Podcasts

Hosted by Stephen Hurley (Executive Director at voicEd Radio) and Dr. Nicholas Ng-A-Fook (Professor and Vice Dean of Graduate Programs, University of Ottawa), who are joined by: 

• Kiera Brant-Birioukov - Kanyen’kehà:ka from Kenhtè:ke (Tyendinaga Mohawk Territory), Assistant Professor at York University. Kiera’s work and research are grounded in Haudenosaunee thought, educational theory, philosophy, autobiography, and Creation Stories. She has published work on Indigenous teacher education, curriculum theory, reconciliatory pedagogies, the phenomenon of Indigenous resilience, adaptation and ingenuity in Canada. She is currently working with the Frederick W. Waugh project to repatriate historical documents of Haudenosaunee culture, life, and stories to community members in the creation of educational resources and materials. (https://edu.yorku.ca/edu-profiles/index.php?mid=1986777 (external link) ).
  
• Kyrstin Dumont - Band member of the Algonquins of Kitigan Zibi, advocate, educator, and mentor. Kyrstin is a strong role model for other students who have fallen through the cracks of mainstream colonial education systems. She has spoken on Parliament Hill about climate justice and human rights, as well as in the House of Commons where she spoke about the missing and murdered Indigenous women and girls genocide within Canada. (https://www.instagram.com/kyr.dumont/ (external link) )
  
• Stephanie Sanders - Ojibwe Anishinaabekwe from Curve Lake, blended with Spanish and French. Stephanie is an M.Ed student at the University of Ottawa, and an Indigenous Education Learning Partner with the Ottawa Catholic School Board, where she supports educators in incorporating a Two-Eyed Seeing, Land Based pedagogy into their practices. She also supports educators’ efforts in Truth & Reconciliation, and developing respectful relationships with Indigenous community members. 
  
• Marissa Magneson - Cree-Métis artist, photographer, educator, workshop facilitator, and PhD student in the Faculty of Education at York University. Marissa holds a Honours BFA degree and Master’s in Indigenous Studies. Her work is centered around decolonizing education, strengthening community, and reclaiming cultural practices. She is the elected Youth Representative for the Toronto and York Region Métis Council. (https://www.marissamagneson.com/ (external link)  & https://www.instagram.com/magnesonstudios/?hl=en (external link) ). 
  
• Roxanne Gillis - Indigenous MEd student at York University, with a double major in Indigenous studies and Gender and Women’s studies. Roxanne is currently an Indigenous consultant for the City of Toronto, and as a human trafficking survivor, she works with the Native Women’s Association of Canada on a Seeing Ourselves Advisory Council/Healing Project. 
  
• Melissa Somer - Saulteaux Anishinaabekwe from Little Saskatchewan of the Interlake tribes, Buffalo Clan, blended with Pennsylvanian Dutch. Melissa is an Early Childhood Educator and graduate of the Urban Indigenous Teacher Education program from York University, and is currently completing her Masters of Urban Indigenous Education. She is a facilitator, educator, and presenter for George Brown College, York University, and the TDSB.

In this podcast, participants shared their perspectives on equity, informed by their Indigenous worldviews and lived experiences. The discussion was guided by the following questions: 

• What is equity for each of you in terms of your lived experiences and in terms of your current work in relation to settler colonial K-6 public and private schooling systems in Ontario?
• What are some of the historical and/or ongoing individual, structural, systemic and societal barriers?
• What is some of the professional (un)learning work taking place to support students?

To cite this podcast: Hurley, S. (Host), Ng-A-Fook, N. (Host), Brant-Birioukov, K. (Guest), Dumont, K. (Guest), Gillis, R. (Guest), Magneson, M. (Guest), Sanders, S. (Guest), and Somer, M. (Guest). (2023, April 5). Indigenous perspectives on learning and unlearning (No. 1) [Audio Podcast Episode]. In Educational Equity Podcast. https://www.spreaker.com/episode/educational-equity-indigenous-perspectives-on-learning-unlearning--57934000 (external link) 

To access the transcript for this podcast episode, click  (PDF file) here. 

Hosted by Dr. Sejal Patel (Director and Associate Professor, School of Early Childhood Studies), and featuring:

Karen Murray is the System Superintendent for Equity, Anti-Racism, Anti-Oppression in the Toronto District School Board. She most recently was the Centrally Assigned Principal for the newly launched Centre of Excellence for Black Student Achievement which is the first of its kind in public education in North America. Karen leads initiatives focusing on Black Students’ Success and Excellence from K-12 and most recently was appointed by the Ontario College of Teachers to lead the development of an Additional Qualification on Anti-Black Racism. She is an international speaker and author, whose most recent publication MY BEST IDEA: Culturally Relevant Pedagogy provides educators with innovative equitable practices for classrooms and schools. In 2020, Karen was honored as one of the 100 Accomplished Black Canadian Women.

Raquel Walker began teaching in the Toronto District School board in the upper beaches area of Markham and Eglinton at Bliss Carman Senior Public School.  Growing up in Scarborough, she had a deep connection with the community and was always curious about ways to improve engagement and educational outcomes for students at the margins.  Obtaining a master's degree in social justice educational leadership was instrumental in shaping her thinking and understanding about how to utilize strategies and approaches to achieve educational equity.  Currently she is Coordinating Principal, for African, Black and Afro-Caribbean Student Success with the Peel District School Board and has been an educator in Peel for the past 18 years.  She is the proud mother of two children and works every day to improve outcomes not only for students in the Peel region, but also her own children.

Kearie Daniel, with over 20 years of experience, has significantly influenced various sectors as a non-profit leader and communications strategist. She is the co-founder and first Executive Director of Parents of Black Children, a rapidly growing non-profit in Ontario, where she shaped the strategic vision and spearheaded notable growth for the organization.   Kearie has developed supportive methodologies for Black families in the education system by utilizing her expertise in systems navigation.  Kearie focuses on implementing strategic communications and non-profit structures towards tangible impact and  has also led significant communications initiatives in child welfare, including leading communications and community engagement for Phase II of the One Vision One Voice initiative in the province and healthcare by developing strategies for Ontario’s Diagnostic Assessment Programs and earning awards for her leadership in communications for Ontario’s Regional Cancer Centres.  Holding a Masters’ degree in Broadcast Journalism and a Bachelor’s in Mass Communications, Kearie has worked with organizations like NBC News and CBS 60 Minutes, created the platform Woke Mommy Chatter, and written for several publications on race and motherhood.

Charline Grant is the Chief Executive Officer of Parents of Black Children. Charline is a mother of three children and a wife, who led the fight to take on the York Region District School Board to defend and advocate for her children and others against systemic racism. Charline is known for her courageous efforts to improve the York Region District School Board. Her efforts led to provincial changes in education; increased accountability and transparency around finances; and equity training within the York Region District School Board. Currently a local business owner in Vaughan and a former law clerk, Charline earned a diploma from Centennial College and has her real estate license from the Ontario Real Estate Association College. She has over 20 years of legal, real estate, and management experience.   Charline is a recipient of the Courage Award from the National Council of Canadian Muslims and the President’s Award from the Association of Black Law Enforcers. Charline was also a trustee candidate in the 2018 Municipal Election.

In this podcast, participants shared their perspectives on equity for Black students. The discussion was guided by the following questions: 

1. What are some promising approaches to enhancing equity for Black students in elementary schools (ages 4-13)?
2. What are some of the challenges that you/your organization has experienced in working to enhance equity for Black students in elementary schools?
3. In your view, what actions can be taken by education stakeholders in enhancing equity?

To cite this podcast: Patel, S. (Host), Daniel, K. (Guest), Grant, C. (Guest), Murray, K. (Guest), and Walker, R. (Guest). (2025, July 3). Equity for Black students (No. 6) [Audio Podcast Episode]. In Educational Equity Podcast. https://www.spreaker.com/episode/educational-equity-podcast-equity-for-black-students--66854367 (external link) 

To access the transcript for this podcast episode, click  (PDF file) here. 

Hosted by Dr. Sejal Patel (Director and Associate Professor, School of Early Childhood Studies), and featuring:

Melissa Jean-Baptiste Vajda: Csc Providence, with the creation of the Human Rights and Equity Advisor (HREA) role, has taken significant steps towards building a more equitable and inclusive school community. Since 2021, initiatives have included a review of policies and procedures through an equity and human rights centered lens, a new training plan for staff and ongoing support and expertise offered system wide for addressing equity issues and complaints of racism and discrimination have been offered through the work of the HREA and the Csc Providence Equity Team. Ms. Jean-Baptiste Vajda a Human Rights lawyer, will present on efforts made to promote a human rights-based approach to diversity, equity and inclusion in order to reduce barriers and challenges faced by racialized francophone students in the Catholic education system, and in their region of Ontario, and the strides their board has made to support students, staff, and members of the educational community. 

Micheline Limoges has almost 20 years experience in education.  She began her career at the elementary panel with the Conseil scolaire catholique Providence but has taught at the secondary level, become a principal and is now superintendent of education.  She currently works with an inspired team in the equity and indigenous education portfolios. 

Jacqueline Lawrence is the Equity Advisor for the Ottawa-Carleton District School Board.   Her priorities include strategizing with system leaders to identify and address systemic barriers that impact accessible, equitable and inclusive learning and working spaces.  She also designs and facilitates experiential learning sessions to transform mindsets and organizational culture.  Jacqueline is the former Policy Advisor on Diversity Management at Canada Mortgage and Housing Corporation (CMHC) as well as a former Parliamentary Assistant, Speech Writer, Executive Director of the National Women’s Reference Group on Labour Market Issues and Executive Director of the Multicultural Women’s Association.  Her passions include writing, travelling, being a facilitator with the International Black Summit and serving as a co-host and producer of Black on Black, a community public affairs programme aired every Saturday morning on CHUO 89.1 FM.  As a published author, her work has been featured in Jubilation, an anthology celebrating Jamaica's 50th Anniversary, the international bestseller, Pebbles in the Pond (Wave 3), Transforming the World One Person at a Time, the anthology Resilience and Triumph: Immigrant Women Tell Their Stories which captured the first-person stories of 54 racialized immigrant and refugee women across Canada, and most recently, the anthology Light A Fire In Their Hearts: The Truth About Leadership, A Guide for Igniting Engagement Using The Wisdom that Sets Great Leaders Apart.

Neethan Shan (he/him) is currently the Executive Director of Urban Alliance on Race Relations (UARR) and the Vice Chair of TDSB, representing Scarborough Centre as a Trustee. As the founder of Tamil Heritage Month, he heads the Tamil Heritage Month Council and has been coordinating Tamil Heritage Month activities in Canada for 13 years. He is also the CEO of Tamil Canadian Centre for Civic Action, South Asian Health Alliance and a founding board of director for Tamil Community Centre. Neethan was one of the two first Tamil Canadians to be elected to any public office in 2006. He was the first Tamil Canadian and the first person from a South Asian country to become Toronto City Councillor. He was also the first person of colour and youngest person to become the president of Ontario NDP. He was the youngest Tamil Canadian to be elected to public office. These are amongst the many firsts he has achieved through breaking barriers and paving way for other racialized youth to follow. He is a former Toronto City Councillor. From 2006-2010, he also served as a York Region District School Board Trustee. Neethan Shan began his career as a Youth Outreach Worker in Malvern. Neethan went on to become a manager for youth programs in Malvern, where he developed and implemented over twenty programs in many different schools. He has served as a Math and Science teacher, a college professor, and is the former Executive Director of CanTYD and of the Council of Agencies Serving South Asians. During his ten years as Executive Director of CASSA, Neethan advanced the health equity agenda for South Asian communities, undertook a campaign to make municipalities outside the GTA become more inclusive, spearheaded the campaign to establish anti-racism directorate at the provincial level, and brought over 100 organizations from across Ontario under a solidarity umbrella to advance social and economic justice for all South Asians and all other equity deserving communities. Neethan’s extensive involvement in the social services sector also includes work with Parent Action on Drugs, Malvern Community Coalition, Community Use of Schools Council, and Scarborough Youth Task Force, just to name a few organizations. Neethan Shan has a distinguished human rights advocacy record, receiving many awards including the Race Relations Award from the Urban Alliance for Race Relations and the Vital People Award from the Toronto Community Foundation. As a Toronto City Councillor, Neethan was Toronto’s Youth Equity Champion and Newcomer Advocate.

In this podcast, participants shared their perspectives on equity for BIPOC students. The discussion was guided by the following questions: 

1. What are some promising approaches to enhancing equity for BIPOC students in elementary schools (ages 4-13)?
2. What are some of the challenges that you/your organization has experienced in working to enhance equity for BIPOC students in elementary schools?
3. In your view, what actions can be taken by education stakeholders in enhancing equity?

To cite this podcast: Patel, S. (Host), Jean-Baptiste Vajda, M. (Guest), Lawrence, J. (Guest), Limoges, M. (Guest), and Shan, N. (Guest). (2025, July 3). Equity for students who are Black, Indigenous, and People of Colour (BIPOC) (No. 7) [Audio Podcast Episode]. In Educational Equity Podcast. https://www.spreaker.com/episode/educational-equity-podcast-equity-for-students-who-are-black-indigenous-and-people-of-colour--66854369 (external link)   

To access the transcript for this podcast episode, click  (PDF file) here. 

In this episode of the Educational Equity Podcast, student host Jahiem Thomas is joined by a panel of Black advocates, students and professors who share their lived experiences, insights, and reflections on the meaning and significance of Black Joy in education through a podcast conversation titled, ‘Melanin Magic’.

Panelists include:

• Coleen Dudley – Coleen is a first-generation Guyanese-Jamaican Canadian and recent high school graduate with a bilingual French diploma. She currently works as a Community Animator Assistant with TNG (The Neighbourhood Group), where she previously served as a Peer Leader, supporting youth programs and creating safe, engaging spaces for community connection. Coleen is passionate about advocating for Black youth and athletes, especially those who often go unheard. She took a gap year to focus on personal growth and gaining hands-on experience before beginning her studies in Behavioural Analysis and Entrepreneurship at York University.
  
• Dr. Alana Butler – Dr. Alana Butler is an Associate Professor in the Faculty of Education at Queen’s University. She joined Queen’s University in 2017 and currently teaches in the Bachelor of Education program as well as the Graduate Studies program. Her research interests include the academic achievement of low-socio economic students, race and schooling, equity and inclusion.

• Dr. Janelle Brady – Dr. Janelle Brady (she/her/hers) is an assistant professor in the School of Early Childhood Studies, Faculty of Community Services at Toronto Metropolitan University (TMU). Her community-based research explores Black motherhood through Black feminist frameworks and Black childhoods through community-orientations. She is an active member of her local community and a scholar-activist who is part of provincial and grassroots political mobilization efforts. Janelle’s co-edited book publication, Critical Schooling: Transformative Theory and Practice which aims to bridge pre-existing research-practice gaps through decolonial research.
  
• Holidae Robinson – Holidae Robinson is a first-generation Black Canadian and recent graduate of Humber College’s Pre-Health Sciences program. She graduated high school with honours and received multiple awards for bringing Black joy to her school community. Holidae is passionate about amplifying Black voices, celebrating identity, and building joyful, inclusive spaces.
  
• Tiasia Robinson – Tiasia Robinson is a first generation Black Canadian that has just graduated from Westview Centennial SS. She will be attending Brock University for a nursing undergrad as she aspires to be a paediatrician. Tiasia has always been driven to speak up for her community and in doing so has gotten many opportunities to explore and represent the Black community.
  
• With host, Jahiem Thomas - first generation Black Canadian, graduated from Newtonbrook Secondary, He will be attending Centennial College to pursue becoming a mechanic. Jaheim has always been a shy person who doesn’t speak up often but has recently been finding his voice.

In this podcast, participants shared their perspectives on Black Joy, informed by their lived experiences, educational journeys, and professional work. The discussion was guided by the following questions:

1. What does Black Joy mean to you?
   
2. In the face of historical and systemic barriers, how does Black Joy serve as a catalyst for resistance, thriving, and transformational change?
   
3. How does Black Joy shape pedagogical practices that combat anti-Black racism and foster Black student flourishing?
   
4. How can schools move beyond just addressing barriers and actively foster environments where Black students thrive?
5. Can you share how your understanding of Black Joy has evolved over time, particularly as you’ve navigated different stages of your educational journey?
   

Special thanks to Tanitiã Munroe, Research Coordinator, Centre for Excellence for Black Student Achievement and Research & Development, Toronto District School Board, for helping us to bring the wonderful youth participants of this podcast together.

To cite this podcast: Thomas, J. (Host), Brady, J. (Guest), Butler, A. (Guest), Dudley, C. (Guest), Robinson, H. (Guest), and Robinson, T. (Guest). (2025, July 9). Melanin magic: A conversation about Black joy (No. 8) [Audio Podcast Episode]. In Educational Equity Podcast. https://www.spreaker.com/episode/melanin-magic-a-conversation-about-black-joy--66918303 (external link) 

To access the transcript for this podcast episode, click  (PDF file) here (opens in new window) . 

Hosted by Dr. Sejal Patel (Director and Associate Professor, School of Early Childhood Studies), and featuring:

Dr. Maria Karmiris has been working as an elementary school teacher for the Toronto District School Board since 2002. She is also a sessional lecturer at OISE/UT and TMU.

Luke Reid is a human rights lawyer and a social worker who has spent his career serving clients with disabilities. Over the course of his career Luke has represented numerous students with disabilities in litigation with school boards. He has worked at ARCH Disability Law Centre, in private practice, at the Public Guardian and Trustee, and is currently Counsel at the Canadian Human Rights Commission. He has represented clients in numerous fora including the Human Rights Tribunal of Ontario, the Canadian Human Rights Tribunal, and in various appellate Courts, including the Supreme Court of Canada. He has led multiple law reform and research projects on disability-related issues in the education system and has significant expertise in human rights, education, and accessibility law. Luke is currently completing his PhD at the University of Toronto and is conducting research on the human rights issues that students with disabilities confront in the education system. Luke is appearing in a personal capacity today, and none of the views he expresses should be construed as representing the views of his employers or clients - former or present.  

Ingrid Palmer is a community amplifier; uplifting the voice, perspective, and inherent value of those pushed most to the margins. As a Black, visually impaired, former foster kid she brings a lifetime of expertise in challenging social and systemic inequity, while fostering connections across diverse identities. Ms. Palmer is a champion for intersectional leadership and her acclaimed storytelling brings the nuanced issues facing equity-denied people from the background to the forefront. An award-winning global speaker and bestselling author, Ingrid is regularly invited to speak on gender equity, decent work, poverty reduction and other barriers debilitating stigmatized communities. As a consultant she has informed on the creation of education resources, engagement, and organizational reform to better support the interests of students with child welfare experience and students with disabilities. She is the former Director of Networks and Relationships at Toronto Neighborhood Centers and Director of Agency Partnership and Learning at Up With Women. Currently, Ingrid holds the role of Principal IDEAL Advocate at Realize where she leads 3 national research projects on intersectional barriers to employment for people living with episodic disabilities and educates organizations on creating inclusive workplace cultures that support diverse realities and promotes universal belonging. Her background in service includes Board Chair of the Child Welfare PAC, Vice Chair of the Council of Canadians with Disabilities, the Partnership and Accountability Circle with the Confronting Ant-Black Racism unit, Right To Housing Toronto, and St. Michael’s Pediatric Research Advisory Board. Her education accomplishments include graduating from York University BA, Toronto School of Business (Hons), and certification in Power and Influence from Harvard Business School.

In this podcast, participants shared their perspectives on equity for disabled students. The discussion was guided by the following questions: 

1. What are some promising approaches to enhancing equity for disabled students in elementary schools (ages 4-13)?
2. What are some of the challenges that you/your organization has experienced in working to enhance equity for disabled students in elementary schools?
3. In your view, what actions can be taken by education stakeholders in enhancing equity?

To cite this podcast: Patel, S. (Host), Karmiris, M. (Guest), Palmer, I. (Guest), and Reid, L. (Guest). (2025, July 15). Equity for disabled students (No. 9) [Audio Podcast Episode]. In Educational Equity Podcast. https://www.spreaker.com/episode/educational-equity-podcast-equity-for-disabled-students--66989026 (external link) 

To access the transcript for this podcast episode, click  (PDF file) here (opens in new window) . 

Hosted by Dr. Sejal Patel (Director and Associate Professor, School of Early Childhood Studies), and featuring:

Ilana David is a social worker with over 15 years experience working with children, youth and families in mental health, 2SLGBTQ+ community services and education settings. Through the Gender and Sexual Diversity team in the TDSB, Ilana provides a range of support and consultation services, with a focus on gender and sexual diversity and gender-based violence prevention.  Ilana facilitates groups for parents and caregivers of trans, nonbinary and gender diverse students; provides training to school staff on relevant polices, procedures and best practices; and advocates for safer, 2SLGBTQ+-affirming school climates across the TDSB.

Malissa Bryan is a passionate equity, diversity, and inclusion specialist and advocate who supports individuals and organizations adopting anti-oppressive practices. In 2020 Malissa became the founder and CEO of the Rainbow Diversity Institute (RDI), a consulting firm that focuses on increasing awareness and support for EDI initiatives and training. Malissa also sits on the University of Guelph’s Presidential Advisory Committee on anti-racism and is a co-lead at the Live, Work, Well Centre in the Anti-Opression Research Lab cluster at the University of Guelph. Malissa received her Bachelor of Arts with Honours degree from the University of Guelph, majoring in Sociology and minoring in Anthropology. Malissa continued to complete a Master of Arts degree at the University of Guelph, their thesis focused on racialized collectives in predominantly white institutions (PWIs), examining the experiences of Black students and Black collectives in these spaces. Malissa is currently completing a Ph.D. in Sociology focusing on race, education, work, equity, and inclusion. Outside of professional work, Malissa enjoys long road trips with their wife and hiking with their pup.

Jo Jefferson is a queer/trans writer, parent, and community worker who has been on staff at The 519 since 2018. Jo's background is in popular education for personal and community transformation. They believe that we have to dream the world we want, and then work together to build it.

In this podcast, participants shared their perspectives on equity for 2SLGBTQIA+ students. The discussion was guided by the following questions: 

1. What are some promising approaches to enhancing equity for 2SLGBTQIA+ students in elementary schools (ages 4-13)?
2. What are some of the challenges that you/your organization has experienced in working to enhance equity for 2SLGBTQIA+ students in elementary schools?
3. In your view, what actions can be taken by education stakeholders in enhancing equity?

To cite this podcast: Patel, S. (Host), Bryan, M. (Guest), David, I. (Guest), and Jefferson, J. (Guest). (2025, July 10). Equity for 2SLGTBQIA+ students (No. 10) [Audio Podcast Episode]. In Educational Equity Podcast. https://www.spreaker.com/episode/educational-equity-podcast-equity-for-2slgtbqia-students--66930511 (external link) 

To access the transcript for this podcast episode, click  (PDF file) here (opens in new window) . 

Hosted by Dr. Sejal Patel (Director and Associate Professor, School of Early Childhood Studies), and featuring:

Jodie Williams currently works as the Academic Coordinator for Indigenous Education with the Dufferin Peel Catholic District School Board and is the Past Chair for the First Nations, Métis and Inuit Education Association of Ontario.  She has been involved in land-based experiential learning and culture camps with students for over a decade and has created Anishinaabemowin language programs for Indigenous students to access from across Ontario. Together she and her husband have 5 daughters and one granddaughter.

Tesa Fiddler is Anishinaabe, a member of Kitchinuhmaykoosib Inninuwug (Ki-chi-na-may-coo-zeeb In-ni-noo-wug) in Northwestern Ontario.  She is a mother, and has been an educator for nearly over 20 years.  Tesa is currently the Coordinator of Indigenous Education at Thunder Bay Catholic District School Board.

Dr. Nicole Ineese-Nash is an Indigenous researcher, educator, and community worker with over 10 years of experience working with Indigenous children, youth, and communities. Born and raised in Toronto, Nicole is a member of Costance Lake First Nation in Treaty 9 territory and holds relation to the lands, waters, and people along the English and Kabikagomi Rivers. With a PhD in Social Jutice Education and a Master’s in Early Childhood studies, she is passionate about supporting Indigenous self-determination and cultural resurgence, particularly in the context of childhood and youth. Nicole’s various research and practice interests reflect her lived experience as an Indigenous person on a path of cultural reconnection and learning. As an Assistant Professor cross-appointed between the schools of Early Childhood Studies and Child and Youth Care at Toronto Metropolitan University, Nicole leads innovative community-based research on the topics of Indigenous disability, early learning, land-based education and youth mental health. Her research with Indigenous young people spurred the foundation of her national charitable organization called Finfing Our Power Together, which offers mental health coaching, group psychoeducation, and cultural healing to Indigenous youth across Canada. Nicole’s skills in community-based research, social justice education, and Indigenous cultural practices have allowed her to work with Indigenous communities both in and out of the academy, informing her research, writing, teaching and practice.

In this podcast, participants shared their perspectives on equity for Indigenous students. The discussion was guided by the following questions: 

1. What are some promising approaches to enhancing equity for Indigenous students in elementary schools (ages 4-13)?
2. What are some of the challenges that you/your organization has experienced in working to enhance equity for Indigenous students in elementary schools?
3. In your view, what actions can be taken by education stakeholders in enhancing equity?

To cite this podcast: Patel, S. (Host), Fiddler, T. (Guest), Ineese-Nash, N. (Guest), and Williams, J. (Guest). (2025, July 10). Equity for Indigenous students (No. 11) [Audio Podcast Episode]. In Educational Equity Podcast. https://www.spreaker.com/episode/educational-equity-podcast-equity-for-indigenous-students--66930512 (external link) 

To access the transcript for this podcast episode, click  (PDF file) here (opens in new window) . 

Hosted by Dr. Sejal Patel (Director and Associate Professor, School of Early Childhood Studies), and featuring:

Yvonne Kelly is a Social Worker (BSW, MSW) with a focus on community and systems. She is currently a Community and Partnership Developer with the Inclusive School and Community Services Department of the York Region District School Board. Yvonne has 30 years of experience in community development, social justice, advocacy and equity work, largely in school based settings. She is currently Co-Chair of the Social Planning Council of York Region, Co-Chair of the Affordable Housing Coalition of York Region and past Chair of the Social Planning Network of Ontario from 2019-2024. She was the Co-Lead of a Community of Practice within the Knowledge Network for Student Well-Being that examined the impacts of low-income on students and families. Yvonne has participated on the steering committees of several organizations and grassroots coalitions advocating for adequate income, equity and fairness for all. Yvonne is committed to working with diverse groups and sectors to find common purpose.

Maria Y.M. Yau, founder of EquiFair Research Consulting, was a senior researcher with the Toronto District School Board (TDSB) for over 30 years. Among her many projects, she helped pioneer and conduct three rounds of TDSB’s Student and Parent Census, collecting population-based data on student demographics, in- and out-of-school experiences, and well-being. This periodic system data collection was instrumental in supporting the board’s equity agenda. Maria was also responsible for designing and implementing the annual school review process for TDSB’s Model Schools for Inner Cities (MSIC) program. With the use of multiple outcome indicators and measures, MSIC schools and the system were informed of the needs and strengths of their students, as well as their academic and well-being progress over time. Maria’s other research at the TDSB included the Early Development Instrument (EDI), multi-year evaluations of such equity programs as Parenting and Family Literacy Centres, Beyond 3:30 After-school Program, and Model Schools Paediatric Health Initiative. After her tenure with the TDSB, Maria has been commissioned to support other school boards and independent schools in their identity-based data work toward the advancement of equity in education.

Michael Kerr is a community development worker and equity and human rights advocate now serving as Coordinator with Colour of Poverty - Colour of Change – the racial justice education and advocacy network in Ontario. He also taught for 15 years at Seneca College in the Social Service Worker program.Having worked in a number of capacities with several newcomer settlement and refugee advocacy groups and organizations over many years, as well as being active in a broad spectrum of equity, human rights & racial justice advocacy efforts and community-based campaigns - he was also the Coordinator ( for its first five years ) of the National Anti-Racism Council of Canada - NARCC ( 2001-2006 ). Colour of Poverty – Colour of Change is a joint province-wide effort by a growing number of groups, agencies and organizations – ethno-specific and other health and social service providers as well as human rights, anti-racism and racial justice advocacy-minded groups and individuals – jointly working to address and redress the growing racialization of poverty and other related expressions of colour-coded inequality and marginalization – of both First Peoples and peoples of colour – and for racial equity, human dignity and social justice more generally across Ontario.

In this podcast, participants shared their perspectives on equity for students living in low sociodemographic neighbourhoods. The discussion was guided by the following questions: 

1. What are some promising approaches to enhancing equity for students living in low sociodemographic neighbourhoods in elementary schools (ages 4-13)?
2. What are some of the challenges that you/your organization has experienced in working to enhance equity for students living in low sociodemographic neighbourhoods in elementary schools?
3. In your view, what actions can be taken by education stakeholders in enhancing equity?

To cite this podcast: Patel, S. (Host), Kelly, Y. (Guest), Kerr, M. (Guest), and Yau, M. (Guest). (2025, July 10). Equity for students living in low sociodemographic neighbourhoods (No. 12) [Audio Podcast Episode]. In Educational Equity Podcast. https://www.spreaker.com/episode/educational-equity-podcast-equity-for-students-living-in-low-sociodemographic-neighbourhoods--66930514 (external link) 

To access the transcript for this podcast episode, click  (PDF file) here (opens in new window) . 

Hosted by Dr. Sejal Patel (Director and Associate Professor, School of Early Childhood Studies), and featuring:

Elder Joanne Dallaire sits as the Elder & Senior Advisor, Indigenous Relations and Reconciliation, Toronto Metropolitan University; Chair of TMU's Aboriginal Education Council; Co-chair of the Truth and Reconciliation Directive, Co-chair of the 2021 Standing Strong Task Force and currently serves on the Advisory Council for the School of Medicine at Toronto Metropolitan University. She also sits as a member of the Elders Council and Chair of Urban Indigenous Community Advisory Committee for the Toronto District School Board and provides administration and staff support. She has dedicated her career to counseling, advising, training and educating on Indigenous concerns, empowering & capacity building and advocating for change in broader societal relationships between Indigenous and non-Indigenous people. Joanne’s awards include an Honorary Doctorate of Laws - Community Services Faculty, Toronto Metropolitan University, The Minaake Award for Leadership, Herbert H Carnegie Amazing Aces Award for Courage and City of Toronto Access, Equity and Human Rights Awards – Aboriginal Affairs Award.

Aasiyah Khan has an extensive community development and research background that is grounded in inclusion and anti-oppressive practice principles. She led a research project that captured the narratives of young Muslim women in the GTA; with a specific emphasis on Islamophobia and resilience. In 2018, Aasiyah completed her Master’s in Social Work (MSW). In her role as the Director of Education Programs at the National Council of Canadian Muslims (NCCM), Aasiyah has provided training for over 10,000 educators, students, and community members. She is a leading changemaker in anti-Islamophobia programing and advocacy. Outside of work, she is a nature enthusiast and avid traveler.

Leora Schaefer is the Executive Director of Facing History and Ourselves Canada. She has worked in the field of education for 25 years. With a B.Ed. from the University of Winnipeg, Leora was a classroom teacher at the start of her career. In 2003, she joined the Facing History office in Boston after receiving her M.A. from Brandeis University. In 2008, after moving home to Canada she opened the Facing History office in Toronto. Leora is driven by the goal that every student across the county will have classroom experiences that inspire them to learn from the lessons of history so that they feel empowered to stand up against bigotry and hate.

In this podcast, participants shared their perspectives on faith-based equity. The discussion was guided by the following questions: 

1. What are some promising approaches to enhancing faith-based equity for students in elementary schools (ages 4-13)?
2. What are some of the challenges that you/your organization has experienced in working to enhance faith-based equity for students in elementary schools?
3. In your view, what actions can be taken by education stakeholders in enhancing equity?

To cite this podcast: Patel, S. (Host), Dallaire, J. (Guest), Khan, A. (Guest), and Schaefer, L. (Guest). Faith-based equity (No. 13) [Audio Podcast Episode]. In Educational Equity Podcast. https://www.spreaker.com/episode/educational-equity-podcast-faith-based-equity--66930515 (external link) 

To access the transcript for this podcast episode, click  (PDF file) here (opens in new window) .