The greatest opportunity for advancing equity lies in leadership

Anin Sikwa, Tansi, Et-lan-eh-tay, Ho…

As I have reflected on my experience with equity both as an individual and as a professional working in the educational field – I am struck by the lack of appreciation of those inside and outside of the school system – of the definition of equity.

Anin Sikwa, Tansi, Et-lan-eh-tay, Ho…

As I have reflected on my experience with equity both as an individual and as a professional working in the educational field – I am struck by the lack of appreciation of those inside and outside of the school system – of the definition of equity.

I have often had to debate those who would use the words “equity” and “equality” interchangeably or purport that achieving equity in our world is somehow an unnatural and unrealistic expectation. There are many ways to help distracters understand the potential for an equitable society. Perhaps our greatest resource and challenge in this endeavour, however, is to ensure that all students and school systems understand what equity really means.  As an example, we do not examine the notion of “privilege” in our school system or in our society and therefore miss an opportunity to understand the significant barriers to equity.

I was once told by the Elders that for many years western society has led us – and perhaps misled us – on the education journey.  It is time that Indigenous peoples walk side by side on a shared education journey that is appreciative of the histories and contributions of both our world and the Western world.  The spirit and intent of our relationship was built on that notion but it has been imbalanced from the start.

I was once told by the Elders that for many years western society has led us – and perhaps misled us – on the education journey.  It is time that Indigenous peoples walk side by side on a shared education journey that is appreciative of the histories and contributions of both our world and the Western world.  The spirit and intent of our relationship was built on that notion but it has been imbalanced from the start.

My personal journey has led me to believe the greatest opportunity for advancing equity lies in leadership.  Much of the literature on leadership attests to the fact that leadership can and does make a difference. Leaders are not to be confused with some gifted group of elite individuals; rather, leaders are ordinary folks making extraordinary decisions to make a difference.

I recall learning of the Treaty of Versailles, the Treaty of Utrecht, the Treaty of Paris, and other treaties in school, but never about my own (Treaty 2) or of Treaty 6 in which I resided.

I have experienced a number of examples in the education sector of either leadership taken or leadership denied.  One has only to reflect on the history lessons we learned about Treaties.  I recall learning of the Treaty of Versailles, the Treaty of Utrecht, the Treaty of Paris, and other treaties in school, but never about my own (Treaty 2) or of Treaty 6 in which I resided.  As a result of that missed leadership opportunity, I must now spend a great deal of time educating folks that we are all treaty people and have obligations and responsibilities as a result.

I encourage you to reflect on your role as leaders and to rise to the challenge of supporting the advancement of equity as a foundational value or principle.   There will be no lack of opportunities to engage on this as we continue to see the consequences of inequity.  Pick an imperative that resonates – historical, economic, moral, educational, or others.  I would challenge you to take action and set a course that can and will influence others to do the same.  “Leadership is not an affair of the head.  Leadership is an affair of the heart”; (The Leadership Challenge 4th Ed. pg 351, Kouzes and Posner)

Some Saskatchewan School Boards Association Information Resources:

• Aboriginal education documents
• Education Equity Documents

Meet the Expert(s)

Darren McKee

Executive Director, Saskatchewan School Boards Association

Darren McKee, originally from the inter-lake region of Manitoba, has a MEd from the University of Saskatchewan and has been a classroom teacher, a school administrator and a Superintendent and Director of Education. Darren has spent the last number of years with the Ministry of Education (including more than four years as the Assistant Deputy Minister); in 2012 he became the Executive Director of the Saskatchewan School Boards Association.

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