An Anti-Racism Toolbox Approach for Teachers and School Staff
Written by: Solange Lavi Dorsainvil
When working as a teacher or school staff it can often feel overwhelming and confusing to figure out how to be the most empowered ally. This blog look at some essential information that should be in your “toolbox”, guiding you to deal with racist incidents to the best of your ability. We often hear from teachers that they are at a loss of where to begin and how to deal with uncomfortable, racist incidents. Many students also express the effects of their teachers' avoidance of dealing with incidents in class and how that negatively impacts them. This often comes back to teachers and staff feeling unequipped to deal with a situation, and so simply not addressing it at all for fear of messing up. This is why some guidance is necessary.
The importance of an anti-racism toolbox:
An anti-racism toolbox can give teachers an outline to follow when they are unsure of the correct way to move forward: something to turn to when in doubt. Many students of colour expressed that teachers not acting/speaking up when it came to racist events in class made them feel unsafe and uncomfortable. Students of colour will turn to their teachers and staff to support them, and hold people accountable for their actions. An anti-racism toolbox can be a simple guide to assure a situation is dealt with properly; it could also help the formation of specific anti-racism policies for schools.
A common question we are asked in anti-racism training offered by CREAN through the ARIE project is about how to respond to slurs in the classroom. This is an example of an approach shared during a recent anti-racism workshop.
How to deal with the N-word in class:
As a teacher, no matter the context, it is never okay to say the N-word aloud or encourage students to do so.
In any of these cases where it is said, let it be an obvious sign that more education around the N-word and racism is needed. As a teacher or school staff, it is a part of the job to observe when more education around a certain topic is needed. Any misuse of the N-word should be a clear sign of more education needed. Is there a way this could be incorporated into any of your future classes? I.e., informational films, reading material, class discussions?
Preventative approach: If the N-word will be brought up in class, it is important to educate students on the background and meaning of the word prior to any race discussions. Having information prepared to share with the class on the history of the N-word is essential when working to maintain a safe space.
Non-Black students using the N-word should be held accountable. This is often a time when restorative justice and education can be utilized, as it is often ignorance that leads students to behave in these racist ways. Below I will speak more to the step by step process of restorative justice.
If Black students are using the N-word when referring to each other, it should be said that slurs are not allowed in the classroom, period. It can often be difficult to navigate what to do especially as a Non-Black teacher or staff when Black students are using the word amongst each other. There is never a perfect way to handle this, as every Black students relationship with the N-word may vary. When in doubt, clarify that no slurs are to be used in the classroom the same way that the F slur directed towards the LGBTQ+ community or the B word are also not acceptable in the classroom no matter who you are. It can be difficult as a Black student to have these discussions with a non-Black teacher and it can be easy for Black students to feel silenced in their reclamation of the word. To avoid this feeling, I would recommend adding that if they would like to refer to each other that way outside of the classroom that is their business, but you just want your classroom to be a slur free space!
Restorative Justice Approach:
When Non-Black students misuse the N-word it is necessary for them to be held accountable. Accountability establishes that what has been done is unacceptable and is not permitted for anyone. It also allows the victim(s) to feel justified in their experience. The question remains, “How can we best handle a situation like this?”
And my answer would almost always be… restorative justice! The topic of restorative justice is a huge and multi-layered one, and the approach will vary depending on the situation. I’ll be covering the bare bones of the restorative justice approach that should be adapted to each individual instance.
Five guiding principles of restorative justice:
Invite full participation and consensus.
Give voice to those involved in and affected by a given incident of harm.
Who potentially has a stake in the process?
Work towards healing what has been broken.
A restorative response seeks to address the harms – both tangible and intangible.
What are the harms that may have been caused by the incident?
Seek direct accountability
People causing harm should be held accountable for their actions
What steps do you think might be meaningful in repairing the harm done?
Reintegrate where there has been division
Where possible, restorative justice will help with reintegration and the repair of relationships.
What relationships might need to be repaired?
Preventing further harm.
Aim to create a healthier and safer organization or community.
“What needs to happen to reduce the chance of people being harmed again?”
Resources:
Lyons, A. (2023, July 20). 5 Principles Of Restorative Justice For Your Community, School, Or Organization. Crisis & Trauma Resource Institute. https://ctrinstitute.com/blog/5-principles-of-restorative-justice/
This project is funded by the Government of Canada.
