Racial Equity

Background

The Surrey School District No. 36 (the “District”) acknowledges and recognizes students, staff and school community members identifying (publicly or privately) as Indigenous, Black, or as racialized persons face a unique set of challenges and barriers within schools and communities.

All members of the District share the responsibility of upholding the values inherent in the 51视频 Declaration on the Rights of Indigenous Peoples Act, Canadian Charter of Rights and Freedoms, and the Human Rights Code. In recognizing the importance of these values, the Distrit is committed to eliminating racism and uplifting racial equity and Truth and Reconciliation by building greater awareness and understanding of the relation between privilege and bias and how this impacts students, staff, families and community members.

Fostering anti-racism is an individual and shared responsibility that requires learning and action at every level of the district. Racism through behaviour and/or language is demeaning and harmful to all students, staff and communities. Racism directed towards Indigenous, Black, or other racialized students, staff and communities, such as language, intimidation, bullying, retaliation, exclusion, discrimination or oppression, by students, staff or any community member is not permitted in the District. The District encourages reporting of all incidences of racism, regardless of who the offender may be in accordance with the procedures set out in this and related administrative procedures.

Definitions

“Anti-Racism” refers to actively opposing systemic and individual racism and racial prejudice and taking constructive action/s to ensure equity and systemic justice in all facets of our lives.

“BIPOC/IBPOC/Persons of Colour/Racialized group” stands for Black, Indigenous, and Peoples of Colour. IBPOC is another variation of this acronym which purposefully elevates Indigenous people as the First Peoples of the territories we currently call Canada. Persons of Colour are referred to as persons, other than Aboriginal peoples, who are non-Caucasian in race or non-white in colour. This phrase (Person of Colour) is considered a derogatory term therefore an appropriate phrase is “racialized groups”.

“Discrimination” is defined by the Human Rights Code and is specific to race, colour, ancestry, place of origin, religion, marital or family status, physical or mental disability, sex, sexual orientation, age (19 years and over), criminal conviction (unrelated to employment), political belief.

“Diversity” refers to a wide range of identities and culture, which includes race, religion, ethnicity, gender, age, origin, disability, sexual orientation, status, education, marital status, language, appearance, perspectives and values.

“Ethnicity” refers to a way of categorizing people according to their shared cultural attributes and expression. Ethnicity can include national origin, language, religion, and other cultural values.

“Equality” refers to the state of being equal in rights, opportunities and treatment without discrimination or favouritism based on factors (but not limited to), such as, race, religion, age, gender, ethnicity, or social status. It embodies the principle of fairness and justice, ensuring that all individuals have equal access to resources, opportunities, and protections under law, regardless of differences.

“Equity” refers to the process of removing inequalities and disparities. Equity recognizes that some people, especially those who have been historically marginalized, face barriers that others do not, and it requires an intentional and proactive effort to remove prejudices and imbalances and underlying barriers that are embedded in policies, systems, practices, relationships, and structures.

“Inclusion” refers to the active mobilization of resources, practices, and policies to ensure that all members of a society or community have equitable access to spaces, opportunities, processes, and resources. Inclusion requires that all voices are empowered and supported through structural and systemic changes within institutions and in our societies, ensuring that everyone has an opportunity to participate fully and benefit from shared spaces, opportunities, processes, and resources.

“Oppression” refers to the use of power by one group to disempower, marginalize, or exert dominance over another group. Dominant groups can maintain their status, privilege, and power over others both intentionally or unintentionally as well as in obvious and subtle ways.

“Race” is a way of dividing people and categorizing into distinct groups based on characteristics, such as physical traits (especially skin colour), appearance, ancestral heritage, cultural affiliation, or ethnic class. While these categorizations are a social rather than a biological construct, race remains a powerful concept that is often used to establish, organize, and perpetuate social and political hierarchies.

“Racism” is prejudice, discrimination or antagonism by a group or individual against people of a minority or marginalized group. Racism means the belief that one group, as defined by the colour of their skin or their perceived common ancestry, is inherently superior to others. It can be openly displayed in jokes, slurs, or hate speech, or can be more hidden in unconscious biases. Racism is deeply rooted in attitudes, values, and stereotypical beliefs. In some cases, these beliefs have become deeply embedded in systems and institutions that have evolved over time. Racism operates at a number of levels, particularly, individual and systemic.

“Racial equity” refers to the systemic fair treatment of all people. It results in equitable opportunities and outcomes for everyone.

“Restorative Practice” refers to an approach to justice which brings all parties involved in a conflict together and employs interpersonal communication strategies to discuss harm and find ways to repair it.

Procedures

Commitments

Upholding human rights, advancing racial equity and Truth and Reconciliation and creating safe and caring working and learning environments are priorities of the District and essential components of student success, particularly for Indigenous, Black and racialized students. To create safe, caring, inclusive, and welcoming environments, the District is committed to the following actions:

i.	Acknowledging historical and ongoing injustices to Indigenous Peoples across Canada and honouring and acting on Truth and Reconciliation.
ii.	Creating opportunities with Indigenous, Black, and racialized peoples to see themselves in the education professions, including teaching and leadership.
iii.	Creating an equitable, diverse, and inclusive learning and working environment that is anti-racist, culturally responsive, celebrates diversity and fosters a sense of belonging for all students and employees.
iv.	Supporting student success and belonging through culturally responsive practices and resources, by engaging diverse perspectives and meeting the needs of Indigenous, Black, and racialized students.
v.	Developing and implementing policies, practices and programs that support, promote and foster an anti-racist culturally responsive learning environment.
vi.	Supporting ongoing professional learning for staff on topics related to racial equity, culturally responsive teaching, anti-racism, and anti-oppression.
vii.	Creating clear processes and practices for ensuring a respectful and safe educational system that is free of harmful bias, racism, discrimination, retaliation, and oppression and dedicated to achieving and upholding racial equity.
viii.	Recognizing sensitivity to human rights, bias, and non-discrimination in personnel selection and promotion decisions, with the exception of Special Programs, under section 42(3) of the Human Rights Code.

This administrative procedure applies to all students and employees, including permanent, temporary, and casual.

District Responsibilities

a.	The District shall establish clear and widely understood and maintained policies and practices, including codes of conduct, to ensure that Indigenous, Black, and racialized members of school communities, along with their families are welcomed, accepted and included in all aspects of education and school life. This shall include elements that explicitly prohibit racist language or behaviour that degrades or incites hatred, prejudice, discrimination, harassment, bullying, or retaliation towards students or employees based on their real or perceived race, ethnicity or identity.
b.	All staff have the collective responsibility to identify racist and discriminatory attitudes and behaviours and strive to eliminate systemic inequalities and barriers for all.
c.	The District is committed to acting, including the use of restorative practices where applicable, when there is evidence of racism, discrimination or oppression because of a person’s actual or perceived race, ethnicity, identity (or intersectionality of identity), towards students and staff while they are engaged in anti-racism work at schools and District sites.
d.	The administrative procedures governing Workplace Discrimination or Bullying and Harassment, Anti-Discrimination & Human Rights and Safe and Caring Schools are to be shared and reviewed annually with all staff at the beginning of the school year.

Learning Environment

a.	The District is committed to the development and use of a variety of instructional materials and resources that support and reflect the diversity in schools and embraces diverse ways of knowing, being and learning and values student choice and equity of access to all learning resources in all learning areas. The District is committed to providing learning and library resources that are inclusive, equitable, age-appropriate and improve the school experience for racialized students. This commitment aims to foster anti-racism skills and literacy through curricular and core competencies in the 51视频 Curriculum.
b.	The District will support racial equity and anti-racist education infused into curriculum at all grade levels.
c.	Administrators shall actively support educators striving to build community and include in their teaching positive images, representation and accurate information about history, culture and rights, which reflects the accomplishments and contributions of individuals and community members who are Indigenous, Black and from other racialized groups.
d.	The District will continue to review new and existing curricula, learning resources, and other material and resources for bias and stereotypes, in accordance with the administrative procedure governing Learning Resources.
e.	The District values student voice and encourages the formation of Indigenous (First Nations, Métis and Inuit), Black and other racialized student clubs, associations, and/or groups where students or staff desire this support. The goal of these clubs or groups is to create spaces where students feel safe to share ideas and connect with other students. Students may choose to further educate the school community on human rights and rights of Indigenous Peoples and against all forms of racism, discrimination and oppression in a trauma sensitive and informed manner. These clubs are not intended to promote religious dogma or religious creed as outlined in the administrative procedure governing Conduct of Schools.

In-Service and Education

a.	The District is committed to advancing racial equity and the elimination of racism and discrimination through education, effective in-service programs and professional learning for all staff.
b.	Training and in-service programs on racial equity and anti-racism, should be sensitive and responsive to Indigenous, Black and racialized groups and the trauma that may be associated with discriminatory and racist stories and situations in schools.
c.	All teaching staff should be provided with opportunities for professional development on racial equity and anti-racism to build their capacity to teach and learn about these issues and to foster a dialogue that encourages respect inclusivity and understanding.

Home, School and Community Relations

a.	The District is committed to effective communication and consultation with parents/guardians, school and community members. Concerted efforts will be made to consult, inform, and involve Indigenous parents/guardians, Black parents/guardians and communities of diverse ethnicities and languages.

References	Canadian Multiculturalism Act, R.S.C., 1985, c. 24. Canadian Charter of Rights and Freedoms. Part I of the Constitution Act, 1982, being Schedule B to the Canada Act 1982 (U.K.), 1982, c. 11. School Act, RSBC 1996, c. 412 Declaration on the Rights of Indigenous Peoples Act, S.51视频 2019, c. 44. Human Rights Code, R.S.51视频 1996, c. 210.
Approved:	June 10, 2016