Anti-racism goes beyond celebrating diversity. It means actively challenging racism in all its forms and working toward freedom, justice, and equity for all. This is an ongoing practice of using our privilege to dismantle barriers and create spaces where everyone can thrive.

As Britt Hawthorne, author of “Raising Antiracist Children”, reminds us, anti-racist parenting requires creativity, accountability, and a commitment to building communities rooted in love and compassion. Below, we share her five guiding principles for raising antiracist children.

  • Community is essential – Anti-racism starts with connection.
  • Children are natural learners – Nurture their curiosity.
  • Antiracism requires imagination, creativity, and action.
  • Create environments that support antiracist values.
  • Re-parent yourself – Embrace the learning and unlearning process.

When we commit to this work at home, we help create change in our schools and communities. Systemic change requires all of us to engage and stay accountable.

Community accountability

As a community, we can’t always prevent harm, but we can commit to being present and supporting healing when it occurs.

When practicing community accountability, we ground ourselves in these values:

  • Truth: Radical honesty with ourselves and others.
  • Time: Change takes longer than we expect.
  • Trust: Assume best intentions, including from those who caused harm, unless integrity is broken.
  • Transformation: Commit to behavioral change and preventing repeated harm.

Unlearning and relearning is a shared journey. There’s no quick fix to systemic racism and oppression. It takes truth, time, and trust to create transformation. We’re grateful you’re here to do this work with us, building a stronger, more equitable New Westminster community.

Below, you’ll find curated resources on how different racialized groups experience racism. This list will continue to grow as we learn together.

Resources

Choosing your own resources through an anti-racist lens

When choosing books or media to explore diverse lived experiences, ask yourself:

  • What identities are represented in the story?
  • Why might the author have centered this perspective?
  • Is this content authentic and respectful of the community it represents?
  • How can you balance your selections for broader representation?

Representation matters, but it’s important to ensure accuracy and avoid reinforcing stereotypes. The same applies to TV, movies, and other media: be intentional about what you consume and share.

  • What do you notice about the characters, people, time, or environment?
  • Is this story current or historically written?
  • Who is racially present?
  • Who is racially missing?
  • What do you notice that may be unfair, harmful or hurtful to someone or a group they may associate with?
  • In the same situation, how would you connect and check on the person being harmed?
  • Why did the problem or situation arise?
  • Who is affected by the problem or situation?
  • How? What can be done to solve or address the problem?
  • Who has the agency to address the problem?
  • What are all the actions that could be taken to support the student?
  • Who could we have involved to help?
  • What risks were taken?
  • What would you do in the same situation?
  • What ways do you support those who need it?
  • How did the characters see the action through to completion?
  • How can you, in your position of power and privilege, raise awareness about the problem and situation?
  • How are you going support on-going efforts towards antiracism?

Reading articles to learn and unlearn

Reading articles is a powerful way to unlearn misinformation and reflect on new perspectives. When reviewing an article, consider these steps:

  • Check the title: Is it designed to provoke emotion?
  • Research the author: Do they have relevant experience? Has their perspective evolved?
  • Engage critically: Highlight what aligns with your knowledge and note what challenges your views.

After reading, ask yourself:

  • What was the injustice?
  • Who experienced it?
  • Who or what caused it?
  • What actions were taken (or could be taken) for a different outcome?