Me in a workshop talking to teachers about confronting systemic inequities.

Just so folks know, I really am grateful for the opportunity to lead workshops and talks with colleagues around the province. I'm humbled to follow in the footsteps of folks who came before me to lead the way for me to do this work.

But over the last two years, I've felt it necessary to add a systemic analysis of inequity each time I have an audience of peers with me. This is a conversation and dialogue that needs our attention and time.

If you've been following me over the last year on twitter, you'll know I've spent a good deal of time raising the issue of standardized testing and academic streaming and how they contribute to inequity within our system.

I get a lot of pushback on these issues as well as around the inequity of disciplinary policies and how forms of oppression impact teaching and learning.

There have been so many times that I have felt alone doing this work or that I'm just screaming into the void hoping that folks take the research behind inequity in education seriously and join me in reimagining what teaching and learning could be.

However, this isolation fades when I think about all the amazing educators who inspire me and are also engaged in this work in their own way. Shout out to @DrEvilAcademic @DrMunaSaleh @MrHorneland @JuliaDalman @Mrs_Burn and so many others!

When I'm challenged on the inequity of standardized testing or academic streaming I try to ask folks a series of questions. Do these practices benefit ALL students? How do we know they benefit everyone? What research are we drawing from to support these policies and practices?

And more importantly, can we be absolutely sure that our own bias and prejudice does not impact how we view, treat and teach young people in our schools? Do prejudiced and discriminatory beliefs that exist in society not impact the policies, structures and actions of schools?

Of course prejudice, discrimination & oppression impact teaching, learning & our overall education system. Decades of research demonstrate this. My job is to introduce folks to this type of analysis and more importantly amplify the voices of students and teachers in the margins.

We can't assume that if we do well on international tests that all is well with our education system. There are real inequities that exist and harm students. Our job is to understand this and then confront inequities in our classroom, school and system.

We do this work together and in solidarity with students in the margins who do not benefit from the current structures of our system. This is not about our personal feelings but about creating the best and most just and equitable education system possible.