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with Amorell Saunders N'Daw

by LAURA BiCKLE
PHOTO: matthew plexman

Amorell Saunders N'Daw.

When the College appointed Amorell Saunders N'Daw as lead writer for its professional advisory on anti-Black racism, her credentials made her an obvious and excellent choice: she's a journalist, has her master of education from the Ontario Institute for Studies in Education/University of Toronto, recently completed a certificate program in diversity and inclusion from Cornell University, and she's also partner and equity, diversity and inclusion lead at KBRS, one of Canada's leading authorities on human capital.

But what drew her to the project, and what also informs it, is her personal experience. "A lot of the examples of anti-Black racism in the advisory came from my lived experiences and those of my sons."

The main focus of the advisory — which will be published in the December issue of Professionally Speaking — is to "talk about ways we can create safe, welcoming, inclusive spaces for learning for everybody, particularly students from traditionally marginalized communities who face the impacts of systemic racism," she says. We asked Saunders N'Daw to tell us more about the process and how teachers can help dismantle anti-Black racism.

What should teachers expect from the advisory?

I want every person reading it to gain some knowledge or benefit from it, so it's important for people to find themselves in the content in some way. I was hyperaware of the need to not use inflammatory language or an accusatory tone, and to make the information helpful and not harmful.

The advisory explores the "racism of low expectations." Can you give an example?

Just based on someone's identity, they are more likely to be placed in applied-type courses instead of being encouraged to pursue academic courses, which would then lead them to better career options and help to break up the socio-economic impacts that see Blacks at the lower socio-economic rung of society. The notion of streaming speaks to the racism of low expectations.

An example in the advisory is the experience of my eldest son, Daniel, who did not study for an English test and got a mark of 60 per cent. The teacher wrote "good work" on the test. Daniel knew that was not his best effort. He felt that those two words, good work, really spoke volumes about the teacher's expectations of him and it hurt him; he felt disrespected. He asked me to raise it with his teacher, which I did. I told the teacher that writing good work set expectations that were not conducive to Daniel actually doing and being his best.

What's your advice to teachers who want to address anti-Black racism?

The Ontario College of Teachers has a lot of resources and has launched an Additional Qualification to address anti-Black racism. There are also resources and links in the advisory.

Open up the conversation in the learning environment, in the classroom, at meetings. Talk about ways in which students and teachers can co-create an environment that is respectful and welcoming of everybody.

It is all part of the process of encouraging all students, including Black students, to perform at the highest levels and to really start to dismantle the systemic impacts of racism.

What is your hope for the advisory?

That it can move the needle on raising awareness and support teachers who want to be more intentional about creating inclusive safe spaces for all to learn. If we can see changes in the number of Black-identifying students who are choosing to stay in school, that would be wonderful.

There's an intentionality of effort at this particular point in the education system that sends signals of hope to all students, particularly those who have been at the margins as a result of anti-Black racism.