ÉDUCATEURS
CONFÉRENCE ANTI-RACISME

Dr. Martin Brokenleg est co-auteur du livre Reclaiming Youth at Risk : Our Hope for the Future et co-développeur du modèle Circle of Courage. Il dispense des formations dans le monde entier aux personnes qui travaillent avec des jeunes à risque.  Il est titulaire d'un doctorat en psychologie et diplômé de l'Anglican Divinity School.  Professeur à la retraite, il était dernièrement directeur des ministères autochtones et professeur de théologie des Premières nations à l'École de théologie de Vancouver.  Pendant trente ans, M. Brokenleg a été professeur d'études amérindiennes à l'université Augustana de Sioux Falls, dans le Dakota du Sud.  Il a également été directeur du Neighborhood Youth Corps, aumônier dans un établissement pénitentiaire et a acquis une grande expérience en tant que conseiller en matière d'alcoolisme.  Le Dr Brokenleg a été consultant et a dirigé des programmes de formation en Amérique du Nord, en Nouvelle-Zélande, en Europe, en Australie et en Afrique du Sud.  Père de trois enfants, il est membre de la tribu des Sioux de Rosebud et membre adoptif de la Raven House de la Première nation Haïda.

Kien Nam Luu est surintendant de l'éducation au York Region District School Board, dans l'Ontario, au Canada. Son expérience en matière de leadership éducatif s'étend de l'école au système scolaire. Il dirige une famille de 18 écoles. En tant que défenseur de la justice sociale, il s'efforce de développer un professionnalisme collaboratif avec les éducateurs afin de construire une solidarité dans le démantèlement des structures systématiques et coloniales qui empêchent les étudiants et les éducateurs marginalisés d'être représentés, de s'exprimer et de réussir

Behdahbuhn Logan est une Anishinaabe, une Potawatomi et une Odawa de la Première nation de Walpole Island et une Lenape de la Première nation de Moraviantown. Elle défend les droits des personnes handicapées et des jeunes autochtones dans les réserves. Elle a effectué des stages à l'étranger auprès d'ONG promouvant l'égalité des sexes et sensibilisant aux questions des femmes autochtones assassinées et disparues, ainsi qu'à la défense des droits fonciers. 

En tant qu'ambassadrice nationale de l'espoir à We Matter, Behdahbuhn s'efforce d'ouvrir la voie à d'autres jeunes, notamment à des aspirants journalistes, écrivains et activistes.

Elle est titulaire d'une licence en création littéraire de l'Université de l'île de Vancouver et étudie actuellement en vue d'obtenir un diplôme en éducation. 

Elle s'efforce de créer une plateforme et des moyens permettant aux jeunes autochtones de voyager au-delà des frontières et de partager leurs histoires.

Claudette Howell Rutherford est une femme et une mère de trois enfants.

Elle est éducatrie et chef de département en sciences sociales et humaines depuis 20 ans. Claudette a reçu en 2018 le York Region District School Board Applause Award pour ses contributions exceptionnelles à l'éducation et est actuellement en détachement au ministère de l'Éducation au sein du Secrétariat de l'équité en éducation.

Claudette siège au comité stratégique sur les résultats en matière d'éducation de l'OACAS et a rempli deux mandats en tant que membre de la liste des panels de discipline et d'aptitude à l'exercice à l'Ordre des enseignantes et des enseignants de l'Ontario.

Claudette termine actuellement une maîtrise en éducation sur la justice sociale à l'Institut d'études pédagogiques de l'Ontario (Université de Toronto) et a récemment publié un article sur l'éducation contre le racisme anti-noir, qu'elle a coécrit avec George Sefa Dei, érudit renommé en matière d'antiracisme. Les recherches de Claudette portent sur le racisme anti-Noir dans l'éducation, en particulier sur les effets disproportionnés des pratiques coloniales et d'exclusion sur les élèves noirs dans le système éducatif de l'Ontario.

Claudette dirige son propre cabinet de conseil, qui développe des ressources pédagogiques et offre des services de développement professionnel et de planification stratégique dans une optique de lutte contre l'oppression.  Elle fait partie de plusieurs comités directeurs municipaux et provinciaux qui défendent l'équité raciale et l'inclusion et contribue à la rédaction d'articles d'opinion pour le Centre for Integrative Anti Racism Studies.

Dr. Ardavan Eizadirad (@DrEizadirad) is an Assistant Professor in the Faculty of Education at Wilfrid Laurier University. He is also a community activist and Executive Director of non-profit organization Youth Association for Academics, Athletics, and Character Education (YAAACE) in the Jane and Finch community in Toronto. He was an educator with the Toronto District School Board and a member of the Race and Identity-Based Data Collection Community Advisory Panel with the Toronto Police Service. Dr. Eizadirad is the author of Decolonizing Educational Assessment: Ontario Elementary Students and the EQAO (2019), and co-editor of Equity as Praxis in Early Childhood Education and Care (2021 with Drs. Zuhra Abawi & Rachel Berman), Counternarratives of Pain and Suffering as Critical Pedagogy: Disrupting Oppression in Educational Contexts (2022 with Drs. Andrew Campbell & Steve Sider), The Power of Oral Culture in Education: Theorizing Proverbs, Idioms, and Folklore Tales (2023 with Dr. Njoki Wane), Enacting Anti-racism and Activist Pedagogies in Teacher Education: Canadian Perspectives (2023 with Drs. Zuhra Abawi & Andrew Campbell), and International Handbook of Anti-Discriminatory Education (forthcoming 2024 co-edited with Dr. Peter Trifonas). Dr. Eizadirad is also the founder and Director of EDIcation Consulting (www.edication.org) offering equity, diversity, and inclusion training to organizations. His research interests include equity, restorative practices, standardized testing, oral culture, community engagement, youth violence prevention and intervention, anti-oppressive practices, critical pedagogy, social justice education, resistance, and decolonization.

Robyn Ward is the CEO and Founder of Rewarding Relationships. We offer Executive Coaching, Cultivating Safe Spaces Facilitation, Business Consulting, Social Impact Metric Consulting and Allyship Workshops.

Robyn Ward is a Certified Executive Coach (ICF/ACC) Certified Cultivating Safe Spaces Facilitator (CSS), volunteer counsellor (ENH), speaker, activist, and change-maker. She has mixed European heritage (Ukrainian, English, German) and is the proud mother of two Indigenous teenagers. Her life and her family's life is rooted in the Anishinaabe 7 Sacred Teachings: Respect, Courage, Wisdom, Humility, Truth, Honesty and Love. These values guide her daily and hold her personally and professionally accountable throughout her life.

For 20 years she has focused her professional development on four fields: psychology, business, coaching and technology. When she’s not supporting clients or facilitating workshops, Robyn is a Board Member and consultant at Animikii. As well, she serves on the Board of the ICF Vancouver Island Coaches Association and she serves as a (non-Indigenous) Matriarch at the Sage Initiative.

She is an ally and social justice disrupter to all spaces lacking inclusion and human rights, frequently Womxn, BIPOC and 2SLGBTQQIA+ intersections. Her focus is healing, connecting, nurturing and supporting healthy relationships internally and externally.

https://www.rewardingrelationships.ca/

I am a highly-motivated, lifelong learner who delights in challenging injustice and building safe learning environments with students and colleagues. I completed my Master of Education through Brock University in 2018 with a focus on equity and inclusion. My final paper was titled The Illusion of Equity and Inclusion: How the Ministry of Education Policies Trick us into Believing That Equity and Inclusion Exist for Black Students.

I am the Equity and Inclusion lead at my school as well as an OECTA facilitator. At the board level, I work with the Black History 365 Committee which is a group of HCDSB employees devoted to creating and sharing resources that support and celebrate Black History and Black Identity. 

I am passionate about working, and learning, with other educators who are on their journey to becoming more inclusive and who wish to develop a more culturally responsive pedagogy.

Rabia Khokhar is an elementary teacher in Toronto, an education and equity consultant at Rabia Teaches and a doctoral student. Her research interests include equitable education, children's literature and educator professional development. Rabia is passionate about bringing theory to practice and enjoys sharing her teaching, learning and research on her social media platforms. She is the recipient of the Elementary Teacher’s Federation of Ontario’s 2021 Anti-Racist and Equity Activism Award, the 2022 Professional Learning and Curriculum Development Award and the 2022 Angela Thacker Excellence in Teacher-Librarianship Memorial Award. 

Khulood Agha Khan- EDD, Doctor of Education in Social Justice from the University of Toronto.  

I was born in Pakistan, lived in Saudi Arabia, immigrated to Canada 20 years ago and am a Canadian citizen. I am a wife and a mother of two wonderful boys. I teach grade 8's at Halton district school board, Science, Technology and Equity lead. 

Being the author of a guidebook “Mirrors & Reflection: Knowing Your Power: From One Muslim Immigrant Sister to Another” is something I wish I had when I came here to Canada, to be better prepared to face the challenges and systemic barriers. To me, change meant not to portray Muslim immigrant women as passive, suppressed or barbaric as they are seen in the Orientalist view, but rather seeing them as authoritative in their own way by listening to what they believe in. With this guidebook, I aim to bring a change in perception about Muslim immigrant women in Canada to see their high self-esteem without judging them by their appearance, values or language because when they are given a chance, they shine in their own domain. 

Rita Bhandari, a published author, a teacher, a mother and a wife. As a teacher she is an Equity Lead and a Member of IREN (Indigenous Racialized Educators Network). Rita's books has won various awards including Pen's craft & Mom's choice. She is a big advocate for antiracist learning and teaching.

Dr. Wonuola Yomi-Odedeyi is a certified educator and advocate deeply committed to promoting Equity, Diversity, and Belonging (EDB) within Ontario's education system. With over 16 years of teaching experience at the Halton District School Board (HDSB).

She holds a Ph.D. from Niagara University, New York, with a specialization in Leadership and Policy. She is also certified by the Ontario College of Teachers (OCT) in both Technological Education and academic subjects. Her educational journey includes a Master of Education from Brock University and a Bachelor of Education from the Faculty of Education, Brock University.

She is an active member of the Ontario Secondary School Teachers' Federation (OSSTF) and currently serves as Vice-President at District 20 Halton. She played a pivotal role in the founding of the Indigenous Black and Racialized Voices (IBRV) committee, advocating for equitable representation within the union. Her leadership led to her election as District Vice President, where she continues to represent and protect the rights of thousands of educators.

Her involvement extends to provincial committees, including the Anti-Black Racism Committee and the Human Rights Committee, where she contributes to policy development and advocacy efforts with a focus on equity and inclusion. As Chairperson of the OSSTF Human Rights Committee, she leads initiatives to advance the rights and well-being of educators and students.

Rizwana Kaderdina has been an educator in the public school system for close to 20 years.  In her recent role as Equity Consultant, and in her work with various organizations, she has developed and facilitated learning on a variety of topics, including anti-oppression, CRRP, anti-racism, Islamophobia, and Equity-based leadership.  She has worked with schools and Board teams to develop their equity plans and practices, and with groups of educators to create spaces of healing and cross-racial solidarity. Rizwana is currently exploring anti-racist educational leadership, and the ways in which racism manifests between educators and the impacts of that manifestation on students.

Nicole Ricketts is a vice-principal in the GTA. Her 27-year career as an educator has been filled with opportunities to advocate and enhance educational opportunities and experiences for students in Ontario. As a former student of the Ontario public school system, she can attest to its calibre and transformative power despite the barriers many continue to face in navigating this system. It is a system that has the potential to be truly world-class, and it is her belief and hope that through collective responsibility and commitment, public school educators can create public education that is equitable and prosperous for all. This goal can be realized as school board leadership intentionally addresses the need for more representation from qualified racialized professionals. She firmly believes in the power of consistent collaboration and communication that allows us to rebuild an inclusive and equitable education system for our children.'

Initha Subramaniam is currently a Vice-Principal with the York Region District School Board.  She is also a community organizer and advocate for diverse marginalized communities. She works closely with community partners and leaders to elevate the voices of students, families, and communities within schooling spaces, and to support the self-advocacy of those experiencing marginalization.  Initha centers her work around service to others, and deeply values intersectional solidarity.

Nathalie dirige les activités du Centre mondial du pluralisme visant à soutenir les enseignants, le personnel scolaire et les leaders systémiques en vue de faire du pluralisme une expérience vécue au quotidien dans leur contexte précis, et ce, dans l’optique de créer des sociétés inclusives et résilientes devant la peur et la haine. Elle a dédié plus de 20 ans de sa vie au domaine de l’éducation publique – allant des programmes en petite enfance jusqu’à la fin des études secondaires – ayant travaillé avec plusieurs conseils scolaires francophones et des conseils anglophones en Ontario dans le cadre de divers rôles, y compris en tant que travailleuse communautaire, enseignante, conseillère pédagogique, consultante et à titre de leader dans divers postes systémiques. Au-delà de son travail au Canada, elle a contribué à la réalisation de diverses initiatives pédagogiques collaboratives à l’international avec des enseignants et d’autres leaders du monde de l’éducation, notamment à Haïti, au Liban, en France, au Maroc et en République démocratique du Congo. Dans chacun de ses rôles, elle a toujours placé les questions d’avancement de la justice sociale et de l’épanouissement humain au cœur de son travail et de ses apprentissages. Elle a délibérément développé sa propre pratique d’orientation critique en associant ses propres expériences et observations à des cadres conceptuels et pratiques issus d’un vaste éventail d’ouvrages et de recherches spécialisées, et aux perspectives et savoirs des personnes aux prises avec des injustices systémiques, en commençant par ceux de ses élèves, de leur famille ainsi que ceux de ses collègues. En tant qu’une des premières conseillères principales en matière d’équité, de droits de la personne et de pluralisme au sein d’un conseil scolaire francophone au Canada, elle a été quotidiennement confrontée aux effets systémiques de la double minorisation des élèves et du personnel francophones issus de communautés historiquement marginalisées. En devenant une formatrice certifiée dans l’approche Dare to Lead de Brené Brown, elle s’est davantage outillée pour plonger dans les dynamiques qui peuvent soit entraver, soit dynamiser l’accomplissement de changements organisationnels visant la création de systèmes d’éducation plus équitables et pluralistes. Son parcours l’a également amenée à offrir des formations et à publier diverses ressources en matière de pratiques tenant compte des traumatismes pour le personnel enseignant et sur le leadership en éducation.

Nicole est chargée de programme pour le programme d'éducation du Centre mondial du pluralisme. Elle a obtenu une maîtrise en sciences politiques avec une spécialisation en études africaines à l'université de Carleton. Elle a travaillé sur divers projets de recherche au Canada et au Kenya. En 2020, elle a remporté le prix de l'essai sur l'Afrique et la diaspora africaine sur la recommandation du président du département d'histoire de l'université de Carleton. Elle s'intéresse à l'ethnicisation et à la sexuation des relations sociopolitiques, à la formation des mouvements sociaux en Afrique et à la décolonisation des connaissances.

Marika Kunnas is a second year PhD candidate at York University. Her research specializes in French immersion programs and equity issues. Marika’s Master’s thesis investigated French immersion policies in Toronto and issues of equity. Her dissertation focuses on racially minoritized students’ experiences in French immersion programs. Marika is interested in finding ways to make French immersion (and other specialized programs) more racially diverse and supportive. Marika’s research interests lie within second/additional language acquisition, race, decolonization, and equity. She is a practicing French, Drama, and Social Studies secondary school teacher.

Marika Kunnas is a second year PhD candidate at York University. Her research specializes in French immersion programs and equity issues. Marika’s Master’s thesis investigated French immersion policies in Toronto and issues of equity. Her dissertation focuses on racially minoritized students’ experiences in French immersion programs. Marika is interested in finding ways to make French immersion (and other specialized programs) more racially diverse and supportive. Marika’s research interests lie within second/additional language acquisition, race, decolonization, and equity. She is a practicing French, Drama, and Social Studies secondary school teacher.

Nathalie dirige les activités du Centre mondial du pluralisme visant à soutenir les enseignants, le personnel scolaire et les leaders systémiques en vue de faire du pluralisme une expérience vécue au quotidien dans leur contexte précis, et ce, dans l’optique de créer des sociétés inclusives et résilientes devant la peur et la haine. Elle a dédié plus de 20 ans de sa vie au domaine de l’éducation publique – allant des programmes en petite enfance jusqu’à la fin des études secondaires – ayant travaillé avec plusieurs conseils scolaires francophones et des conseils anglophones en Ontario dans le cadre de divers rôles, y compris en tant que travailleuse communautaire, enseignante, conseillère pédagogique, consultante et à titre de leader dans divers postes systémiques. Au-delà de son travail au Canada, elle a contribué à la réalisation de diverses initiatives pédagogiques collaboratives à l’international avec des enseignants et d’autres leaders du monde de l’éducation, notamment à Haïti, au Liban, en France, au Maroc et en République démocratique du Congo. Dans chacun de ses rôles, elle a toujours placé les questions d’avancement de la justice sociale et de l’épanouissement humain au cœur de son travail et de ses apprentissages. Elle a délibérément développé sa propre pratique d’orientation critique en associant ses propres expériences et observations à des cadres conceptuels et pratiques issus d’un vaste éventail d’ouvrages et de recherches spécialisées, et aux perspectives et savoirs des personnes aux prises avec des injustices systémiques, en commençant par ceux de ses élèves, de leur famille ainsi que ceux de ses collègues. En tant qu’une des premières conseillères principales en matière d’équité, de droits de la personne et de pluralisme au sein d’un conseil scolaire francophone au Canada, elle a été quotidiennement confrontée aux effets systémiques de la double minorisation des élèves et du personnel francophones issus de communautés historiquement marginalisées. En devenant une formatrice certifiée dans l’approche Dare to Lead de Brené Brown, elle s’est davantage outillée pour plonger dans les dynamiques qui peuvent soit entraver, soit dynamiser l’accomplissement de changements organisationnels visant la création de systèmes d’éducation plus équitables et pluralistes. Son parcours l’a également amenée à offrir des formations et à publier diverses ressources en matière de pratiques tenant compte des traumatismes pour le personnel enseignant et sur le leadership en éducation.

Nicole est chargée de programme pour le programme d'éducation du Centre mondial du pluralisme. Elle a obtenu une maîtrise en sciences politiques avec une spécialisation en études africaines à l'université de Carleton. Elle a travaillé sur divers projets de recherche au Canada et au Kenya. En 2020, elle a remporté le prix de l'essai sur l'Afrique et la diaspora africaine sur la recommandation du président du département d'histoire de l'université de Carleton. Elle s'intéresse à l'ethnicisation et à la sexuation des relations sociopolitiques, à la formation des mouvements sociaux en Afrique et à la décolonisation des connaissances.

Dr. Ardavan Eizadirad (@DrEizadirad) is an Assistant Professor in the Faculty of Education at Wilfrid Laurier University. He is also a community activist and Executive Director of non-profit organization Youth Association for Academics, Athletics, and Character Education (YAAACE) in the Jane and Finch community in Toronto. He was an educator with the Toronto District School Board and a member of the Race and Identity-Based Data Collection Community Advisory Panel with the Toronto Police Service. Dr. Eizadirad is the author of Decolonizing Educational Assessment: Ontario Elementary Students and the EQAO (2019), and co-editor of Equity as Praxis in Early Childhood Education and Care (2021 with Drs. Zuhra Abawi & Rachel Berman), Counternarratives of Pain and Suffering as Critical Pedagogy: Disrupting Oppression in Educational Contexts (2022 with Drs. Andrew Campbell & Steve Sider), The Power of Oral Culture in Education: Theorizing Proverbs, Idioms, and Folklore Tales (2023 with Dr. Njoki Wane), Enacting Anti-racism and Activist Pedagogies in Teacher Education: Canadian Perspectives (2023 with Drs. Zuhra Abawi & Andrew Campbell), and International Handbook of Anti-Discriminatory Education (forthcoming 2024 co-edited with Dr. Peter Trifonas). Dr. Eizadirad is also the founder and Director of EDIcation Consulting (www.edication.org) offering equity, diversity, and inclusion training to organizations. His research interests include equity, restorative practices, standardized testing, oral culture, community engagement, youth violence prevention and intervention, anti-oppressive practices, critical pedagogy, social justice education, resistance, and decolonization.

Robyn Ward is the CEO and Founder of Rewarding Relationships. We offer Executive Coaching, Cultivating Safe Spaces Facilitation, Business Consulting, Social Impact Metric Consulting and Allyship Workshops.

Robyn Ward is a Certified Executive Coach (ICF/ACC) Certified Cultivating Safe Spaces Facilitator (CSS), volunteer counsellor (ENH), speaker, activist, and change-maker. She has mixed European heritage (Ukrainian, English, German) and is the proud mother of two Indigenous teenagers. Her life and her family's life is rooted in the Anishinaabe 7 Sacred Teachings: Respect, Courage, Wisdom, Humility, Truth, Honesty and Love. These values guide her daily and hold her personally and professionally accountable throughout her life.

For 20 years she has focused her professional development on four fields: psychology, business, coaching and technology. When she’s not supporting clients or facilitating workshops, Robyn is a Board Member and consultant at Animikii. As well, she serves on the Board of the ICF Vancouver Island Coaches Association and she serves as a (non-Indigenous) Matriarch at the Sage Initiative.

She is an ally and social justice disrupter to all spaces lacking inclusion and human rights, frequently Womxn, BIPOC and 2SLGBTQQIA+ intersections. Her focus is healing, connecting, nurturing and supporting healthy relationships internally and externally.

https://www.rewardingrelationships.ca/

I am a highly-motivated, lifelong learner who delights in challenging injustice and building safe learning environments with students and colleagues. I completed my Master of Education through Brock University in 2018 with a focus on equity and inclusion. My final paper was titled The Illusion of Equity and Inclusion: How the Ministry of Education Policies Trick us into Believing That Equity and Inclusion Exist for Black Students.

I am the Equity and Inclusion lead at my school as well as an OECTA facilitator. At the board level, I work with the Black History 365 Committee which is a group of HCDSB employees devoted to creating and sharing resources that support and celebrate Black History and Black Identity. 

I am passionate about working, and learning, with other educators who are on their journey to becoming more inclusive and who wish to develop a more culturally responsive pedagogy.

Rabia Khokhar is an elementary teacher in Toronto, an education and equity consultant at Rabia Teaches and a doctoral student. Her research interests include equitable education, children's literature and educator professional development. Rabia is passionate about bringing theory to practice and enjoys sharing her teaching, learning and research on her social media platforms. She is the recipient of the Elementary Teacher’s Federation of Ontario’s 2021 Anti-Racist and Equity Activism Award, the 2022 Professional Learning and Curriculum Development Award and the 2022 Angela Thacker Excellence in Teacher-Librarianship Memorial Award. 

Khulood Agha Khan- EDD, Doctor of Education in Social Justice from the University of Toronto.  

I was born in Pakistan, lived in Saudi Arabia, immigrated to Canada 20 years ago and am a Canadian citizen. I am a wife and a mother of two wonderful boys. I teach grade 8's at Halton district school board, Science, Technology and Equity lead. 

Being the author of a guidebook “Mirrors & Reflection: Knowing Your Power: From One Muslim Immigrant Sister to Another” is something I wish I had when I came here to Canada, to be better prepared to face the challenges and systemic barriers. To me, change meant not to portray Muslim immigrant women as passive, suppressed or barbaric as they are seen in the Orientalist view, but rather seeing them as authoritative in their own way by listening to what they believe in. With this guidebook, I aim to bring a change in perception about Muslim immigrant women in Canada to see their high self-esteem without judging them by their appearance, values or language because when they are given a chance, they shine in their own domain. 

Rita Bhandari, a published author, a teacher, a mother and a wife. As a teacher she is an Equity Lead and a Member of IREN (Indigenous Racialized Educators Network). Rita's books has won various awards including Pen's craft & Mom's choice. She is a big advocate for antiracist learning and teaching.

Dr. Wonuola Yomi-Odedeyi is a certified educator and advocate deeply committed to promoting Equity, Diversity, and Belonging (EDB) within Ontario's education system. With over 16 years of teaching experience at the Halton District School Board (HDSB).

She holds a Ph.D. from Niagara University, New York, with a specialization in Leadership and Policy. She is also certified by the Ontario College of Teachers (OCT) in both Technological Education and academic subjects. Her educational journey includes a Master of Education from Brock University and a Bachelor of Education from the Faculty of Education, Brock University.

She is an active member of the Ontario Secondary School Teachers' Federation (OSSTF) and currently serves as Vice-President at District 20 Halton. She played a pivotal role in the founding of the Indigenous Black and Racialized Voices (IBRV) committee, advocating for equitable representation within the union. Her leadership led to her election as District Vice President, where she continues to represent and protect the rights of thousands of educators.

Her involvement extends to provincial committees, including the Anti-Black Racism Committee and the Human Rights Committee, where she contributes to policy development and advocacy efforts with a focus on equity and inclusion. As Chairperson of the OSSTF Human Rights Committee, she leads initiatives to advance the rights and well-being of educators and students.

Rizwana Kaderdina has been an educator in the public school system for close to 20 years.  In her recent role as Equity Consultant, and in her work with various organizations, she has developed and facilitated learning on a variety of topics, including anti-oppression, CRRP, anti-racism, Islamophobia, and Equity-based leadership.  She has worked with schools and Board teams to develop their equity plans and practices, and with groups of educators to create spaces of healing and cross-racial solidarity. Rizwana is currently exploring anti-racist educational leadership, and the ways in which racism manifests between educators and the impacts of that manifestation on students.

Initha Subramaniam is currently a Vice-Principal with the York Region District School Board.  She is also a community organizer and advocate for diverse marginalized communities. She works closely with community partners and leaders to elevate the voices of students, families, and communities within schooling spaces, and to support the self-advocacy of those experiencing marginalization.  Initha centers her work around service to others, and deeply values intersectional solidarity.

Nicole Ricketts is a vice-principal in the GTA. Her 27-year career as an educator has been filled with opportunities to advocate and enhance educational opportunities and experiences for students in Ontario. As a former student of the Ontario public school system, she can attest to its calibre and transformative power despite the barriers many continue to face in navigating this system. It is a system that has the potential to be truly world-class, and it is her belief and hope that through collective responsibility and commitment, public school educators can create public education that is equitable and prosperous for all. This goal can be realized as school board leadership intentionally addresses the need for more representation from qualified racialized professionals. She firmly believes in the power of consistent collaboration and communication that allows us to rebuild an inclusive and equitable education system for our children.'