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Anti-racism and Activist Education: Empowering the Next Generation

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By Emily Chan and Crystena Parker-Shandal

“Wait, I know what needs to happen!” exclaimed a Grade 6 student named Dalia, who jumped up to the blackboard to erase a line on the Power Flower—a diagram showing how various social identities (such as race, class, gender, and sexuality) intersect to create experiences of privilege or oppression. Power Flowers illustrate how our identities position us within dominant or marginalized groups, highlighting the dynamics of social power.

The line Dalia erased separated one group with more power from another group with less. “Isn’t that what we want?” she asked the class, eyes wide with understanding. “To make sure everyone shares the power?”

The Power Flower

This is a moment that all social justice teachers strive for: when students feel empowered to recognize and challenge inequities on their own. Dalia’s excitement showed that she wasn’t just absorbing concepts, but actively reimagining a more just world, one where power isn’t something that divides but instead is something that’s shared.

Educators play a pivotal role in shaping the next generation of changemakers, especially when it comes to addressing racism. As educators of colour who also identify as activist-scholars, our intention is to offer valuable, practical advice for teachers striving to create anti-racist classrooms and inspire future activists. It is our hope that, through this article, we can contribute to the ongoing conversation about justice and equity in education.

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Emily Chan is a public elementary teacher in Toronto. She is also a curriculum resource writer for Second Story Press and the Elementary Teachers’ Federation of Ontario.

Crystena Parker-Shandal is an educator, researcher, and writer based in Ontario. She teaches at the university level and works in collaboration with schools and communities to support equity-focused and restorative approaches to education.

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