partnershipinvolvement.

•

•

Plan of Action

• Based on the informa-tion acquired, developa communicationsplan, strategies, andmonitoring proceduresthat will ensure fre-quent consultationand facilitate ongoingparticipation bydiverse groups.

•

•

•

•

Expected Outcomes

• Ongoing feedback andactive participation bycommunity groups.

•

•

•

•


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3.1 Board Policies, Guidelines, andPractices

Principles of antiracism and ethnocultural equityshall permeate all aspects of the board’s organiza-tional structure, including its mission statementand strategic plan, where applicable, and all areasof the board’s operations, policies, guidelines, pro-grams, and practices. Barriers to equity shall beidentified and addressed. Board policies andguidelines are important because they define theprinciples and objectives that direct board activi-ties and day-to-day practices.

Board policies, guidelines, and practices shallensure that the needs of all students areaddressed. They should reflect diverse viewpoints,needs, and aspirations in the community, particu-larly of those groups that have traditionally beenexcluded. The board shall have an appropriatemechanism in place to ensure accountability forachieving that goal.

As stated earlier, French-language boardsand sections shall submit policies and plans thatrespect Section 23 of the Canadian Charter ofRights and Freedoms and Parts XII and XIII ofthe Education Act, R.S.O. 1990, Chapter E.2.These policies shall include clear criteria that willguide admissions committees in their recommen-dations to the board. The ministry encouragesboards to develop criteria that will facilitate theadmission of students from diverse racial and ethnocultural minority communities.

Core Objectives:

• To articulate clearly the board’s commitment toprinciples of antiracism and ethnocultural equityin all existing and new board policies, guidelines,operations, and practices.

• To eliminate racial and ethnocultural biases inboard policies, guidelines, and day-to-day practices.

• To establish mechanisms for measuring progresstowards antiracism and ethnocultural equity.

• To develop clear criteria for French-languageboards and sections to be used by their admis-sions committees.

3.2 Leadership

School boards shall provide informed leadershipat board and administration levels, with a commit-ment by all staff to identify systemic inequities andbarriers and support to enable them to do so. Inthis regard, the role of school board trustees,directors of education, superintendents, principals,and teachers is pivotal.

School boards are inextricably linked to par-ents, racial and ethnocultural communities, uni-versities and colleges, and others who support theeducational system. Leaders in the educationalsystem must share responsibility for decision-making with these groups.

Shared leadership with regard to antiracismand ethnocultural equity demands that all partnersin education become responsible for preparingstudents to live in a racially and culturally diverse

3. Areas of Focus for Antiracism and Ethnocultural Equity Policy Development and Implementation

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society, that teaching reflects the contributions ofdiverse cultures, and that all forms of racism arechallenged and removed.

Core Objectives:

• To assist school board trustees, administrators,and staff to develop the knowledge, skills, attitudes, and behaviours needed to implement antiracism and ethnocultural equity policies inthe school system.

• To identify all expected outcomes for thoseresponsible for implementation and incorporatethese outcomes into the performance-appraisalprocess, including the ongoing evaluation ofteachers.

• To ensure that board policy directions and prior-ities as well as the day-to-day implementation ofprograms and services are consistent with theaims of antiracism and ethnocultural equity.

• To establish antiracism and ethnocultural equityprinciples and objectives and incorporate theminto annual plans and year-end reports.

3.3 School-Community Partnership

Schools shall meet the needs of their increasinglydiverse communities. Active involvement and par-ticipation by members of the community in thedevelopment, implementation, and monitoring ofschool board policies and programs will ensurethat community perspectives, needs, and aspira-tions are included and addressed.

School boards shall develop constructive andopen dialogue and partnerships with parents andcommunity groups to increase co-operation andcollaboration among home, school, and the com-munity. School-community partnerships shallinvolve diverse racial and ethnocultural groups.This applies particularly to the development ofantiracism and ethnocultural equity policies, sincesuch policies require the support of the entirecommunity in order to be effective.

Core Objectives:

• To identify Aboriginal and racial and ethnocul-tural minority communities within the schoolboard’s jurisdiction, whether or not they areinvolved in school board activities.

• To involve diverse communities in partnershipactivities with the school board.

• To request community groups to identify theirspokespersons for the purpose of establishingschool-community partnerships.

• To assess the effectiveness of community consul-tation and partnership involvement.

3.4 Curriculum

The term “curriculum” encompasses all learningexperiences the student will have in school. Theseinclude such aspects of school life as the generalschool environment, interactions among students,staff, and the community, and the values, attitudes,and behaviours conveyed by the school.

Much of the traditional curriculum focuseson the values, experiences, achievements, and perspectives of white-European members ofCanadian society and excludes or distorts those ofother groups in Canada and throughout the world.The value system of the dominant culture tends tobecome the norm and the only point of reference.This affects students’ values, attitudes, and behav-iours and, whether intentionally or not, may havea discriminatory effect. Students need to under-stand and respect cultures and alternative ways ofliving, and they benefit from a knowledge of theexperiences and contributions of people of cul-tures and races other than their own.

Antiracist curriculum provides a balance ofperspectives. It enables all students to see them-selves reflected in the curriculum and provideseach student with the knowledge, skills, attitudes,and behaviours needed to live in a complex anddiverse world. It consciously examines and chal-lenges the Eurocentric nature of curriculum and ofthe society in which young people are growing up.

Curriculum development and selection is made onthe basis of what a student requires to functioneffectively in a culturally and racially diverse society.

Core Objectives:

• To develop or modify curriculum to reflect in an equitable way a culturally and racially diverse society.

• To ensure that the cultural and racial identitiesof all students are affirmed in an equitable andappropriate way by learning experiences in the school.

• To identify bias and discriminatory barriers in existing curriculum structures, policies, programs, and learning materials.

• To ensure that all elements in the process ofcurriculum review, development, and implemen-tation are consistent with antiracism and ethnocultural equity objectives.

• To enhance teachers’ abilities to use biasedmaterials constructively to develop students’critical thinking about racism.

• To reflect the diversity of staff, students, parents,and the community in all areas of curriculumdevelopment, implementation, and evaluation,and in the membership of curriculum committees.

3.5 Student Languages

Language is a tool for learning, and access to education depends on language competence.Language proficiency underlies success in most, ifnot all, curriculum areas. All students, therefore –including those with a first language other thanEnglish or French – must be enabled to acquirecompetence in one or both of Canada’s officiallanguages. Students who have a first languageother than English or French should be seen asneeding to add to their linguistic repertoire ratherthan as deficient in language or linguisticallydeprived.

Teachers in all curriculum areas should rec-ognize the importance of the language the studentalready speaks. Competence in the first languageprovides students with the foundation for develop-ing proficiency in additional languages, and main-tenance of the first language supports the acquisi-tion of other languages. The first language alsoserves as a basis for emotional development andprovides a vital link with students’ ancestral her-itage. Multilingualism enhances students’ intellec-tual functioning and the ability to communicate, as well as their career opportunities.

Limited proficiency in the language ofinstruction is likely to have an impact on students’academic performance. Research shows that most newly arrived immigrant students achieve conver-sational fluency in the language of their receivingenvironment in approximately one and a half totwo years, but require a minimum of five to sevenyears to become proficient in abstract thought inthe language to be learned and to function acade-mically like native speakers.6

In addition to those students who need toacquire English or French, there are some stu-dents who have not had the opportunity to attendschool regularly and who may be speaking a vari-ety of English or French different from that oftheir teachers. Social and cultural variations inlanguage are to be expected, because languagesystems are not static. Teachers need to indicatethat sociocultural varieties of language are entitledto respect and recognition. They also need to helpthese students to become competent in the lan-guage of instruction so that they will have thesame economic and educational opportunities astheir peers. It is important to provide opportuni-ties to enable these students to upgrade their liter-acy and academic skills and to add to their knowl-edge in a variety of subject areas.7

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6. J. Cummins and M. Swain, Bilingualism in Education (New York:Longman, 1986); V. Collier, “How Long? A Synthesis of Research onAcademic Achievement in a Second Language”, TESOL Quarterly23 (1989), pp. 509-31.

7. D. Corson, Language Policy Across the Curriculum (Philadelphia:Multilingual Matters Ltd., 1990), pp. 16, 34, 130-33. English As aSecond Language and English Skills Development, Intermediate andSenior Divisions (Toronto: Ontario Ministry of Education, 1988).

Core Objectives:

• To affirm and value the students’ first language.

• To ensure that all students achieve literacy in atleast one official language.

• To provide appropriate support programs forlanguage learning.

3.6 Student Evaluation, Assessment, andPlacement

The purpose of student evaluation and assessmentis to obtain as accurate a picture as possible of stu-dents’ capacities in order to ensure that they areprovided with a program that enables them to fulfil their potential. Student evaluation and placement are based on both teacher perceptionsand the results of formal and informal assess-ments of students’ academic and intellectual performance.

It is important that teachers have high expec-tations of all students. Racial and ethnoculturalbiases and stereotyping may influence teacher perceptions and expectations of what students arecapable of achieving. In turn, such expectationsmay influence students’ expectations of themselves.

A multifaceted approach to student evalua-tion and assessment is essential to provide a com-prehensive picture of what students are capable ofachieving. Caution needs to be used in interpret-ing the results obtained from standardized testsused in assessment. Most standardized tests(achievement, aptitude, psychological) measureknowledge and experiences that have beenacquired within a given cultural and linguisticenvironment. They have limited validity for stu-dents whose culture and/or first language are dif-ferent. Results from such tests can lead to miscon-ceptions about students’ capabilities and to theirplacement in inappropriate academic programs.

There is evidence that many Aboriginal andother racial and ethnocultural minority studentshave been inappropriately streamed into programs

with low expectations. The programs in which stu-dents are placed may have a significant impact onstudents’ future career aspirations and their long-term quality of life.

Antiracist student evaluation and assessmentseek to achieve an accurate picture of students’capabilities to maximize their learning potential.They take into account students’ prior learning,their previous school experience, and their culturaland linguistic backgrounds, including, if relevant,limited competence in the language of instruction.They ensure ongoing communication with parentsand involve them in all placement decisions.

Core Objectives:

• To ensure that assessment and placement teams,instruments, and procedures are bias-free anddesigned to meet the needs of the individual student, and take into account the student’s previous education and personal experience.

• To ensure that placement decisions are flexibleso that they do not limit students’ educationaland career opportunities.

• To ensure that parents are fully informed aboutassessment and placement procedures and areinvolved in placement decisions.

3.7 Guidance and Counselling

Guidance counsellors play a central role in theassessment and placement of students, and inhelping them to enhance their self-esteem andrelationships with others. They assist students indeveloping high expectations for themselves andappropriate educational plans, and provide sup-port with life-skills training, pre-employment skillsdevelopment, career orientation, exploration, and planning.

Informed counselling can help to remove dis-criminatory barriers for students in the school sys-tem and the world of work, and can provideproactive strategies to ensure that Aboriginal andracial and ethnocultural minority students achievepersonal growth and realize their full potential. To

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respond effectively to the needs of all students,counselling must be culturally sensitive, support-ive, and free of racial and ethnocultural bias.

Core Objectives:

• To determine what parents, students, and com-munity groups perceive to be students’ needs forguidance and counselling and whether they feelthose needs are being met.

• To determine what support counsellors perceivethey require in order to serve the diverse stu-dent population.

• To eliminate racial and ethnocultural stereotypingin educational and career-planning programs.

• To ensure support for students in the iden-tification of career options and appropriate academic paths.

• To create partnerships among schools, home,community, business, and industry, and toinvolve parents, students, and the community inprogram review and development.

• To ensure that, where possible, communicationstrategies are in place to keep parents informed,in a language they understand, of their children’scurrent educational achievement and progressand their plans for the future.

3.8 Racial and Ethnocultural Harassment

Racial and ethnocultural harassment is demeaningtreatment based on race or ethnicity. It is a formof discrimination that is prohibited by the OntarioHuman Rights Code. Harassment can be overt orsubtle, intentional or unintentional. It can involveverbal or physical abuse or threats; unwelcomeremarks, jokes, innuendoes, or taunting about aperson’s race, ethnicity, national origin, faith,dress, or accent; graffiti or the displaying of racistpictures; the composition and/or distribution ofderogatory material; exclusion, avoidance, or con-descension because of race or ethnocultural back-ground; or a series of individual incidents which, when examined in their totality, can be seen tohave a negative impact on an individual or a group.

Harassment can have a profound impactupon the victim’s self-esteem and limit the abilityof the individual or group to function effectivelyon a day-to-day basis. It can occur among stu-dents, teaching and support staff, administrators,trustees, and other individuals in and havinginvolvement with a school board.

Core Objectives:

• To develop or review policy guidelines and aclearly delineated process for dealing with racialand ethnocultural harassment involving staff,students, and other individuals in the schoolboard.

• To provide staff with the knowledge and skills to identify harassment and to respond effectivelyto it.

• To ensure that boards communicate the policyguidelines to all members of the education community.

• To ensure that the process of addressing harassment is monitored.

3.9 Employment Practices

Equitable employment practices are an integralpart of antiracism and ethnocultural equity. Thework force in a school board should reflect and becapable of understanding and responding to theexperiences of a racially and culturally diversepopulation.

Good employment practices remove barriersthat prevent fair and equitable hiring, promotion,and training opportunities for everyone, at everylevel within the workplace. Following such prac-tices is considered good human resources plan-ning, as it ensures that all individuals who can dothe job are considered.8 Equitable employmentpractices ensure fair treatment for all workingpeople in Ontario.

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8. Further guidance on this section will be provided when Bill 79, An Act to Provide for Employment Equity for Aboriginal People,People With Disabilities, Members of Racial Minorities and Women,becomes law.

Core Objectives:

• To ensure that vacancies are advertised widely,internally within the organization as well asthrough outreach to designated groups.

• To ensure that recruitment, interview, selection,training, and promotion practices and proce-dures are bias-free.

• To ensure that interview teams for board posi-tions reflect the diversity within the community.

3.10 Staff Development

Staff development on antiracism and ethnocul-tural equity is an integral part of the process ofchanging organizational culture and practices.Such change requires trustees and all staff to takeownership and responsibility for promotingantiracism and ethnocultural equity. All trusteesand school board staff need to acquire the knowl-edge, skills, attitudes, and behaviours to identifyand eliminate racial and ethnocultural bias anddiscrimination. Improved awareness of inequitiesand their effects can help trustees and staff tochange individual behaviour and institutionalpractices to eliminate barriers to equity. All staffneed to participate in staff development activities.

Core Objectives:

• To identify staff development needs to ensurethat those responsible for implementing theboard’s antiracism and ethnocultural equity policy have or develop the knowledge, skills,and behaviours to carry out the mandate.

• To implement staff development programsbased on identified needs.

• To enable trustees and staff to deal confidentlyand effectively with issues of racism and discrimination and with incidents of racial andethnocultural harassment.

• To provide trustees and staff with the skills toidentify and deal with bias in learning materials.

• To involve community groups in the develop-ment and implementation of an in-service pro-gram and other staff development programs.

• To ensure that trustees and staff are aware thatthey are expected to broaden their expertise inantiracist and ethnocultural equity educationthrough courses, workshops, and communityconsultation.

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Successful implementation of school boardantiracism and ethnocultural equity policies de-pends upon commitment, co-ordination, and co-operation at every level of the system. To ensurechange, effective monitoring and evaluation ofimplementation is critical. It is important toinclude evaluation strategies as part of the devel-opment of antiracism and ethnocultural equitypolicies and implementation plans. School boardsshall establish clear mechanisms of accountabilityfor implementation and effective monitoring toensure that antiracism and ethnocultural equityprinciples are integrated into all aspects of educa-tion programs, services, and board operations.Boards shall:

• include specific objectives in the performanceappraisal of all staff to ensure that antiracismand ethnocultural equity requirements areimplemented;

• require principals, supervisory officers, and allindividuals with supervisory responsibility toinclude antiracism and ethnocultural equityobjectives in their annual plans and year-endreports;

• require teachers to include antiracism and eth-nocultural equity objectives in their long-termand short-term program and lesson plans;

• focus monitoring on outcomes that are bothquantitative and qualitative;

• include the perceptions and experiences of stu-dents, parents, and community members in themonitoring process;

• ensure active participation by representativesfrom diverse communities in the monitoring ofthe implementation process.

In monitoring the impact of antiracism andethnocultural equity policies and programs, it willbe necessary for boards to collect data relating tothe race and ethnicity of students.

The gathering of such data is permissibleunder Section 14 of the Ontario Human RightsCode so long as it is part of what the Code definesas a special program. A special program isdesigned to relieve disadvantage or to achieve orto attempt to achieve equality. Care must be exer-cised in the collection, use, and storage of andaccess to the data gathered. Further informationon these issues will be communicated to boards.

The following criteria should assist schoolboards with monitoring progress. The criteria willalso form the basis for monitoring the implemen-tation of school board policies on antiracism andethnocultural equity by the Ministry of Educationand Training. The criteria are listed by area offocus.

4.1 Board Policies, Guidelines, and Practices

• Principles of antiracism and ethnocultural equityare clearly articulated in the board’s missionstatement and strategic plan, where applicable,and in all board policies, guidelines, and procedures.

• An effective mechanism is in place for the system-wide implementation and monitoring of the board’s antiracism and ethnocultural equity policy.

• Racial and ethnocultural biases in board poli-cies, programs, and practices have been identi-fied, and progress has been made towards theirelimination.

18

4. Considerations Related to the Monitoringof Implementation

• Effective criteria are in place to guide admis-sions committees in their recommendations toFrench-language boards and sections.

4.2 Leadership

• Trustees and all school board staff have anunderstanding of how racism is manifested inthe school system and what impact it has on students and staff.

• Trustees and all school board staff use effectivestrategies to respond to and eliminate systemicand individual racism.

• Effective mechanisms are in place to ensure thatsenior administrators, principals, and managersaccomplish the antiracism and ethnoculturalequity objectives outlined in their annual plans.

4.3 School-Community Partnership

• A community profile has been created.

• Barriers to involvement in school board activi-ties for Aboriginal and racial and ethnoculturalminority communities have been identified andare being eliminated.

• School board public consultations on policy andprogram issues include individuals from a vari-ety of Aboriginal and racial and ethnoculturalminority communities.

• Members of diverse communities, includingAboriginal and racial and ethnocultural minoritygroups, are actively involved in school andschool board activities.

4.4 Curriculum

• The curriculum reflects the realities of a culturally and racially diverse society.

• Effective procedures are in place to ensure thatthe perspectives of diverse racial and ethnocul-tural communities are included in the process of curriculum development, review, and implementation.

• Effective mechanisms are in place for identifyingand addressing forms of bias in learning materi-als and discriminatory elements in existing cur-riculum policies and programs.

• Students feel that their cultural and racial identities are affirmed in an equitable andappropriate way by the school.

4.5 Student Languages

• Students perceive that their first language isbeing valued by the school.

• Multilingualism is actively promoted.

• Appropriate heritage language and/or Nativelanguage programs are in place.

• An effective language-learning support programis in place.9

• Consideration is given to the special linguisticchallenges faced by ESL/ALF students in usingregular curriculum materials.

4.6 Student Evaluation, Assessment, and Placement

• There is continuous monitoring of student place-ment, retention, and re-entry in relation to raceand ethnicity.

• The perceptions of parents and students fromAboriginal and racial and ethnocultural minoritygroups regarding inappropriate placement aremonitored.

• Parents, including those of Aboriginal and racialand ethnocultural minority students, understandthe assessment and placement process andactively participate in assessment and placementdecisions.

• Students perceive that they have equitableaccess to available program options.

19

9. A number of school boards have in place programs in English as a second language and English skills development (ESL/ESD) or programs in actualisation linguistique en français (ALF) and perfec-tionnement du français (PDF) to support the needs of students with afirst language other than English or French.

20

• New immigrant students are placed in age-appropriate programs, unless exceptional cir-cumstances exist to dictate otherwise.

• There are constraints on the use of standardizedassessment measures with new immigrant stu-dents and students with a first language otherthan English or French.

4.7 Guidance and Counselling

• Systemic biases in guidance and counsellinghave been identified and are being addressed.

• Parents, including those of Aboriginal and racialand ethnocultural minority students, are activelyinvolved in educational planning and career orientation decisions that affect their children.

• Aboriginal and racial and ethnocultural minoritystudents have confidence in the service they arereceiving from guidance counsellors.

4.8 Racial and Ethnocultural Harassment

• An effective mechanism is in place for reportingand responding to incidents of racial and ethno-cultural harassment.

• Information on this mechanism has been com-municated to all staff, students, and parents.

• Staff have the knowledge and the skills torespond effectively to alleged incidents ofharassment.

• An effective monitoring system is in place to track reports of racial and ethnoculturalharassment and the responses to these reports.

4.9 Employment Practices

• Vacancies within the board are widely adver-tised, and special efforts are made to recruit,train, and promote members of Aboriginal andracial and ethnocultural minority groups.

• Support networks exist and are endorsed by theschool board to assist Aboriginal and racial andethnocultural minority employees to achieve fullparticipation in employment opportunities.

• An effective mechanism is in place to addressworkplace discrimination and harassment re-lated to race and ethnocultural background.

4.10 Staff Development

• Staff are able to identify manifestations of systemic and individual racism.

• Staff are committed to eliminating racism.

• Staff deal effectively and confidently with systemic and individual racism. For example:

– Teachers are able to identify and deal withracial and ethnocultural bias in the curriculumand in the evaluation and assessment of students.

– Principals effectively manage a multicultural,antiracist instructional program and allaspects of a culturally and racially diverseschool.

– Supervisory officers effectively supervise andco-ordinate all aspects of the implementationof the board’s antiracism and ethnoculturalequity policy and the integration of equityprinciples into all board operations.

• Trustees take into account principles ofantiracism and ethnocultural equity in their educational and administrative decisions.

Appendices

23

The following checklists provide an example ofwhat the implementation of a school boardantiracism and ethnocultural equity policy mightlook like. Checklists can be useful in determining

a school board’s progress in policy implementation.School boards are encouraged to develop theirown checklists to reflect local realities.

Appendix 1: Checklists for Policy Implementation

Focus: Board Policies, Guidelines, and Practices

1. Principles of antiracism and ethnocultural equity areclearly articulated in the board’s mission statementand strategic plan, where applicable, and in all boardpolicies, guidelines, and procedures.

2. Clear guidelines exist for the review of board policiesand practices in terms of racial and ethnocultural biases.

3. Representatives of diverse Aboriginal and racial andethnocultural groups participate in the developmentand review of policies and practices.

4. Mechanisms exist for monitoring board progresstowards antiracism and ethnocultural equity.

5. Clear criteria exist to facilitate the admission of students whose parents do not hold rights underSection 23 of the Charter of Rights and Freedoms butwho can show that it would be in the best interest oftheir children to receive their primary or secondary edu-cation in the French language.

6. Antiracism and ethnocultural equity policies and implementation plans for the board and the minoritysection are in harmony.

Yes

________

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_________

_________

_________

No

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_________

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Somewhat

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Don’t Know

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Focus: Leadership

1. Regular needs assessments are undertaken to identifytraining needs for shared leadership, support, and decision-making within the organization.

2. Performance appraisals include criteria to assesseffectiveness in implementing antiracist change.

3. The selection process for persons in positions ofadded responsibility includes an assessment of thecandidates’ demonstrated commitment to antiracismand ethnocultural equity and of their related knowledgeand skills.

Yes

________

_________

_________

No

________

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_________

Somewhat

_________

_________

_________

Don’t Know

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Focus: School-Community Partnership

1. A community profile has been developed.

2. Mechanisms are in place to ensure equitable accessby diverse communities to involvement in all schoolboard activities.

3. Consultations are held with Aboriginal and racial andethnocultural minority groups to determine the barriersto their participation in school board activities and topropose strategies to remove the barriers.

4. A periodic assessment is conducted of how well con-sultation and partnership with communities are workingto determine if modifications to the process arerequired.

Yes

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No

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Somewhat

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Don’t Know

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Focus: Curriculum

1. Students are taught to recognize minority values aswell as the dominant values in our society.

2. Curriculum materials include information aboutAboriginal people and diverse racial and ethnoculturalgroups.

3. Accurate information is conveyed about a broad rangeof cultural values, life experiences, and the diversitywithin cultures.

4. The school supports and integrates the perspectives ofall students to assist them in living in a diverse society(e.g., the contents of the school library, displays, celebrations, school events, calendars, food services,etc., reflect diversity).

5. All students see themselves as active participants inthe curriculum.

6. Guidelines are developed to deal with bias in content,language, and illustrations.

7. The causes and patterns of racism in Canada and theworld are explored and challenged.

8. Active participation in school programs and learning bystaff, parents, students, and community members,including representatives of Aboriginal and racial andethnocultural minority groups, is expected.

Yes

________

________

________

________

________

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No

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________

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Somewhat

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Don’t Know

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________

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_________

Focus: Student Languages

1. Curriculum programs and activities respect and affirmstudents’ first languages and promote multilingualism.

2. Heritage language and Native language programs areprovided in keeping with ministry policy.

3. Language-learning support programs are in place forstudents who have a first language other than Englishor French.

Yes

________

_________

_________

No

________

_________

_________

Somewhat

________

_________

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Don’t Know

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26

1. The term “first language” as used here and elsewhere in this sectionrefers to a language other than English and French, the two officiallanguages.

2. In view of research findings on the length of time students requireto become proficient in abstract thought in a second language, manyschool boards do not conduct standardized testing with new immi-grant students with a first language other than English or French whohave been in Canada for less than five years (see sections 3.5 and 3.6).

Focus: Student Evaluation, Assessment, and Placement

1. When possible, data on students’ previous educationaland personal experiences are fully and accuratelyassessed in order to establish equivalent placementlevels.

2. Orientation materials are available for students andparents in their first language, where possible.1

3. Parents are actively involved in each stage of theassessment process, with translation available whenpossible.

4. An appropriate adjustment period is allowed for immigrant and refugee students before formal assessment is conducted.2

5. Informal, holistic, observational assessment is usedwith students who have a first language other thanEnglish or French and who have limited proficiency inthe instructional language.

6. Existing test instruments are evaluated for racial andcultural bias; those found to be biased are modified;and others appropriate to the needs of students fromminority groups are identified for use.

7. Student assessments – formal and informal – are conducted in the language in which the student is most proficient, where appropriate and possible.

8. When possible, an interdisciplinary assessment teamis used that reflects the racial and ethnocultural diver-sity in the school population and that has experience inthe use of bias-free assessment procedures.

9. Students are placed in age-appropriate academic pro-grams, unless exceptional circumstances exist to dic-tate otherwise.

10. Guidelines are provided on the age-appropriate place-ment of students, and students’ progress after placement is carefully monitored and evaluated.

Yes

________

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No

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Somewhat

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Don’t Know

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27

Focus: Guidance and Counselling

1. Guidance policies, procedures, and programs are freefrom racial and ethnocultural bias.

2. Guidance counsellors have an understanding of andthe skills to respond to:

• issues pertaining to cultural adaptation;

• forms of overt and systemic racism and their impacton students.

3. Decisions about the appropriate assessment andplacement of Aboriginal and racial and ethnoculturalminority students are made after consultation withteachers, parents, and students, and the implicationsof these decisions are fully discussed.

4. Career education programs actively promote educa-tional planning and career exploration in a manner thatrecognizes the capabilities of students and providesthe greatest number of possible options.

5. Counselling is provided for students in their first lan-guage, where possible.

6. Where appropriate and possible, parents are informedabout issues pertaining to their children in a languagethey understand.

7. The expertise of community members is drawn upon tohelp counsellors facilitate communication with parentsand to respond to the needs of minority students.

8. There is a process in place to involve parents, busi-ness, and industry in educational and career planningin the school.

Yes

_________

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________

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No

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________

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Somewhat

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Don’t Know

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28

Focus: Racial and Ethnocultural Harassment

1. A board policy, including a complaints procedure onracial and ethnocultural harassment, effective penal-ties, and protection against reprisal, has been devel-oped in consultation with diverse racial and ethnocul-tural groups.

2. Mechanisms are in place to monitor the effectivenessof this harassment policy and related procedures.

3. A staff development program is in place to implementthe board’s harassment policy and to assist staff indealing with harassment.

4. The policy is widely distributed and explained to allmembers of the school community.

Yes

________

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No

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Somewhat

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Don’t Know

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Focus: Employment Practices

1. Recruitment, interview, selection, and promotion prac-tices are bias-free.

2. Job advertisements, applications, and interview ques-tions are regularly reviewed to ensure that they are notbiased against any group or in contravention of OntarioHuman Rights Code requirements.

3. The selection process for all staff includes an assess-ment of the candidates’ demonstrated commitment toantiracism and ethnocultural equity and of their relatedknowledge and skills.

4. An employment accommodation policy is in place andis meeting the needs (e.g., dress code, religious holi-days) of Aboriginal people and members of diverseracial and ethnocultural groups.

5. Opportunities for networks and peer support are inplace and endorsed by the school board.

Yes

________

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No

________

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Somewhat

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Don’t Know

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29

Focus: Staff Development

1. The board’s staff development programs in all areasintegrate the principles and practices of antiracism andethnocultural equity.

2. A needs assessment has identified the specific areasin which antiracism and ethnocultural equity training isrequired by trustees and all board staff.

3. Staff development programs on antiracism and ethno-cultural equity are in place for trustees and all boardstaff.

4. The staff development programs provided will assistschool board and school staff to:

• identify and respond to overt and systemic racism in the school system;

• learn about diverse cultural norms and behaviours;

• be aware of and respond to issues related to cultural adaptation;

• identify and address racial and ethnocultural bias inemployment.

5. Community groups are involved in the development andimplementation of staff development programs.

Yes

________

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No

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Somewhat

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Don’t Know

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Appendix 2: Worksheets for Developing a Policy on Antiracism and Ethnocultural Equity and an Implementation Plan

Core Objectives

• To articulate clearly theboard’s commitment toprinciples of antiracism and ethnocultural equity in allexisting and new board poli-cies, guidelines, opera-tions, and practices.

• To eliminate racial and eth-nocultural biases in boardpolicies, guidelines, andday-to-day practices.

• To establish mechanismsfor measuring progresstowards antiracism and ethnocultural equity.

• To develop clear criteria forFrench-language boards andsections to be used by theiradmissions committees.

•

•

Plan of Action Expected Outcomes Resources Timelines Responsibility

Board Policies, Guidelines, and Practices

Mission Statement: __________________________________________________________________________________________________________

31

Core Objectives

• To assist school boardtrustees, administrators,and staff to develop theknowledge, skills, attitudes,and behaviours needed toimplement antiracism andethnocultural equity policiesin the school system.

• To identify all expected outcomes for those respon-sible for implementation,and incorporate these outcomes into the performance-appraisalprocess, including the ongoing evaluation of teachers.

• To ensure that board policydirections and priorities aswell as the day-to-day imple-mentation of programs andservices are consistent withthe aims of antiracism andethnocultural equity.

• To establish antiracism andethnocultural equity princi-ples and objectives andincorporate them into annual plans and year-endreports.

•

•


Leadership


32

Core Objectives

• To identify Aboriginal andracial and ethnoculturalminority communities withinthe school board’s jurisdic-tion, whether or not theyare involved in school boardactivities.

• To involve diverse com-munities in partnershipactivities with the schoolboard.

• To request communitygroups to identify theirspokespersons for the purpose of establishingschool-community partnerships.

• To assess the effective-ness of community consultation and partnership involvement.

•

•


School-Community Partnership


33

Core Objectives

• To develop or modify curriculum to reflect in anequitable way a culturallyand racially diverse society.

• To ensure that the culturaland racial identities of allstudents are affirmed in anequitable and appropriateway by learning experiencesin the school.

• To identify bias and discrim-inatory barriers in existingcurriculum structures, policies, programs, andlearning materials.

• To ensure that all elementsin the process of curriculumreview, development, andimplementation are consistent with antiracismand ethnocultural equityobjectives.

• To enhance teachers’ abilities to use biasedmaterials constructively todevelop students’ criticalthinking about racism.

• To reflect the diversity ofstaff, students, parents,and the community in allareas of curriculum devel-opment, implementation,and evaluation, and in themembership of curriculumcommittees.


Curriculum


34

Core Objectives

• To affirm and value the stu-dents’ first language.

• To ensure that all studentsachieve literacy in at leastone official language.

• To provide appropriate sup-port programs for languagelearning.

•

•


Student Languages


35

Core Objectives

• To ensure that assessmentand placement teams,instruments, and proce-dures are bias-free anddesigned to meet theneeds of the individual student, and take into consideration the students’previous education and personal experience.

• To ensure that placementdecisions are flexible sothat they do not limit students’ educational andcareer opportunities.

• To ensure that parents arefully informed aboutassessment and placementprocedures and areinvolved in placement decisions.

•

•


Student Evaluation, Assessment, and Placement


36

Core Objectives

• To determine what parents,students, and communitygroups perceive to be stu-dents’ needs for guidanceand counselling andwhether they feel thoseneeds are being met.

• To determine what supportcounsellors perceive theyrequire in order to serve thediverse student population.

• To eliminate racial and ethnocultural stereotypingin educational and career-planning programs.

• To ensure support for students in the identificationof career options andappropriate academicpaths.

• To create partnershipsamong schools, home,community, business, andindustry, and to involve parents, students, and thecommunity in programreview and development.


Guidance and Counselling


37

Core Objectives

• To ensure that, where pos-sible, communicationstrategies are in place tokeep parents informed, in alanguage they understand,of their children’s currenteducational achievementand progress and theirplans for the future.

•

•


Guidance and Counselling (cont.)

38

Core Objectives

• To develop or review policyguidelines and a clearlydelineated process for dealing with racial and ethnocultural harassmentinvolving staff, students,and other individuals in theschool board.

• To provide staff with theknowledge and skills toidentify harassment and torespond effectively to it.

• To ensure that boards communicate the policyguidelines to all membersof the education community.

• To ensure that the processof addressing harassmentis monitored.

•

•


Racial and Ethnocultural Harassment


39

Core Objectives

• To ensure that vacanciesare advertised widely, inter-nally within the organizationas well as through outreachto designated groups.

• To ensure that recruitment,interview, selection, training, and promotionpractices and proceduresare bias-free.

• To ensure that interviewteams for board positionsreflect the diversity withinthe community.

•

•


Employment Practices


40

Core Objectives

• To identify staff develop-ment needs to ensure thatthose responsible for implementing the board’santiracism and ethnoculturalequity policy have or developthe knowledge, skills, andbehaviours to carry out themandate.

• To implement staff develop-ment programs based onidentified needs.

• To enable trustees andstaff to deal confidently andeffectively with issues ofracism and discriminationand with incidents of racial and ethnoculturalharassment.

• To provide trustees andstaff with the skills to identify and deal with biasin learning materials.

• To involve communitygroups in the developmentand implementation of anin-service program andother staff developmentprograms.


Staff Development


41

Core Objectives

• To ensure that trustees andstaff are aware that theyare expected to broadentheir expertise in antiracistand ethnocultural equityeducation through courses,workshops, and communityconsultation.

•

•


Staff Development (cont.)

Appendix 3: Glossary

42

The following are key terms in the areas ofantiracism and ethnocultural equity. Terms inthese areas will no doubt continue to evolve andbe refined as work in and commitment toantiracism and ethnocultural equity grow.

Aboriginal Peoples The original inhabitants, orindigenous peoples, of Canada and their descend-ants. Aboriginal peoples include the Indian, Inuit,and Métis peoples of Canada.

Aboriginal and Racial Minority Women’s IssuesIssues that arise from the combined biases ofracist and sexist prejudice against Aboriginal andracial minority women. Aboriginal and racialminority women do not experience sexism andracism separately; rather, they suffer the effects ofthese prejudices simultaneously, as each has animpact on the other and compounds its effects.

Affirmative Action Programs or specific mea-sures designed to make educational and employ-ment opportunities more accessible to individualsor groups who have previously been excludedfrom full participation in the life of the communityand/or society in general. In Canada, this term hasbecome synonymous with initiatives that promotegender equity in the workplace.

Antiracist Education An approach to educationthat integrates the perspectives of Aboriginal andracial minority groups into an educational systemand its practices. The aim of antiracist education is the elimination of racism in all its forms.Antiracist education seeks to identify and changeeducational policies, procedures, and practicesthat foster racism, as well as the racist attitudesand behaviour that underlie and reinforce suchpolicies and practices. Antiracist education

provides teachers and students with the knowl-edge and skills to examine racism critically inorder to understand how it originates and to iden-tify and challenge it.

Bias An inaccurate and limited view of theworld, a given situation, or individuals or groups.A bias against or towards members of a particularcultural, racial, religious, or linguistic group can beexpressed through speech, nonverbal behaviour,and written and other materials.

Community Partnerships Relationships betweeninstitutions and diverse groups within the commu-nity in which there is recognition of the experi-ences of people from these groups and evidence oftheir involvement in the decision making of theinstitutions.

Culture The totality of ideas, beliefs, values,knowledge, language, and way of life of a group ofpeople who share a certain historical background.Manifestations of culture include art, laws, institu-tions, and customs. Culture changes continuallyand, as a result, often contains elements of conflictand opposition.

Discrimination The practice or act of making dis-tinctions between people based on such character-istics as race, ethnicity, nationality, language, faith,gender, disability, or sexual orientation, whichleads to the inequitable treatment of individualsor groups. Discrimination may also have the effectof withholding or limiting access to opportunities,benefits, and advantages that are available toother members of society. The impact of discrimi-nation becomes compounded when two or morefactors such as race, gender, disability, etc., arepresent in the same situation. In determining

whether discrimination exists in a given situation, it is important to assess whether the individual’s orgroup’s circumstances arise out of historical disad-vantages or are the result of an act that denies orcurtails their rights.

There are two types of discrimination – directand systemic.

– Direct discrimination: an overt action, taken onthe basis of an individual’s or group’s response tosuch characteristics as race, ethnicity, nationality,language, faith, gender, disability, or sexual orientation, that is intended to bring about theinequitable treatment of individuals or groupsthat possess one or several of these characteristics.

– Systemic discrimination: discrimination throughapparently neutral policies or practices, whichare reinforced by institutional structures andpower and which result in the inequitable treat-ment of members of certain groups.

Employment Equity A program designed toremove systemic barriers to equality of outcome inemployment by identifying and eliminating dis-criminatory policies and practices, remedying theeffects of past discrimination, and ensuring appro-priate representation of designated groups.Employment equity programs usually involve set-ting goals and timelines in order to ensure thatdefined objectives are met by a specified date.

Equity Equality of access and outcome. An equity program is one that is designed to removebarriers to equality by identifying and eliminatingdiscriminatory policies and practices. Such a pro-gram is intended both to remedy the effects ofpast discrimination and to prevent inequities.

Ethnic An adjective used to describe groups thatshare a common language, race, religion, ornational origin. Everyone belongs to an ethnicgroup. The term is often confused with “racialminority”.

Ethnocultural Group A group of people whoshare a particular cultural heritage or background.Every Canadian belongs to some ethnic group.There are a variety of ethnocultural groups amongpeople of African, Asian, European, and indige-nous North, Central, and South American backgrounds in Canada. Some Canadians may experience discrimination because of ethnoculturalaffiliation (ethnicity, religion, nationality, language).

Eurocentric Curriculum A curriculum that focuses primarily on the experiences and achieve-ments of people of European background. Such acurriculum inevitably marginalizes the experiencesand achievements of people of other backgrounds.

Minority Group A group of people within agiven society that has little or no access to social,economic, political, cultural, or religious power.The term may connote inferior social position, ormay refer to a group that is small in number.

Multicultural Education An approach to educa-tion, including administrative policies and proce-dures, curriculum, and learning activities, that recognizes the experiences and contributions ofdiverse cultural groups. One of the aims of multi-cultural education is to promote understanding ofand respect for cultural and racial diversity.

Prejudice A set of opinions about or attitudestowards a certain group, or individuals within it,that casts that group and its members in an infe-rior light and for which there is no legitimate basisin fact. The term is derived from the word “pre-judge”. Prejudicial attitudes are very resistant tochange because concrete evidence that contradictsthe prejudiced view tends to be dismissed as “theexception to the rule”.

43

44

Race A group of people of common ancestry, dis-tinguished from others by physical characteristicssuch as colour of skin, shape of eyes, hair texture,or facial features. Nowadays the term is used todesignate the social categories into which societiesdivide people according to such characteristics.Race is also often confused with ethnicity. Thereare ethnic groups within racial groups.

Racism A set of erroneous assumptions, opin-ions, and actions stemming from the belief thatone race is inherently superior to another. Racismmay be evident in organizational and institutionalstructures and programs as well as in the attitudesand behaviour of individuals.

Social Justice A concept based on the belief thateach individual and group within a given societyhas a right to equal opportunity, civil liberties, andfull participation in the social, educational, eco-nomic, institutional, and moral freedoms andresponsibilities of that society.

Stereotype A false or generalized conception of agroup of people that results in the unconscious orconscious categorization of each member of thatgroup, without regard for individual differences.Stereotyping may be based upon misconceptionsand false generalizations about racial, age, ethnic,linguistic, religious, geographical, or nationalgroups; social, marital or family status; physical,developmental, or mental attributes; or gender.

Appendix 4: Policy / Program Memorandum No. 119__________________________________________________________

Date of Issue: July 13, 1993

Effective: Until revoked or modified

Subject: DEVELOPMENT AND IMPLEMENTATION OF SCHOOL BOARDPOLICIES ON ANTIRACISM AND ETHNOCULTURAL EQUITY

Application: Chairpersons of School Boards and Minority-Language SectionsDirectors of Education

Introduction

The Government of Ontario is committed to the goal of assuring high-quality education andequitable educational outcomes for all students in English- and French-language schools. Thegovernment also considers it essential that students be prepared to function effectively in anincreasingly diverse world.

There is growing recognition that educational structures, policies, and programs have been mainlyEuropean in perspective and have failed to take into account the viewpoints, experiences, andneeds of Aboriginal peoples and many racial and ethnocultural minorities. As a result, systemicinequities exist in the school system that limit the opportunities for Aboriginal and other studentsand staff members of racial and ethnocultural minorities to fulfil their potential. Educatorstherefore need to identify and change institutional policies and procedures and individualbehaviour and practices that are racist in their impact, if not in intent. In this regard, antiracist andethnocultural equity education goes beyond multicultural education, which focuses on teachingabout the cultures and traditions of diverse groups.

_________________________

1. In this document, the term “school board” includes French- and English-language sections.2. The terms “Aboriginal” and “Aboriginal peoples” refer to the original inhabitants, orindigenous peoples, of Canada and their descendants. Aboriginal peoples include the indians,Inuit, and Métis peoples of Canada.

Background

In 1987, a provincial advisory committee produced a report entitled "The Development of aPolicy on Race and Ethnocultural Equity" that was intended to be a draft model policy documenton race relations for school boards. This report was validated province-wide.

In the winter and spring of 1993, the ministry conducted a series of round-table discussions withschool boards, which provided information on their activities, perspectives, and needs in the areasof antiracism and ethnocultural equity. Information received at these meetings has been used indeveloping the present policy directions and requirements.

Legislative Requirements

In accordance with an amendment made in 1992 to the Education Act, every school board shalldevelop a policy on antiracism and ethnocultural equity, as well as a plan for implementing itspolicy. Boards shall then submit their policies and plans to the Minister for approval, andimplement changes as directed by the Minister. Boards' implementation of their policies will entailreviewing their operations and making fundamental changes in many aspects of their operations. Some of the changes required will take place immediately; others will take place over time. Thedocument entitled Antiracism and Ethnocultural Equity in School Boards: Guidelines for PolicyDevelopment and Implementation has been produced to assist school boards in the developmentof their policies and implementation plans.

Several of the requirements for school board policies on antiracism and ethnocultural equity fallunder the exclusive jurisdiction of the sections of boards. French-language school boards andFrench-language sections will develop policies and implementation plans that respect Section 23of the Canadian Charter of Rights and Freedoms and Parts XII and XIII of the Education Act,R.S.O. 1990, Chapter E.2. Sections may submit their policies and implementation plans as part ofthe overall board submission.

Timelines for Development, Approval, and Implementation of Policies

The ministry recognizes that school boards are at different stages in the development of policieson antiracism and ethnocultural equity and in the implementation of related

_________________________3. Education Act, R.S.O. 1990, Chaptr E.2, section 8, subsection 1, paragraph 29.1 (July 1992edition).

activities. Boards that already have related policies in place shall review and revise these policiesto ensure that they meet the requirements outlined in this memorandum. These boards may beginsubmitting their revised policies and implementation plans to the ministry for approval in October1993. School boards that are currently developing policies and implementation plans shall submitthem to the ministry for approval as soon as they are completed.

Boards shall submit their policies and their implementation plans to the ministry no later thanMarch 31, 1995.

Boards shall begin implementing their policies on antiracism and ethnocultural equity uponreceiving approval from the ministry. Implementation of these policies must begin by September1, 1995.

Requirements for Policies and Implementation Plans

School board policies and implementation plans shall be comprehensive and shall be designed tointegrate the principles of antiracism and ethnocultural equity into all aspects of educationprograms and board operations. The policies and plans shall reflect a commitment by boardadministration and staff to identifying and addressing systemic inequities and barriers affectingAboriginal peoples and racial and ethnocultural minorities in the planning and delivery ofeducation programs and services.

Policies and implementation plans shall address the following ten major areas of focus:

- board policies, guidelines, and practices - leadership- school-community partnership- curriculum- student languages- student evaluation, assessment, and placement- guidance and counselling- racial and ethnocultural harassment - employment practices- staff development

_________________________4. For details see section on “Employment Equity” on page 5.

The implementation plans shall:

- be five-year plans;

- contain clearly stated annual objectives and outcomes for implementation at both the system andthe school levels;

- contain a plan of action to identify and eliminate racial and ethnocultural biases and barriers inboard policies and practices and in the planning and delivery of educational programs;

- involve partnership activities with local communities, including Aboriginal groups, diverse racialand ethnocultural groups, and other education partners;

- contain mechanisms for evaluating progress, including an accountability mechanism for all of theschool board staff.

The policy development and implementation processes shall be conducted in the language of theboard. Boards and sections are encouraged to find alternative communication strategies whenmembers of the community involved in the development of the policies and the implementationplan do not speak the language of the board.

At all stages of implementation, a high priority shall be assigned to broadening the curriculum toinclude diverse perspectives and to eliminating stereotyping. In the implementation of thepolicies, it is essential that staff members are made aware of the issues and are given opportunitiesto develop skills in dealing with racism.

Approval of Policies and Implementation Plans

Board policies and implementation plans are to be submitted for approval to the appropriateregional office of the Ministry of Education and Training within the specified timelines. Theministry will review the policies and implementation plans and determine whether or not theysatisfy the requirements for approval. The ministry will use the document Antiracism andEthnocultural Equity in School Boards when evaluating boards' policies and implementationplans.

Monitoring of Implementation

There shall be community and student involvement in monitoring policy implementation. Schoolboards shall submit annual progress reports to the appropriate regional office of the Ministry ofEducation and Training. In addition, the ministry will conduct cyclical audits of the policyimplementation.

The ministry will make use of the document Antiracism and Ethnocultural Equity in SchoolBoards in monitoring implementation of boards' antiracism and ethnocultural equity policies.

Employment Equity

Equitable employment practices form an integral part of boards' antiracism and ethnoculturalequity policies and practices. The work force in the school board should reflect and be capable ofunderstanding and responding to the experiences of Ontario's culturally and racially diversepopulation.

The proposed Employment Equity Act (Bill 79) will provide all employers, including schoolboards, with direction for the development, implementation, and monitoring of employment equityplans. Consequently, school boards are advised not to undertake work-force surveys, definedesignated groups or subgroups, or determine numerical goals for designated groups before theproposed Employment Equity Act becomes law.

In the meantime, boards should begin to identify systemic barriers in employment, as well asestablish equity principles, in order to lay the foundations for the development of employmentequity plans in the future. Further information will be available after the proposed EmploymentEquity Act becomes law.

Ministry Assistance

The resource document Changing Perspectives will be released along with Antiracism andEthnocultural Equity in School Boards. Vers une nouvelle optique, the French-languageadaptation of Changing Perspectives, will be released in the fall of 1993. The ministry will bepublishing additional resource materials in the future to assist boards in implementing theirpolicies. The ministry's regional office staff are available to assist school boards with thedevelopment of policies and implementation plans and with the implementation of the policies.

Please share the information contained in this memorandum with all school board personnel.

_________________________5. An Act to Provide for Employment Equity for Aboriginal People, People with Disabilities,Members of Racial Minorities and Women.

Ministry of Education and Training Regional Offices

Central Ontario Region Northeastern Ontario Region2025 Sheppard Avenue East 447 McKeown AvenueSuite 3201 P.O. Box 3020North York, Ontario North Bay, OntarioM2J 1W4 P1B 8K7Telephone: (416) 491-0330 Telephone: (705) 474-7210

Eastern Ontario Region Northwestern Ontario Region1580 Merivale Road 435 James Street South4th Floor P.O. Box 5000Nepean, Ontario Thunder Bay, OntarioK2G 4B5 P7C 5G6Telephone: (613) 225-9210 Telephone: (807) 475-1571

Midnorthern Ontario Region Western Ontario Region199 Larch Street 759 Hyde Park Road7th Floor London, OntarioSudbury, Ontario N6H 3S6P3E 5P9 Telephone: (519) 472-1440Telephone: (705) 675-4401

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The Ministry of Education and Training wishes toacknowledge the contribution of the ministryemployees and many other individuals who partic-ipated in developing and producing this document.

This document is based on the report of theProvincial Advisory Committee on RaceRelations entitled “The Development of a Policyon Race and Ethnocultural Equity” (1987), whichwas circulated for validation to education partnersprovince-wide. Members of the ProvincialAdvisory Committee on Race Relations are listedbelow, as well as organizations and associationsthat submitted a written response to the Minister’sinvitation to comment on the course of action rec-ommended in the report. Other persons partici-pated in the process through conference delibera-tions, and some also responded in writing.

Individuals who participated in an antiracismforum in April 1993 provided information that hasbeen used in developing the present document,and are also listed below.

The ongoing support and assistance of Laila Daya and Janet Solberg of the Minister’soffice have been of inestimable value in this project.

The affiliations given for individuals arethose that applied at the time of participation.

Team Leaders

Mavis BurkeMinistry of Education

Roy HardieCommunity Education and Outreach BranchMinistry of Education and Training

Helene IjazCommunity Education and Outreach Branch Ministry of Education and Training

Project Team

Virginia AdamsHuman Resources Branch Ministry of Education and Training

Edmond DeMeulemeesterFrench-Language Education BranchMinistry of Education and Training

Bruce DrewettCommunity Education and Outreach BranchMinistry of Education and Training

June GirvanEastern Ontario Regional Office Ministry of Education and Training

Barbara QuinnPolicy Analysis and Research Branch Ministry of Education and Training

Dave SanghaCommunity Education and Outreach BranchMinistry of Education and Training

Consultant for the Project

Teresa GonzalezFederation of Women Teachers’ Associations

of Ontario

Provincial Advisory Committee on Race Relations

Olivia Chow Ontario School Trustees’ Council

Fran Endicott Ontario School Trustees’ Council

Jose Fernandes Ontario Public School Teachers’ Federation

Karl Fuller Jamaican Canadian Association

Acknowledgements

Teresa Gonzalez Ministry of Education

Harry Haughton Darcel Senior Public School

Jim Head Ontario Secondary School Teachers’ Federation

Susan Hildreth Federation of Women Teachers’ Associations

of Ontario

Ahmed Ijaz Board of Education for the City of Scarborough

Earl Knickerbocker Ministry of Education

John LavinOntario Catholic Supervisory Officers’ Association

David Lawson Board of Education for the City of Windsor

Roger LeblancOntario Secondary School Teachers’ Federation

Enid Lee Board of Education for the City of North York

Diane Lozier Association des enseignantes et des enseignants

franco-ontariens

Sheila McAuliffe Ontario English Catholic Teachers’ Association

Robert MilletteMinistry of Education

Alok Mukherjee Board of Education for the City of Toronto

Stella Ng Chinese Canadian National Council

Mary Pierce Ontario Federation of Home and School Associations

Joseph Rapai Ministry of Education

Bill Roach Ontario Association of Education

Administrative Officials

Ruth Rozenberg Ontario Human Rights Commission,

Race Relations Division

Suwanda SugunasiriOntario Advisory Council on Multiculturalism

and Citizenship

Carol TatorConsultant

Sybil Wilson Faculty of Education, Brock University

Margaret Wolchak Ministry of Education

Respondents to the Report of the Provincial Advisory Committee on Race Relations

Alliance on Race Relations

Ancaster School

Arab-Canadian Associations in Ottawa-Carleton

Black Secretariat, The

Canadian Jewish Congress

Carleton Board of Education

Carleton Roman Catholic Principals’ Association

Carleton Roman Catholic Separate School Board

Catholic Community Services of York Region

Catholic Women’s League of Canada

Centre d’activités pédagogiques de la section catholique du conseil scolaire de langue française d’Ottawa-Carleton

Centre de recherches et de promotion des Caraïbes ltée

Committee on Community, Race, and Ethnic Relations, City of North York

Dryden Board of Education

Dufferin-Peel Roman Catholic Separate School Board

Durham Black Parents Group

Durham Board of Education

Earl Rowe Public School

East York Home and School Council

École Saint-Antoine

Écoles catholiques des comtés de Stormont, Dundas et Glengarry

Etobicoke, Board of Education for the City of

Federation of Chinese Canadians in Scarborough

Federation of Women Teachers’ Associations of Ontario

Filipino community, Kingston

First Avenue Public School Home and School Association

Frontenac County Board of Education

52

Frontenac-Lennox and Addington County Roman Catholic Separate School Board

Geraldton District Roman Catholic Separate School Board

German-Canadian Congress

Great Lakes Chapter of the International Association for Study of Co-operation in Education

Halton Board of Education

Hamilton, Board of Education for the City of

Harambee Centres

Henry Larsen Elementary School

Interagency Council for Children

Interboard ESL/ESD Resource Personnel Committee

Jewish Community Council of Ottawa

Kenora Board of Education

Kent County Board of Education

Kingston and District Immigrant Services

Kingston Committee for Racial Harmony

Lakehead Board of Education

League for Human Rights of B’nai Brith Canada

Leeds and Grenville County Board of Education

Lennox and Addington County Board of Education

Lincoln County Roman Catholic Separate School Board

London, Board of Education for the City of

London Council of Home and School Associations

London Region Conference

London Urban Alliance on Race Relations

Metropolitan Separate School Board

Mount Carmel School

Multicultural Council of Windsor and Essex County

National Capital Alliance on Race Relations

National Council of Jamaicans and Supportive Organizations in Canada

Nickel Belt Indian Club

North York, Board of Education for the City of

North York Inter-Agency and Community Council

Northeast Native Peoples Conference on Race Relations

Northview Heights Secondary School

Ontario Advisory Council on Multiculturalism and Citizenship

Ontario Alliance on Race Relations

Ontario Black Coalition for Employment Equity

Ontario Federation of Home and School Associations

Ontario Métis and Aboriginal Association

Ontario Moral/Values Education Association

Ontario Public School Teachers’ Federation

Ontario Public School Trustees’ Association

Ontario Race Relations Directorate – Community Forum

Ontario Separate School Trustees’ Association

Ontario Teachers’ Federation

Ottawa Board of Education

Ottawa Muslim Association

Ottawa Muslim Women’s Auxiliary

Ottawa Roman Catholic Separate School Board

Oxford County Board of Education

Peel Board of Education

Peel Guidance Heads’ Association

Perth County Board of Education

Peterborough County Board of Education

Race Relations Committee of Sudbury

Renfrew County Board of Education

Sault Ste. Marie District Roman Catholic Separate School Board

Sault Ste. Marie Women Teachers’ Association

Scarborough, Board of Education for the City of

Sloane Public School

Sudbury Multicultural/Folk Arts Association

Three Valleys Elementary School

Thunder Bay Multicultural Association

Thunderbird Friendship Centre

Toronto Mayor’s Committee on Community and Race Relations

Town of Vaughan Committee on Race and Ethnocultural Relations

Victoria Park Secondary School

Waterloo Region Roman Catholic Separate School Board

53

Wellington County Board of Education

Windsor, Board of Education for the City of

Windsor Roman Catholic Separate School Board

Windsor Urban Alliance on Race Relations

York Association of Counsellors

York Region Board of Education

York Region Roman Catholic Separate School Board

York University, Faculty of Education

Youth Trust-Community Action on Youth Employment

Participants in the Antiracism Forum, April 30, 1993

Pascaline BinkingombeAssociation interculturelle franco-ontarienne

Mohammed BoudjemaneAffaires francophones

Ricot ChatelainAssociation haïtienne de Toronto

Anne ClementOntario Catholic Supervisory Officers’ Association

Audi DharmalingamUrban Alliance on Race Relations

Bernie FarberCanadian Jewish Congress

Kent FlintOntario Secondary School Students’ Association

Vinitah GengatharanOntario Secondary School Students’ Association and

Ontario Multicultural Association, Youth Branch

Teresa GonzalezFederation of Women Teachers’ Associations

of Ontario

Ibrahim HayaniMuslim Network for Education and Research (MNER)

MacArthur HunterBlack Educators’ Working Group

Ahmed IjazAntiracist Multicultural Educators’ Network of

Ontario (AMENO)

Ranjit KhatkurSouth Asian Teachers’ Organization

Zarina LaljiMuslim Network for Education and Research (MNER)

André LalondeAssociation des surintendantes et des surintendants

franco-ontariens

Marjorie LoughreyOntario Public School Boards’ Association

Keith A. McLeodFaculty of Education, University of Toronto

Francine MorissetteAssociation des surintendantes et des surintendants

franco-ontariens

Mohammed MoustaqimAssociation interculturelle franco-ontarienne

Krishna NaïrAssociation interculturelle franco-ontarienne

Bala NambiarOrganization of South Asian Canadians

David OleniukOntario Secondary School Teachers’ Federation

Carol ParkerOntario Public School Boards’ Association

Chuck PowersOntario Public Supervisory Officials’ Association

Val SlobodianOntario Teachers’ Federation

Patrick SolomonFaculty of Education, York University

Carolyn StevensOntario English Catholic Teachers’ Association

Rochelle WilnerLeague for Human Rights

Sylvie WilsonAssociation des enseignantes et des enseignants

franco-ontariens

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