In the evolving landscape of education, affinity spaces for educators who are Indigenous, Black, and People of Colour (IBPOC) are a necessity. These spaces, designed to provide community, support and empowerment, are spaces where shared experiences can increase teacher capacity, understanding, and resilience. IBPOC educators face unique challenges in their roles, and affinity spaces offer a vital counterbalance, allowing them to thrive in environments that often marginalize their voices.
Affinity spaces are intentional environments where individuals with shared identities or interests gather to build connections and collaborate. For IBPOC educators, these spaces can provide more than camaraderie; they are crucial for professional development, teacher wellness, and advocacy. Designed to affirm experiences and cultural identities, and address systemic inequities, these spaces create a sense of belonging and solidarity that can be transformative for educators who often navigate predominantly white institutions.
Systemic Barriers and the Importance of Support
The challenges of teaching are significant for all educators, but IBPOC teachers also bear additional burdens. Beyond the demands of managing diverse classrooms and supporting students with complex needs, as all teachers do, IBPOC teachers frequently face systemic racism and tokenism. IBPOC educators are often positioned as cultural experts, expected to lead diversity initiatives, mentor students of color, and educate their colleagues on diversity, equity and inclusion. While this work is vital, it often goes unrecognized and uncompensated, adding an inequitable layer of labor to already demanding roles.
This unseen labor also takes an emotional and psychological toll. Many IBPOC educators experience isolation due to underrepresentation in the workforce, particularly in regions where the teaching profession remains predominantly white. The feeling of being “the only one” in a school can exacerbate the stress of navigating systemic inequities and microaggressions. Affinity spaces address this by providing a dedicated environment where IBPOC educators can reflect, recharge, and find solace among peers who understand their struggles.
In my personal experience, having IBPOC friends who empathize with the realities of systemic racism and microaggressions has been a source of strength. However, these friends often do not share the context of being educators, leaving a gap in understanding the specific challenges tied to being a racialized person in the teaching profession. Affinity spaces for IBPOC educators bridge this divide by creating communities where IBPOC educators can connect around their shared professional and personal experiences. These spaces validate their identities and offer tools to navigate the layered complexities of their roles.
The benefits of affinity spaces can extend beyond individual support. These communities can empower IBPOC educators to collectively address systemic racism within the education system, benefiting students, staff, schools, and divisions as a whole. Systemic racism manifests in hiring practices, curriculum design, and workplace culture, perpetuating inequities that affect both educators and students. Affinity spaces serve as incubators for systemic advocacy, equipping members to challenge these inequities and advocate for change. By uniting their voices, IBPOC educators can collectively advocate for equitable policies, inclusive curricula, and fair representation in leadership roles.
Affinity spaces also foster a sense of empowerment by celebrating the rich diversity of their members’ experiences. These spaces not only highlight the challenges faced by IBPOC educators but also amplify their successes and unique contributions to the educational landscape. By doing so, teachers involved in these spaces can model these exchanges in their schools and classrooms to enrich the school community and create environments where all students and staff feel seen and valued.
Moreover, affinity spaces are essential for addressing broader systemic inequities within education. By creating environments where IBPOC educators can thrive, schools indirectly foster inclusive practices that benefit all students. Research consistently shows that student outcomes improve when they see themselves reflected in their educators. This is particularly true for students of color, who gain confidence and a sense of belonging when taught by educators who understand their cultural context. Affinity spaces help educators bring their full, authentic selves to their work, creating ripple effects that enhance the entire school community.
Empowerment, Not Exclusion: Reframing the Conversation
Some argue that affinity spaces are divisive or exclusive, suggesting that such spaces hinder integration or fail to address systemic issues directly. However, these critiques fail to grasp the essential purpose and value of affinity spaces: they are not about exclusion but about empowerment and healing. For IBPOC educators, these spaces can provide an opportunity to step away from environments where they may be marginalized, overlooked, or burdened with the emotional labor of educating others about racism and equity. Affinity spaces foster community, validation, and collective problem-solving, allowing participants to build resilience and solidarity in a way that is simply not possible in mixed settings.
Rather than being a “band-aid” solution, affinity spaces play a vital role in dismantling systemic inequities. By offering a safe space for IBPOC individuals to process their experiences, celebrate their identities, and strategize for change, these spaces help participants reclaim the energy and confidence needed to advocate for themselves and their communities. This, in turn, strengthens their ability to challenge and transform inequitable systems in schools.
Importantly, creating affinity spaces does not mean sidelining allies or fostering division. Allies are critical partners in equity work but can benefit from initiatives tailored to their own learning, such as workshops, allyship training, and reflective spaces that encourage active listening and self-examination. This dual approach ensures that IBPOC affinity spaces remain focused on amplifying marginalized voices while still promoting collaboration and accountability across groups.
Far from being divisive, affinity spaces are an acknowledgment of the need for equity and justice. They are spaces where IBPOC educators can thrive, find support, and develop the strength to challenge systemic racism head-on. Rather than a retreat from the fight for justice, they are a powerful tool for building the leadership and resilience needed to carry the work forward.
Fostering Empowerment and Growth: The Work of Affinity Spaces
The activities that take place in affinity spaces are as diverse as the educators they serve. These spaces may host sharing circles, where participants share personal stories and strategies for managing burnout, or cultural teach-ins that empower educators with culturally responsive tools. Workshops on anti-racist pedagogy, leadership development, and grant-writing provide practical resources to support professional growth and systemic advocacy. Affinity spaces can also include social events, like cultural celebrations and networking opportunities, fostering a deeper sense of community and solidarity.
Establishing and sustaining affinity spaces requires intentional effort from both educators and school divisions. Teachers interested in creating these spaces can start with informal gatherings to build trust and gauge interest. Virtual platforms can connect educators in rural or underrepresented areas, ensuring access to support regardless of geography. For school divisions, investing in these spaces involves allocating resources, providing funding and time for meetings, and fostering inclusive policies that prioritize equity and representation. Training for all staff on anti-racism and equity can further reduce the reliance on IBPOC educators to lead these efforts.
Virtual alternatives for affinity spaces can also play a transformative role, especially for those in rural or remote areas. Online forums, video conferences, and collaborative digital platforms offer IBPOC educators the chance to connect without geographical limitations. These virtual communities can be just as impactful, providing a space to share resources, discuss challenges, and build relationships across distances.
Affinity spaces for IBPOC educators are transformative. They offer sanctuary from the isolation and burdens of systemic inequities while empowering members to advocate for meaningful change. These spaces affirm the value of IBPOC voices and their critical contributions to the education system. By investing in these communities, schools can create environments where all educators—and by extension, all students—can succeed. The collective strength and solidarity nurtured within affinity spaces are powerful reminders that no one navigates these challenges alone, and together, IBPOC educators can shape a more equitable and inclusive future for education.
– Originally published in the Winter 2025 issue of the MB Teacher
Read More MB Teacher Features Here!
Allyson (Ally) Fedak, a Grades 4-8 student support services teacher in her fifth year at École Lansdowne, has 13 years of experience. Dedicated to equity and social justice education, she serves on the Equity and Social Justice Committees for both MTS and the Winnipeg Teachers’ Association.