As part of our conversation series highlighting Black history and excellence, we continue the important dialogue with Tonja Armstrong-MacInnis, Deirdra Joseph and Nicole Cummings-Morgan, who are co-leads of the Community of Black ECEs, a Care Collective of the Association of Early Childhood Educators of Ontario (AECEO). The Community of Black ECEs provides a space where Black RECEs can come together to share their stories, ideas and resources.
In this second article in the series, Tonja, Deirdra and Nicole support our ongoing learning, reflection and action, with a focus on how we can confront anti-Black racism in our systems and structures; therefore, fostering inclusive equitable environments that support Black children and families.
Excerpts of this conversation are included below, with more to come in a future issue of Connexions.
What does it mean and look like, to provide equitable care for Black children and families? How can RECEs help foster inclusive environments for all children?
Tonja: To provide equitable care for Black children and families means many things – educators need to be welcoming, open and inviting. They need to provide opportunities for families to come into the programs and share stories, cooking, pictures and traditions that bring value and acceptance to and for Black families. Black children need to be seen as having potential – to become whatever it is that they want to, to have joy in the experiences around them, to not be judged as being harsh, tough, and even sometimes violent (we have a high number of Black children who are seen as the aggressor – just because they are Black). So again, this goes back to educators and staff in the early learning and care field checking their biases and understanding that their views and perceptions may hurt or hinder the very children that they are to be caring for.
Deirdra: Black people are not a monolith. RECEs can support children and their families by building relationships and learning about their specific cultures, traditions and daily routines to make them feel more comfortable, welcomed and understood. Centres can incorporate what they have learned into their programs throughout the year and not just during Black History Month.
Nicole: Providing equitable care for Black children and families looks like a child loving their day – EVERYDAY! And while this may not be possible – children are going to complain about something – the idea is that their only complaints are about spilling their favourite drink during snack time. RECEs can help foster inclusive environments for all children by reflecting on their practice, strengthening their self-awareness skills and honestly, going back to our foundational documents. In the workshops that I present to RECEs, one of the interactive pieces is to look for the words from the Seven Grandfather Teachings (a set of Anishinaabe guiding principles) – humility, bravery, honesty, wisdom, truth, respect and love, and then find them in the Code of Ethics Standard of Practice , How Does Learning Happen?, ELECT , and the Kindergarten Program . If we get back to the basics of what we learned in our ECE programs, we would not be having what seems to be an ongoing conversation on how to HELP RECEs foster inclusive environments; instead we would be seeing it!
How does recognizing and learning about the achievements of Black communities (both historical and ongoing) benefit all in the early learning environment?
Tonja: We all need to know that within our lives we have choices and we can learn and grow from the past. We can have a career or passion for something new – that is exciting and needs to be fostered. As humans, we need to see that others have paved the way for us, and be thankful, and then decide, as children or even adults, to walk the same route or use that same route to build a highway for others. History strengthens us and can build a sense of pride in a community that is often perceived of and viewed as negative. Achievements of Black people are plentiful and benefit us. For example, Garrett Augustus Morgan, Sr., a Black American inventor who created the traffic light. When we celebrate history and achievements, children can see themselves in the world around them and when that is positive, engaging and exciting – it makes them curious and engage in lifelong learning.
Deirdra: Historically, Black achievements have not been recognized, acknowledged or have been credited to non Blacks. The history of Black people cannot be covered in one month, which is why it should be included in everyday curriculum. Black history did not start at slavery, but it is far too often presented that way. We have made significant contributions to the world and continue to do so, but it is not always at the forefront because of the Eurocentric lens that society is based on. I was born and raised in Canada and did not learn about the richness and achievements of Black people in Canada until my post-secondary education. When children see people who look like them, speak like them, eat the same foods and wear the same clothing as them, their sense of self-worth can be established, fostered and sets Black children up to be proud of who they are.
Nicole: When we recognize and learn about the achievements of Black communities, we can better understand what their contributions meant to our society. When this information is made clear in the early learning environment, we are promoting the strengths and abilities of prominent figures who our children can look up to. I should add – who we can all look up to!
Not having access to the achievements of my Black community while growing up was a disservice. By not learning about it early, I believe it created a glass ceiling for me. I couldn’t see what I was capable of. Seeing Black entertainers, actors and athletes didn’t appeal to me because, one, I didn’t have any of those skills; and two, they were not part of my purpose. However, if I had seen more educators and business owners, I would have started my journey to where I am now, much earlier.
My family immigrated to Canada from Jamaica. Their idea of discrimination was in the form of social class and colourism . As newcomers, they were more concerned with making things better for our family and therefore, did not see the need to focus on the historical or ongoing achievements of individuals within our Black community, which, for me, meant not a lot of discussions at home on Canadian Black history. At school, it definitely wasn’t being discussed. I mean, even Indigenous history was merely about ”Native Indians” and how they got things for free. The stereotypes were ludicrous.
Now that I have the chance to learn about the achievements within my Black communities through my own research, I’m excited to share it with the children, youth and young adults I work with. By doing this, I’m breaking cycles and creating a more inclusive early learning environment for ALL the children and families whom I believe will appreciate it.
Resources for RECEs Curated by Tonja, Deirdra and Nicole
For employers and RECEs who are looking to deepen their understanding of Black history and anti-Black racism, there are support resources available. The Community of Black ECEs have also curated a list of children’s books RECEs can read to children in their care, fostering meaningful conversations about diversity, inclusion and belonging.
Stay tuned for the next instalment of this dialogue in a future issue.
Read more in this series:
Celebrating Black History Through Reflection and Action
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BIOGRAPHIES
Tonja Armstrong-MacInnis, a 2021 Prime Minister’s Award Recipient for Teaching Excellence in Early Childhood Education, has over 30 years of experience in varying capacities within the field of early learning and care – including facilitating numerous workshops that incorporate early learning pedagogy with an anti-oppression and anti-racist lens. In addition to her diploma in Early Childhood Education, she holds a BA and MA in Early Childhood Studies. She is the Director of the Humber Child Development Centre and Manager of the City of Toronto’s Every Child Belongs Unit at Humber that consists of Resource Consultants and a Registered Nurse Practitioner.
Deirdra Joseph began her Early Childhood Educator journey at Seneca College. During her time as an RECE, she would often connect with the children who had needs, particularly those with Autism. This led her to obtain her Resource Teacher certificate and completing the Autism and Behavioral Science program at Seneca College. She also holds a bachelor’s degree in music. She currently works for the City of Toronto as a Resource Consultant.
Nicole Cummings-Morgan is a mentor, advocate, community connector and collaborator. In addition to her RECE designation, she’s also an Ontario Certified Teacher, a professor in Early Childhood Education, an author and the owner and Executive Director of W1derus Educational Workshops Inc. W1derus Educational Workshops Inc. is a social enterprise dedicated to providing personal and professional workshops that contribute to the holistic well-being of individuals throughout their lifespan. Nicole is a former member of the Board of Directors of the Association of Early Childhood Educators of Ontario and the founder of the Community of Black ECEs.