Educating Humanity by Fostering Diversity and Inclusion

BY JOY IDAMI ’21, DEBORAH OJO ’22, RICHARD RUBIN ’21, OSCAR SONG ’21

Over the last 39 years, HTS has steadily grown more diverse, and its continuous efforts to achieve a higher standard of learning have truly been evident. The student body is composed of different races, gender identities and religions; we are encouraged to see the world through each other’s eyes. Ex Doctrina Mores is our school motto – as a result of knowledge, training and education, come character and right living. As the world continues to evolve, we, as a community, strive to know better, educate others and foster greater inclusion within our community. HTS has made significant leaps in social justice and equity education and is a model of incorporating real-world issues into daily classes. For example, last year HTS created a new Grade 11 interdisciplinary course, marrying the English and social justice curricula to teach students more about the social and political landscape in Canada and the world. One highlight from this course is the weekly Intellectual Salons, which encourage students to come prepared with their own opinions and with the openness and curiosity to listen to

others. Course assignments allow students to explore issues they are passionate about. Most notably, the slam poetry assignment enables students to express their voice about a societal issue through a unique medium, with past topics ranging from police brutality to stereotypes towards the Chinese community related to COVID-19.

Other courses at HTS also further students’ human rights education. For instance, Grade 9 and 10 classrooms are brimming with discussions on current issues. Examining works of literature such as Night by Elie Wiesel offers students windows into unique historical perspectives. The Grade 10 history curriculum also provides students with opportunities to examine historical actions and their impacts. Its exploration of injustice spans from Canada’s treatment of Chinese railroad workers to various forms of systematic oppression and discrimination, prompting students to reflect on their current actions.

HTS’s remarkable strength is its ability to accept new ideas and grow with its student body. HTS demonstrates the capacity for significant change, which bodes well for the future of the school. Over the past four years, HTS has had a Genders and Sexualities Alliance (GSA) club in the Senior School; members have worked tirelessly to educate the community and support our LGBTQ2S+ students, as well as local organizations. This year, we were invited by the Head of School to form a Diversity and Inclusion Council; its mission is to create a school environment that is anti-racist by engaging in safe and critical conversations around race, anti-Black racism and discrimination of marginalized students. For Deborah Ojo, co-leading the Diversity and Inclusion Council is an experience that gives her and others a platform to express their passion for making change within their community. Deborah says, “This opportunity to listen to the ideas, stories and voices of my peers, and work towards putting these ideas into action, is the most meaningful aspect of leading this council.” And as we write this, a brand new club – Feminism for Change – is emerging to create spaces for dialogue around women’s rights, body positivity, mental health and what it means to be a feminist and an ally.

We are extremely proud to be a part of a community that allows for such growth, and yet there is much more our community must do. HTS has begun to encode diversity and inclusion in its policies, such as the Anti-Racism policy, Equity and Inclusive Education, Human Rights, Discrimination & Accommodations and Guidelines for Respecting & Supporting Transgender Students. However, the vast majority of HTS students are unaware of these policies. And while the words are impactful, words alone cannot move us forward. Without awareness and meaningful implementation, forms of discrimination such as microaggressions and internal biases continue to persist amongst students and faculty alike, hindering us from moving forward as a more inclusive community.

Furthermore, HTS can achieve a more holistic human rights curriculum by exploring international works and perspectives and decentring the Eurocentric worldview that dominates our learning. It is vital that we, as students, learn from a multitude of perspectives, as this is key to dismantling the embedded bias of western education. Learning through just a single lens can prove to be detrimental to our goal of diversity and inclusion, as it discourages students from enhancing their own personal views by considering history from only a single Eurocentric perspective. For example, in courses such as history, we must incorporate more Indigenous, Asian and African-Canadian perspectives, to let students hear and understand new viewpoints. This will also grant many of our students the opportunity to finally see themselves reflected in what they learn and to feel empowered to develop their own voice.

HTS students would also benefit from being represented in all aspects of their school, especially in the staff which currently does not fully reflect the diversity of the student body. Allyship is important, and we have many staff who are allies and have been dedicated to an equitable and inclusive education. However, to move our community forward, one of the goals for the leadership team of the school is to hire great teachers who reflect the entire community of HTS. Students need to be able to see themselves; it is crucial that our students have adults whom they can look to and relate to. This allows students to have role models among them every day – people who can deeply connect and understand their experiences, culture and traditions. And in turn, this enriches the community as a whole.

Finally, as we look at our HTS community and how it can continue to progress and grow, we begin with ourselves – with each individual, whether adult or student. Our internal biases – the way we treat one another and the prejudices we perpetuate that may, in fact, go unnoticed – affect everyone. The world is experiencing a moment of sincere self-reflection, and if we are to maintain our place as a leading institution, HTS must do the same. In order to move away from racism and discrimination, we urge you to self-reflect. The health of our community requires that each and every individual question himself/herself/themselves and his/her/their role, taking careful steps to ensure that we all lead anti-racist and antidiscriminatory lives. As mentioned, HTS has shown the ability to adapt to new ideas, and to grow and learn. We believe that the future of HTS can and will be a bright one.

As some of us graduate this year and get ready to move on to the next chapter of our lives, HTS will continue this focus

in our absence. Though not perfect, HTS works hard to make every day more exceptional than the last, and in our eyes, that is what counts. The faculty, staff, students and even parents come from all corners of the world to make our school a little more colourful. HTS promises to continue to improve and, as students of today and adults of tomorrow, we could not be more proud to be a part of this success story.

Microaggression: An everyday, subtle, intentional or often unintentional interaction or behaviour that communicates some sort of bias toward marginalized groups.

Internal bias: An often unconscious opinion about something or someone that stems from social stereotypes about certain groups.

Prejudice: A preconceived opinion or judgment of an individual or group that may be based on societal norms, rather than sufficient knowledge or experience.

Anti-racist: Opposing racism and actively promoting racial tolerance. (Recommended reading to learn more: https://www.nlc.org/article/2020/07/21/what-does-it-mean-tobe-an-anti-racist/)

Anti-discriminatory: Opposing discrimination (unfair treatment of people based on their sex, race, age, etc.) and promoting tolerance.

HTS Parent In what ways has your HTS experience transformed you?

HTS remains a blessing to me and my family in ways that words alone cannot express. I am fortunate to have two children attend a truly community-centric school that cares about not only the academic needs of the students, but also their spiritual and mental well-being. The welcoming school environment, coupled with the genuine love of the school’s staff, creates an endearing atmosphere ideal for learning and forging lasting relationships.

One of my many favourite memories was volunteering during the 2018 HTS Great Gatsby Gala event. The occasion offered me the opportunity to interact with others and cultivate friendships. I was genuinely transformed by the camaraderie and network of people that the school created. HTS has done incredibly well to foster diversity and community service. Thank you, HTS!

Grade 3 How does HTS help you grow as a person and as a learner?

At HTS, teachers help me understand things that I didn’t understand before. They teach me how to show my thinking to other people. This helps me when I have to solve problems. Teachers give us new strategies and skills and then we practice them so we can get better, like in math, soccer and art. We also learn how to be friends and help other students, by comforting them if they are sad or playing with them if they are lonely.