Reflections on the ARIE Project: Advancing Anti-Racism in BC Schools
By Solange Lavi Dorsainvil
I have had the honor of working as a Research Assistant on CREAN’s ARIE project, which has now concluded its third and final phase. Throughout my time on this project, I’ve seen firsthand the power of research, community collaboration, and education in creating positive change. Below, I will reflect on the findings, the lessons I’ve learned, and what I hope the community takes away from this important work.
What is the ARIE Project?
The ARIE project, officially known as the Anti-Racism in Education (ARIE) project, began in 2018 with the goal of understanding and addressing racism within BC’s public schools. The project aimed to advocate for racialized students, make actionable recommendations for implementing anti-racism initiatives, and ultimately improve educational outcomes for marginalized groups. CREAN, in collaboration with various schools, organizations, and community members, worked to amplify the voices of students, particularly those from racialized communities.
The project has involved a comprehensive range of activities: from town halls and workshops to surveys and social media outreach. In collaboration with local schools and educators, we held anti-racism workshops and created a curriculum based on the findings of the project and the lived experiences of students. The ARIE project has been a multi-year effort, and as we now conclude it, I’m proud to say I feel it has made a real and lasting positive impact.
What Have We Discovered?
The findings from the ARIE project corroborate what many students, particularly those from Black and Brown communities, have been saying for years: Racism is happening in Victoria’s schools, and it needs to be addressed. The online surveys conducted in 2023 revealed that 50% of students reported feeling unsafe or uncomfortable at school due to their race, ethnicity, English-speaking ability, or cultural background.
Despite this, many students and parents were unsure whether anti-racism policies even existed at their schools, with 33% indicating they were unaware of such policies. This reflects a broader challenge: While there is significant support for anti-racism initiatives, many educators feel ill-equipped to respond to incidents of racism effectively. Teachers have voiced concerns about lacking the resources, training, and support needed to address these issues in a meaningful way.
Key Findings and Recommendations
Based on our research, CREAN has made several key recommendations aimed at improving the response to racism in BC schools:
Communication & Engagement:
The Ministry of Education should consult with racialized students and teachers about issues of racism in schools. This ensures that policies and initiatives are grounded in the lived experiences of those directly affected.
Capacity-Building & Bridging:
Anti-racism training should be mandatory for all teachers, administrators, and staff in BC schools.
Universities and teacher education programs should actively recruit and support racialized teachers, helping them succeed in the education system.
More resources and expertise are needed to help educators incorporate anti-racism work into their classrooms, including funding for experts and lesson materials.
Improved Oversight, Monitoring & Evaluation:
The Ministry should create clear directives for individual school boards regarding the implementation of anti-racism policies, much like they do for anti-bullying policies.
Instances of racism should be tracked in schools, and teachers should be regularly evaluated on their ability to deliver material in a culturally safe manner.
Curriculum Updates:
BC’s secondary schools should focus on competency-based curricula that include positive representations of Indigenous, Black, and People of Color (BIPOC) communities.
Anti-racism education and local Black history should be incorporated into the curriculum from kindergarten through grade 12.
These recommendations, while specific, are part of a broader vision for transforming the educational landscape in BC into a more inclusive and supportive environment for all students.
My Experience as an RA
As a young woman of color, working on this project has been both personal and professional for me. I’ve seen the impact of racism firsthand in the education system, and I’ve also witnessed the power of community-driven efforts to create change. Facilitating workshops for both teachers and students was particularly meaningful. Teachers expressed a genuine desire to help, but many felt they lacked the knowledge and tools to address racism effectively in their classrooms. These workshops provided not only the vocabulary to discuss race and racism but also practical strategies for creating more inclusive and supportive environments.
It was incredibly moving to see students, particularly in middle and high school, engage with the material we provided. The workshops offered them a space to learn, reflect, and discuss the realities of race and racism, equipping them with the tools to advocate for themselves and each other.
What I Hope the Community Takes Away
As the ARIE project comes to a close, I hope the key takeaway for the community is the urgency of implementing systemic change. Racism in schools isn’t a problem that will disappear on its own. It requires continuous effort, collaboration, and commitment to action. I also hope that our work serves as a reminder that real change is possible when we listen to and elevate the voices of those most affected by racism.
A big thank you to everyone who has supported the ARIE project along the way—from the students who participated in surveys to the teachers who attended workshops, the Government of Canada for funding the project, and to the community at large. Your involvement and commitment to learning and growth have been the cornerstone of this project’s success.