Advancing Racial Equity and Social Justice: A Case Study of a School District in Canada

Abstract

In the world of advanced capitalism and growing international migrant populations, countries are becoming increasingly diverse and are therefore required to address the inequality and educational injustice experienced by students of diverse racial, ethnic, or linguistic backgrounds. Canada is no exception to this trend, with an increasing number of students of Aboriginal heritage and nonofficial (English or French) language speakers changing the student population. This study aimed to examine the perceived experiences of school administrators, students, and community leaders in a school district that was undergoing organizational change in advancing racial equity and educational justice. We conducted 39 focus group interviews with students, teachers, and community leaders in a school district in Canada as part of a racial equity environmental assessment and identified key themes in the areas of systemic change, workforce development, and stakeholder engagement. The analysis was supplemented with a review of the school district’s historical documents, reports, policies, practices, and procedures. As a result of the school district’s commitment to racial equity and educational justice, the opportunity for continued growth beyond the assessment findings was substantial. Despite this, the district faced challenges surrounding the leadership’s lack of a coherent strategy to advance racial equity and educational justice, lack of proper communication of its continued commitment to its vision, and limited engagement with students, family, and community members. Given our findings, we present a new conceptual framework that can be used to analyze and advance racial equity and social justice in educational settings.

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Author Information
Yumiko Aratani, EQTYIA Consulting, United States
Bernardo Ruiz, Bridging International, United States
Devin Noel-Endres, Noel-Endres Public Affairs, United States
Mercedes Ekono, EQTYIA Consulting, United States

• Category: Educational Policy, Leadership, Management & Administration

Posted by James Alexander Gordon

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