Classes service as political spaces where power is exerted, resisted and yielded to. Furthermore, classes exist in political spaces where they are situated within a province, in a country; thereby resources, knowledge and access are constantly in a state of debate where education is a repeat feature as an election issue. Politics are akin to power, and in a nation that has been profoundly shaped by colonialism, power has been divided along racial lines, which means that politics have become inherently racial, even in the classroom. 

To decolonize a classroom means being constantly aware of these systems of power that are at play, both at a micro level within the classroom and at a macro level within the context of Nova Scotian and Canadian society. In concrete actions, this means (adapted from Michael Seward):

Situate yourself, your curriculum, your content and your classroom within the historical and political context of racism and oppression.

Familiarize yourself with Canada’s uncensored history and try to understand why the racial disparities and dynamics are the way they are. Situate yourself and your subject matter within this history to better understand where the points of discomfort and contention may be for your students.

Look beyond the disingenuous notion of objectivity and false apoliticality in STEM where the idea that all groups are equally positively impacted by scientific advancements has been debunked numerous times.

Remember that science has been weaponized against racialized and marginalized peoples. It has been used as a tool to legitimize racism and slavery, and many scientific discoveries have been achieved through the complete disregard of the human rights of these peoples and to their detriment. 

Use your position of power to advocate for the young people in your charge and recognizes that there will be moments that you feel uncomfortable.

In acknowledging that classrooms are inherently political places of power, as the instructor, you wield a significant amount of power in setting the tone for the class and being the one that students can turn to in moments of disquiet or malaise. Be a voice for all the students in your class, including the marginalized/racialized students, and pay careful attention to notice any microaggressions they may be receiving from their fellow students. Think about their espaces aperçu and vécu. Ensure that your classroom is a safe and welcoming place.

Resist seeing yourself as the “good person,” fighting the good fight.

A savoir complex is never conducive to a positive learning environment. 

Avoid perpetuating the myth of boot-strapping and instead challenge systemic oppression and acknowledge the collective experiences of marginalized and racialized groups.

While working hard can be a way to overcome obstacles, the myth of boot-strapping perpetuates the idea that marginalized communities live in poverty because they are “lazy” and simply not willing to work hard enough to improve their circumstances. In recognizing the challenges that systemic oppression poses to people, you can approach the classroom from a place of empathy, encouraging your students to work hard and see themselves in STEM, while avoiding suggesting/implying that it is a lack of hard work that has put their families in negative circumstances. 

Integrate representation into your delivery of the required content.

Representation matters. 

“It wasn’t until recently that I realized that my unique perspective on life and my cultural background are my greatest strengths. It was only when I felt that I could be my authentic self that I was able to thrive, and this is why representation matters. Representation allows minorities to feel validated and allows us to express their opinions comfortably. This creates a team environment where ideas are diverse, perspectives are varied, and everyone feels valued.” - Jabar Wilson