Practical Strategies of Disruption for Dismantling White Supremacy in Ontario�s Education System

This article examines the Ontario education system�s use of surface level practices intended to counter racism but that often fall short of creating authentic and sustainable change. Many schools across the province have focused their efforts on celebrating identity awareness days, weeks, and months, yet these initiatives largely reveal an apparent disconnect in understanding of the significant impact of white supremacy that is deeply embedded within the educational structural system. Stories from students, families, and community members reveal ongoing, often unintentional, acts of harm or violence against Indigenous, Black, racialized, and marginalized students, demonstrating a deep-seated failure to address systemic racism. The article explores the presence of harmful ideologies of white supremacy frameworks that permeate every facet of the education system, including the curriculum, communication, disciplinary actions, assessment, and institutional traditions and practices. By examining these issues, the article offers strategies for disrupting these structures, in order to dismantle white supremacy from the education system to support and empower Indigenous, Black, racialized, and marginalized students. By providing these practical examples rooted in a transnational solidarity lens, the article aims to empower educators to disrupt and dismantle white supremacy in the classroom and promote meaningful and long-lasting change.