Monthly Archives: November 2020

Anti-Racist Teacher Resources: Speakers

Francis, M. (2015). We Need to Address the Real Roots of Racial Violence. TEDxRainier.  Retrieved from

In this talk, Megan Ming Francis delivers a powerful speech on the overwhelming presence of racial violence in the United States that continues to disproportionately target black men in particular. Francis describes her own brother’s experience with racially motivated police violence and brutality, which she describes with immense anger, emotion, and frustration. Francis emphasizes how rather than focusing on how we can ‘fix’ this issue and eliminate racial violence, we must instead recognize, and reflect on the  deeper root causes behind this systemic racism plaguing the United States. Although this talk focuses on the anti-black racism plaguing in America, BC teachers can bring this resource into their classrooms to elicit discussion and conversation about the complex roots behind the issue of racism in our societies. Francis’s experiences with racial profiling can provide students, particularly those who may never have experienced this kind of racial discrimination, a clear sense of how this issue continues to exist and target racially marginalized communities. This TED talk is only 20 minutes long and is easily accessible, thus teachers may choose to play the entire clip for students, or even assign this video for students to watch independently as a homework assignment. This resource would likely be most successful and impactful in a senior level social studies course such as Social Justice or Law, however if teachers provide enough context into these contemporary issues, this can be integrated into junior grade 8-10 social studies classrooms as well.

Kendi, I. X. (2020). The Difference Between Being “Not Racist” and Antiracist. TED. Retrieved from

In his talk, Ibram X. Kendi discusses the need for society to move away from the common “not racist” narrative, towards an active anti racist stance that recognizes  and confronts the factors driving systematic racism in our world. In this talk, Kendi does an excellent job of describing the difference between ‘non racism’ and ‘anti racism’ for those who may not be familiar with these terms in a clear, powerful manner. Kendi talks about the harmful impact of supporting common racist rhetoric or narratives, and advocates for the need of all individuals, especially people of color, to stand up and act against these discriminatory narratives. Kendi brings current events into this discussion of systemic racism and anti racism, by connecting these subjects to the disproportionate numbers of police brutality, Covid-19 infections, and other contemporary issues in America. Although Kendi’s talk focuses on American society, the arguments he presents can encourage BC teachers to reflect on how they teach these subjects and topics of race, discrimination, racial stereotypes, police brutality etc. Teachers can either use Kendi’s talk as a professional development tool for their own pedagogy, or bring it into the classroom to help students understand the difference between ‘anti racism’ and ‘non racism’. As this TED talk is quite long, teachers can play select clips for students that touch on these particular terms. Teachers can use this resource as a tool for students to understand these terms, recognize the need to develop anti racist strategies, and to connect this idea to other forms of literature, film, media, or historic documents incorporated in the class.

Kleinrock, L. (2019). How to Teach Kids to Talk About Taboo Topics. TED Salon: Education. Retrieved from

In her talk, Liz Kleinrock describes a difficult situation she had as an educator, when a fourth grade student unintentionally, and unknowingly made an inappropriate racist remark during a lesson. Kleinrock admits her struggle to deal with this situation in a constructive manner that would benefit each student, and encourage them to talk about these subjects but in a respectful, inclusive, anti-racist manner. Kleinrock argues that it is necessary to have these difficult conversations with students of all grade levels, in order to destigmatize these taboo topics of race relations and racism, and engage students in these conversations in a productive manner.  While Kleinrock’s talk is geared towards elementary school educators teaching younger students, the issues that she highlights are just as important for high school teachers, especially high school social studies teachers, to consider. This talk is an excellent resource for teachers in their own reflections of their teaching, why they teach, and how to talk about many of these difficult, taboo, or uncomfortable conversations that are so important in the social studies classroom. Liz Kleinrock’s TED talk should prompt teachers to think about how they may respond to difficult comments made in the class that result from simple ignorance or lack of understanding, and why it is so important to discuss these topics such as systemic racism, privilege, racial discrimination, inequity and so on, with students of all ages.

Anti-Racist Teacher Resources: Websites

BC Community Alliance (BCCA). 

This website is run by the local organization, BC Community Alliance, which is “dedicated to combating the structural inequities created by anti-black racism”, as stated on their platform. On this website, viewers can find blog posts related to the subject matter, a petition against anti-black racism in schools, volunteer opportunities, a newsletter subscription and more. This website does not offer an abundance of information on their cause, however they provide a contact email which educators or students may use to reach out and acquire information about this organization’s work, affiliations, and overall mission. While this website does not offer many resources on the subject of anti-racism, teachers can bring this resource into their classroom as an example of a local BC organization that recognizes the need for anti-racist activism in our province. Teachers can encourage students to do further research into this organization and present their findings to their peers. Teachers may also choose to contact this organization to speak with the class, in person or virtually, in order to discuss the issue of anti-black racism in our own community . This resource can serve as a reminder to students that anti-black racism exists in our community in many different shapes and forms, which students must recognize as they discuss this social justice issue.

(2016). BLM at School.

This website is run by the American national coalition, “Black Lives Matter at School”, which was first established in Seattle in 2016 after a group of educators, students, and families took a stand against racism, state violence, and assault on women. Their goal is to organize for racial justice in education across America, and encourage students, educators, parents and others to raise awareness during the first week of February, which they have designated as the ‘Week of Action’. This website includes various educational resources for teachers and students, publications, principles for action, curriculum and a portal for students or educators to fill in detailing how they will be participating in the annual Week of Action. Although this website is more beneficial for educators than students, teachers can bring this resource into their classroom as an example of how a group of people can come together to form an organization, raise awareness, and stand up against systemic racism across the nation. This website may inspire students to raise awareness themselves during the February ‘Week of Action’, or come together to raise awareness and speak out against systemic racism in their own local school community.

(2020). EmbraceRace.

This website is run by the American organization EmbraceRace, which was founded in 2016 by two parents who “set out to create the community and gather the resources they needed (need!) to meet the challenges they face raising children in a world where race matters” (“Who is Embrace Race?”). This organization recognizes the impact of racial inequity and disparities in America, and they aim to provide resources, raise awareness, and lead discussions on these issues. They focus specifically on providing resources for parents in raising their children to be empathetic, aware of these issues, and supportive of one another, in order to foster greater inclusivity, respect, support, and acceptance among the next generation. While this website is aimed towards parents, it can nevertheless be an excellent resource for educators to use, as it provides numerous resources such as books, articles, websites, seminars etc., which can all be beneficial for a wide audience. A unique aspect of this website that can be a very powerful tool to use in the classroom, is that they present personal stories from both children and adults who have personally experienced systemic discrimination, racism, oppression, and inequity in their lives. These stories are presented as audios, thus teachers can incorporate them into lessons, activities, research projects, or independent student assignments with various grade levels.


Anti-Racist Teacher Resources: Non-Fiction Books

Canada's History - Canada's History

Geddes, G. (2017). Medicine Unbundled: A Journey Through the Minefields of Indigenous Healthcare. Victoria, BC. Heritage House Publishing Company.

Gary Geddes’ book highlights the horrific treatment and discriminatory healthcare Indigenous peoples in Canadian residential schools and segregated hospitals endured between the 1920s and the 1980s. Based on an interview with a Songhees Indigenous woman in Victoria named Joan Morris, this book details Morris’s own experiences with institutionalized racism and discrimination in the BC health care system. This book touches on issues of systemic racism, discrimination against Indigenous peoples in Canada, discriminatory health care, Canadian identity, and the oppression faced by Indigenous people in Canada for many years. This text is an excellent resource for teachers to bring into a BC First Peoples 12, Social Justice 12, History 12, and/or an English First Peoples 11 or 12 class. It touches on, and exposes many serious issues and instances of discrimination and racism in our own communities. This text is beneficial to students as they may be able to resonate with the local context, and thus greater recognize the realities of this systemic, institutionalized racism. This text, or segments of it, can also be taught alongside Vanmala Subramaniam’s article, “Before You Declare Canada is Not a racist Country, Do Your Homework”, in order to demonstrate to students how Canada was, and continues to be a country built on racism. Stamped: Racism, Antiracism, and You: A Remix of the National Book Award-winning Stamped from the Beginning (9780316453691): Reynolds, Jason, Kendi, Ibram X.: Books

Reynolds, J. & Kendi, I. X. (2020). Stamped: Racism, Antiracism, and You. Waterville, ME: Thorndike Press, a part of Gale, a Cengage Company.

Stamped: Racism, Antiracism, and You is a non-fiction book that explores the history of racism in America, the concept of antiracism, and the reasons why racism continues to exist today.  This book is a dynamic text written specifically for a young adult viewership, in order to teach and explain these continuing issues, conflicts, and injustices to young students. Kendi and Reynolds purpose in writing this book for a younger readership was to empower students and provide them with the tools and skills to acknowledge, and combat, racism in our society. This book is divided into five chronological sections that explore the history behind the many issues, conflicts, and injustices related to anti-black racism that continue to exist today. This book provides hope to young students that although racism continues to exist, they have the power to make a change and practice anti racism in their everyday lives. Teachers can bring this text into the classroom as a guide for students to learn about the history of racism in the United States, including historical philosophers and how they contributed to the growth of racism in our Western world specifically. While this text primarily focuses on America’s racist history, and racism in American society today, the ideas, values, histories, and mindsets described are still very powerful, important, and relevant to Canadian students. Teachers may ask students to use this text and apply it to an instance of racism, discrimination, or racial oppression in our local Canadian context.

Me and White Supremacy: Combat Racism, Change the World, and Become a Good Ancestor: Saad, Layla, DiAngelo, Robin: 9781728209807: Books -

Saad, L. F. (2020) Me and White Supremacy: Combat Racism, Change the World, and Become a Good Ancestor. Naperville, IL: Sourcebooks.

Layla F. Saad is a renowned author whose intersectional identity as a black Muslim woman growing up in the West and now living in the Middle East has led her to shed light on systemic anti-black racism and become an anti-racist educator herself. Me and White Supremacy originally began as an Instagram challenge for individuals who acknowledge their own white privilege. Following the unexpected popularity of this challenge, Saad transformed her message, story, and words into this book which is aimed at teaching individuals about the meaning of anti-racism, and how it is vastly different from simply being ‘non-racist’. Saad’s book is aimed at readers who wish to be allies to the black community and other racial minority groups, as it emphasizes the need for people to commit to being anti-racist allies every single day, and not just when it is convenient or is popularized in the media. Me and White Supremacy is a powerful non-fiction book for teachers adamant about teaching through an anti-racist pedagogy. As this book is written for an adult audience, it is best suited for teachers to use in developing their own understanding of the subject matter and further their anti-racist pedagogy, rather than using it as a classroom resource.

Anti-Racist Teaching Resources: Articles

Cadogan, G. (2016). Walking While Black: Garnette Cadogan on the Realities of Being Black in America. In Freeman, J. Freeman’s Arrival. Retrieved from

Garnette Cadogan’s article is a powerful firsthand account of a black man moving from Jamaica to New Orleans, U.S., only to discover that the color of his skin deemed him a threat in this systematically racist, oppressive society. Cadogan describes how his own perception of himself completely shifted as soon as he arrived in New Orleans, as his skin color now deemed him a visible threat to others, especially the police. Cadogan explores the meaning of place and home, and how the act of walking allowed him to develop this sense of home and connection to place. However while he valued and enjoyed his time walking, Cadogan emphasizes how the simple act of walking outside with ease was a privilege that black men like himself did not always have in America. This powerful article can be used in various classes, specifically in a  Composition or Literary Studies 10-12, Social Studies 10, Social Justice, Law, Human Geography, or Urban Studies class. This text can be incorporated into lessons on systemic racism, current events, place-based geography, anti-racism, racial profiling and other topics with a similar focus. Students should be encouraged to reflect on the message Cadogan expresses, how Cadogan’s experiences reflect a greater social issue in our world, and how this text can be related to students’ own lives, experiences, or perspectives. This text can be assigned to students as an independent reading analysis, as a text for a synthesis essay or written assignment, or as an in-class text that could elicit discussions on the issues of racism and discrimination.


Subramaniam, V. (2020). Before You Declare Canada is Not a Racist Country, Do Your Homework. National Post. Retrieved from

Subramaniam writes this article for the National Post as a direct response to a conservative CBC radio host who claimed that “racism does not exist in this country” of Canada (Subramaniam, 2020).  Subramaniam argues that this kind of statement completely erases centuries of racist, exploitative, discriminatory, and violent history that allowed Canada to become the nation it is today. This article is a powerful rebuttal to the far too common narrative that presents Canada as an inclusive, multicultural society void of racism unlike our neighbors to the South. Subramaniam does an excellent job of not only highlighting the existence of systemic racism and oppression across Canada, but further emphasizing that those who promote this narrative that racism simply ‘does not exist’ in Canada, have a certain privilege that racial minorities do not have. This article is an excellent resource for students to recognize how one can recognize privilege, speak out against privilege or ignorance, and ensure that Canada’s past and present issues with systemic racism are not ignored. This article is written in relatively simple language, thus teachers can incorporate this resource into any grade 8-12 social studies classroom. Teachers should ensure that they provide students with sufficient context on this subject matter, in order to elicit extensive discussion or enable students to form reflections, make connections, and recognize the significance of this in our communities. Teachers may wish to include a concrete example of systemic racism in Canada today, whether this be a news headline, a TED talk, an interview, a controversial government policy or other similar examples, in order for Subramaniam’s words to resonate greater with students.



Anti-Racist Teaching Resources: Graphic Novels

New Kid: Craft, Jerry, Craft, Jerry: 9780062691194: Books -

Craft, J. (2019). New Kid. New York, NY: Harper, an imprint of    HarperCollins.

Jerry Craft’s graphic novel, New Kid, follows the journey of a young boy named Jordan Banks, who struggles to fit in as one of the few colored students in a prestigious, predominantly white private school. This graphic novel explores various themes including race relations, socioeconomic differences & stigmas, school education, social mobility, status and others. This novel is a relatively simple read for middle-school/junior high school students, incorporating an excellent balance of complex, serious issues, with lighthearted moments and dramas of everyday teenage life. This graphic novel can be incorporated into literature circles, a short novel study, or as a supplementary text to use for a project or assignment related to systemic racism, social conflicts in education, socioeconomic disparities or other similar themes. This text is best suited for younger secondary school readers, as it would not challenge nor engage senior students in the issues presented. This graphic novel can be used in a Social Studies 8 or Humanities 8 classroom, or an English Language Arts classroom with students from grade 6-8. This would be an excellent resource to incorporate for students who struggle with language or reading proficiency, as the genre of graphic novel can help these individuals understand the main themes and issues presented through images and visuals.

What is Anti-Racism & Anti-Racist Pedagogy?

LaGarrett J. King and Prentice T. Chandler describe anti-racism as “an active rejection of the institutional and structural aspects of race and racism…making the social construct of race visible” (2016, p. 4). Anti-racism is a critical philosophy that should be incorporated into every teacher’s pedagogy regardless of what subject, grade, course, or student demographic they are teaching. Far too often educators avoid having in-depth discussions about topics such as racism, racial privilege and systemic racism, as they may believe that these discussions are too difficult or controversial for children and teenagers to partake in. However, if we want to truly eliminate racism from our schools, communities, and society, educators must recognize the need to engage students in these conversations, and encourage them to actively challenge the systemic racism ingrained in our society. These conversations however are not always easy to have, as they may require teachers to step outside of their comfort zones to confront their own presuppositions, upbringings, and privileges. Employing an anti-racist pedagogy might include uncomfortable, disheartening, or unpleasant realizations and discussions among both educators and students. Some educators may feel that they are not at liberty to discuss these issues if they have not experienced them firsthand or if they come from a privileged standpoint. While these are all valid concerns, teachers must recognize that these are necessary discussions which can help our students become active, empathetic, socially responsible citizens. As students all come from different backgrounds, upbringings, and cultures, teachers must remain cognizant of the fact that some students may struggle and require extra guidance or support to comprehend these discussions. While anti-racist teaching practices may pose challenges or discomfort among students, administration, or parents, anti-racist pedagogy must be incorporated into all social studies classrooms, in order students to recognize that these are contemporary issues in their own communities, and not historic issues of the past.


King, L. J., & Chander, P. T. (2016). From non-racism to anti-racism in social studies teacher education: social studies and racial pedagogical content knowledge. In A. R. Croew & A. Cuenca (Eds.), Rethinking social studies teacher education in the twenty-first century (pp. 3-20). New York, NY: Springer International.

Anti-Racist Teacher Resources: Films

I Am Not Your Negro

Peck, R. (Director). (2017). I Am Not Your Negro [Film]. Velvet Film.

I Am Not Your Negro is a  powerful documentary that focuses on the systematically racist, anti-black American culture in James Baldwin’s society, and in America today. Narrated by Samuel L. Jackson, this film brings Baldwin’s works to life by exploring racism in America through his eyes, the Civil Rights Movement of the 1960s, and the systematic racism continuing to plague black Americans today. This documentary incorporates historic footage from the Civil Rights Movement, films from the Jim Crow era, and powerfully portrays this alongside contemporary American protests, race riots, and conflicts. What makes this documentary so impactful, is the way in which the issues that Baldwin spoke out against decades ago, are presented alongside the very violence, protest, anger, and turmoil still present in our contemporary society. This film can thus be beneficial for students, as it demonstrates how these historic moments are still relevant and present in our own society.  As this is a long film, teachers may choose to show certain parts of it that would most benefit students in understanding the roots of systemic racism. Teachers should likewise provide students with some context about Baldwin’s works, and the role of the significant figures mentioned in this film. I Am Not Your Negro would be most suitable for senior level social studies, history, or social justice courses, as there is some mature language and subject matter. As this film focuses primarily on America’s racial society, teachers may wish to compare and contrast this film with a Canadian work of literature to bring these issues into our local context for students.


For Angela

Prouty, D. & Botkin, T. (Directors). (1993). For Angela. [Film]. National Film Board of Canada.

This film portrays an Indigenous woman and her daughter who experience overt racial discrimination while simply riding the bus. In the film, this woman becomes distraught when her young daughter cuts off her braids, a symbol of her culture, because of the shame she feels when being targeted and harassed by a group of white teenage boys. The mother then takes a stand and confronts these teenagers about their hurtful, discriminatory behavior in a powerful manner. This film portrays both the impact that overt racism and racial stereotyping has on the mother, as well as her young daughter who becomes resentful and ashamed of her Indigenous identity. While this film was produced over twenty years ago, it is still a powerful, emotional depiction of Indigenous peoples’ experiences with racism in Canada. This film is an excellent resource for social studies educators to bring into a lesson that focuses on discrimination against Indigenous peoples in Canada, racial stereotypes, racism or systemic discrimination. As this is a short film, teachers can use this in junior social studies classes, most likely with grade 9 or 10 classes as this would best fit the curriculum requirements. Teachers should preface this film by providing students with context about these issues, to ensure that they have the necessary skills to conduct respectful discussions. Although the film’s outdated production may lead students to believe that these were issues of the past, For Angela can be a very impactful, useful resource, as long as teachers provide enough context, and prompt students to think about the continuity of these issues in our society.

Scope and Rationale for the Anti-Racist Resource Guide

After understanding the concept of anti-racism, educators must develop strategies to implement this into their pedagogy, the curriculum, and our education systems. By employing resources from diverse, marginalized voices into our classroom, we can promote anti-racism and create a learning environment centered around anti-racist values. In this blog, I have curated a list of many excellent resources, from books and articles, to films, websites, poems and more. These resources are aimed at better engaging students of all ages in these issues, and connecting them to current events in our society. Social studies teachers can use these resources to help explain, emphasize, and demonstrate what anti-racism is, how we can implement it, and how it relates to education and students’ lives outside of school. Most of the resources I have curated are for teachers to incorporate into their lessons for students. However, some of these resources aim to broaden teachers’ own understanding, specifically to help guide social studies educators in teaching through an active anti-racist pedagogy. Some of these resources may also be provided to students to explore on their own time, as teachers may be restricted by the curriculum objectives or specific course content they are expected to teach. Although many of these resources focus on anti-black racism, many of these resources can be applied to anti-racism in general, and can be brought into conversations about racism, discrimination, and oppression against all different groups and communities.