Race to Equity: Disrupting Educational Inequality

Abstract

The STAR group reached new ground when they fought for all schools in the Toronto School Board to provide copies of course outlines (which were already deemed to be public knowledge) in order to investigate and grade courses for their level of social justice content, including material from authors of color, material from gays and lesbians, and other social justice issues. Toward the Inclusive University, where he outlined six key principles that he felt essential in anti-racist education including: 1 anti-racist education dealing with the concept of racism being a social construction; 2 anti-racist education in the struggle for justice of oppressed groups, and institutional change resulting from political pressure; 3 anti-racist education could not be an add-on and changes were required across the curriculum; 4 anti-racist education needed to be system-wide; 5 anti-racist education had its own pedagogy that would require teachers and students to work together to understand and challenge unjust power relations; and, 6 anti-racist education must be willing to engage other forms of oppression including sexism, homophobia, and class prejudice that are all part of the education system.