Latinx immigration to Canada has increased over the past years, and its demographics have shifted according to socio-political events in the region. Diana recounts her/story about navigating the education system in Canada as a recent immigrant, and how her rebeldía kept her going. She argues that the legacy of racism and colonialism permeates through Canadian multiculturalism. For racialized and Indigenous students to collectively succeed within the education system, schools and other educational institutions have to take responsibility for recognizing the ways in which racism and colonialism operate as part of their policies and practices. We conclude with the importance of knowing about colonial histories as we create new futures that don’t perpetuate inequalities.

Bio:

Diana M. Barrero Jaramillo (@Barrero_Di) is a doctoral student in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto. Her master’s research focused on how educational policies reproduce racial order in settler colonial contexts through the discourse of achievement gaps (http://hdl.handle.net/1807/89560). More recently, her work has shifted towards the role of memory, remembering and stories within educational research.

Suggested citation of this podcast (APA):

Ortega, Y. (Producer). (2019, April 2). Chasing Encounters – Episode – 9 – The Educational Researcher as a Storyteller [Audio podcast]. Retrieved from https://soundcloud.com/chasingencounters

Sources:

Bhattacharjee, K. (2003). The Ontario Safe Schools Act: School discipline and discrimination. Retrieved from Ontario Human Rights Commission website: http://www.ohrc.on.ca/en/ontario-safe-schools-act-school-discipline-and-discrimination

Gaztambide-Fernández, R. A., & Guerrero, C. (2011). Proyecto Latino year 1: exploratory research: report to the Toronto District School Board.

Joshee, R. (2008). Neoliberalism versus social justice: A view from Canada. In Power, Voice and the Public Good: Schooling and Education in Global Societies (pp. 31–53). Emerald Group Publishing Limited.https://doi.org/10.1016/S1479-358X(08)06002-6

McMurtry, R., & Curling, A. (2008). Volume 1: Findings, Analysis and Conclusions. In The Review of the Roots of Youth Violence. Toronto: Queen’s Printer for Ontario.

Nasser, S. (2017). TDSB decision to scrap officers in schools program not “anti-police,” says chair. Canadian Broadcasting Corporation (CBC) News. Retrieved from https://www.cbc.ca/news/canada/toronto/school-resource-officers-toronto-board-police-1.4415064

Royal Commission on Learning. (1995). Volume I: Mandate, Context, Issues. Chapter 2: Education and Society. In For the love of learning. Toronto: Ontario Ministry Education. Retrieved fromhttp://www.edu.gov.on.ca/eng/general/abcs/rcom/main.html

Further Readings:

Dion, S. D., Johnston, K., & Rice, C. M. (2010). Decolonizing Our Schools: Aboriginal Education in the Toronto District School Board. Toronto.

Henry, F., & Tator, C. (2010). The colour of democracy : racism in Canadian society. Toronto: Nelson Education.

James, C.E. & Turner, T. (2017). Towards Race Equity In Education: The Schooling of Black

Students in the Greater Toronto Area. Toronto, Ontario, Canada: York University.

Parekh, G., & Gaztambide-Fernández, R. (2017). The More Things Change Durable Inequalities and New Forms of Segregation in Canadian Public Schools. In W. T. Pink & G. W. Noblit (Eds.), Second International Handbook of Urban Education (pp. 809–831). Springer International Publishing. https://doi.org/10.1007/978-3-319-40317-5_43