Natasha Henry & Phiona Lloyd-Henry
Natasha Henry has been an educator for 20 years. She is an award-winning author and an award-winning curriculum developer, focusing on Black Canadian experiences. Natasha is the president of the Ontario Black History Society. She is committed to anti-racism in her teaching practice and through the creation of accessible, rich content that supports the promotion culturally-relevant pedagogy and equity in classrooms, and through the professional development workshops and presentations she offers.
Through her various professional and community roles, Natasha’s work is grounded in her commitment to research, collect, preserve, and disseminate the histories of Black Canadians. Natasha Henry is currently completing a Ph.D. in History at York University, researching the enslavement of Africans in early Ontario.
Phiona Lloyd-Henry is an educator and has worked with the Peel District School Board for more than ten years. During that time she has been an English, history, careers and civics teacher. She has been a curriculum head of English and has served as the instructional resource teacher for equity and inclusive education. Phiona now serves as the instructional coordinator for equity and inclusive education whose core responsibility includes coordinating the Peel District School Board’s We Rise Together Action Plan. This includes facilitating anti-racism training, leading the development of curriculum, learning resources and materials and providing system-wide facilitation/training related to the School Success planning process and the Board’s Plan for Student Success. Phiona is a member of an amazing team of educators that are dedicated to serving students and creating educational environments that are more equitable and inclusive. She is interested in critical democratic pedagogy and anti-oppressive forms of teaching and learning; she values the development of critical literacy and the integration of student voice and choice in schooling. She also values the development of student efficacy and social activism.
Phiona’s main interest is to serve students; to that end, she is dedicated to the integration of culturally responsive practices that reflect students’ multiple identities and build on students' knowledge and schema. Phiona believes in the transformative power of education - of its ability to create successful, critically aware citizens that are dedicated to justice and peace.