Diversity and Inclusion with Miriam

Sekandi

Dr. Miriam Sekandi is the CEO and Founder of Break Free Zone a unique development platform for individuals desiring to break free from socio-cultural conditioning that causes family and racial trauma. She is also a leading consultant, keynote speaker, and facilitator who is passionate about parenting, mental health, diversity, equity and inclusion. She is also the author of the international bestselling book “It Takes a Village to Wreck a Child.” Her professional experience over the last 30 years includes education, training and consulting for secondary and post-secondary institutions, facilitating workshops and consulting for non-profits and post-secondary education in Canada.

Dr. Sekandi is a lecturer at the University of Alberta in the Secondary Education Teacher Education Program, Board Chair of the Alberta Black Therapists’ Network, and a Facilitator with Black Mental Health Canada. She also leads the implementation and integration of the Children and Residential Experiences (CARE) and Therapeutic Crisis Intervention (TCI) Models for at-risk youth transitioning to independence within Boyle Street Community Services - Group Living Program. Dr. Sekandi holds a Ph.D. in Secondary Education and an M.A. in Textiles and Clothing both from the University of Alberta, and a B.Ed and Dip. Ed from Uganda. She is passionate about and available to speak or con- sult on the following topics: Diversity, Equity and Inclusion, Racial Trauma, Intercultural Parenting for BIPOC, Self-Empowerment and Personal Development for Immigrants and Newcomers.

Coming to Canada in 2004 from Uganda, Dr. Sekandi was always an advocate for social inequality. Because of her background as a teacher, Dr. Sekandi can identify disparities in today’s classrooms or our communities. Even though she experienced some direct racism in Canada, it has mainly been microaggressions and systemic inequalities she has dealt with.

Dr. Sekandi believes there needs to be a diverse composition of teachers in the schools because of the diversity of students. Many hiring practices highlight the need to hire diverse individuals, but unfortunately, “the doors are open for everyone to come in, but the space inside is not for everyone.” For example, Dr. Sekandi is trained as a teacher in Uganda, yet if she applies, she finds that the “experience that is wanted is very Canadian specific.” The system, language, and procedure used to recruit are not inclusive. Despite qualified immigrants applying for positions, the requirements do not match their experiences.

The need for diversity is evident, but the Black perspective is important as well. There is a “need to look at things from a multileveled space.” In terms of education, the government has a huge part to play. If a policy is regarding diverse needs, then there is a need for diverse people to look at it from a different perspective. It is also about holding everyone accountable to the policy regarding issues of racism and discrimination. “Racism is experienced in different ways and at different levels,” Dr. Sekandi states, and children learn about racism at home, from television and books. Culturally safe environments need to be created for students. Dr. Sekandi recommends getting more people on board to fix a situation. This might include external help, parents, and students to sit on a committee.

Research indicates that many immigrant families are working several jobs, have lack of language and are attempting to support their children. Some of these students are not completing high school or are unemployed.

Dr. Sekandi suggests that children need to be supported regarding their career choices and direction in terms of courses to take to enable them to get into post-secondary institutions.

Helping students understand their cultural backgrounds and having Black teachers visible in positions such as career counselling would benefit students. Grades will have meaning if students wish to pursue a career.

As children journey through the educational system, Dr. Sekandi believes that parents need to be or to find mentors for their children. Seeing more Black people in different professions would make things more normalized for children. As elders, “we need to do more to support these children…” Putting opportunities in front of young adults is Dr. Sekandi’s job.

The door is slowly opening for more Black people to apply for positions in schools. When we underestimate the power of our voices and continue to complain to each other, the system can never be fixed, Dr. Sekandi shares. “We have to start speaking to the right ears… using our voices and avenues and spaces and stop being dismissive of opportunities to network and speak.” The system may be broken, but we can all work to support our students