Gary Stewart Advocacy for change, Advocacy for public education, Constant Learning, Inspiring Teachers, Making a Difference Through Education, Professional Learning and Growth, Social Justice, solidarity, Teaching as a public profession

My Experience with Project Overseas

If you are a life-long learner who believes in equity, inclusion and public education then volunteering your time and skill-sets with the Canadian Teachers’ Federation (CTF) Project Overseas (PO) might just be the right experience for you. I myself have volunteered for PO for three years (2017, 2018 and 2019) and I can honestly say that it was one of the best experiences in my professional career. Overseas projects have not run in 2020, 2021 or 2022 due to the pandemic. You might be asking yourself, what is Project Overseas and how can I get involved? I will share a few things with you to get you started and also connect you with some websites for additional information.

 

What is the Canadian Teachers’ Federation (CTF)?

CTF is a national alliance of provincial and territorial member organizations across Canada (including ETFO). Its head office is located in Ottawa. The goal for CTF is to demonstrate a commitment to advancing education and building teacher solidarity worldwide. 

Here are some ways that CTF supports teachers:

  • Increased influence with government
  • Support for better working conditions
  • Research and professional development
  • Educational resources and services
  • International volunteering opportunities (i.e. Project Overseas)

For more information on CTF, please visit www.ctf-fce.ca 

 

What is Project Overseas?

PO is a collaborative learning opportunity for participating provincial and territorial teacher organizations with other progressive countries throughout Africa and the Caribbean. As a selected member from your union, you and your team of Canadian teachers/members will travel to the host country (usually for the month of July) and work in partnership directly with other facilitators from the host country to co-plan and co-deliver professional development strategies to their lead teachers and administrators in a series of workshops and presentations. In most situations, the experience will be similar to a train-the-trainer model. This is a shared approach to teaching and  learning, as you will learn as much from the host nation as they will learn from you. The goal for PO is to improve teaching and learning around the world, to ensure equitable access to higher education for young girls, and to promote equitable, high quality, publicly funded public education for all. 

 

What was my experience like with Project Overseas? 

My experiences in Sierra Leone and Uganda have been one of the best learning experiences in my professional career. I met amazing educators who were doing amazing things with very little resources, with no, or next to no access to technology and with limited opportunities for professional development. Educators were using tree bark to create soccer balls for physical education. They were using pebbles, bottle caps and seeds from fruits to support students’ learning in numeracy. They were using flattened out empty cardboard boxes as anchor charts to teach concepts in literacy, science and social studies. These amazing educators were so enthusiastic about learning new ideas and sharing their own teaching strategies with us. One of my learning highlights was understanding and appreciating their use of music in teaching new concepts and as a tool for reviewing big ideas. In fact, singing, clapping and movement were used in all aspects and subject areas throughout the learning process. Music was used to welcome people into a space, to bring the group together, to teach a new concept and to review what was taught. Music was used as an holistic and inclusive way of learning. You would certainly be moved, in more ways than one, by your shared experiences and new learning opportunities with PO. You would be certain to learn new ideas that you could bring back to your school community and incorporate into the classroom. 

 

With PO, we also had opportunities for cultural exchange. There was usually a cultural event where we shared aspects of our Canadian culture. This might have included a taste of certain food like maple syrup, a Canadian geography game or two, a game of hockey or lacrosse and of course the singing/playing of the national anthem. The host country in return would present a special event which usually included the wearing of traditional outfits, dancing, food and games/plays. In some cases, we were able to visit a cultural museum, a zoo or a school/classroom that might still be in session. 

 

Regardless of which host country you attend, you will make an impact on their access to quality education and you’re certain to return with a new outlook on what it means to be an effective educator, an advocate for change. 

 

Tips on Applying for Project Overseas

  • Get involved with your local/territorial and/or provincial union (volunteer to be a member of a committee, attend local meetings, participate in/lead a workshop or conference, volunteer to be a union steward, or  volunteer as an alternate or delegate at ETFO’s AGM)
  • Check ETFO’s website for information and updates about Project Overseas.
  • Begin working on your resume (including references), as you will need to demonstrate your work experiences and leadership skills 
  • If you also speak French or another language, it would be helpful
  • Consider volunteering with a non-profit organization locally and/or internationally, to gain international and intercultural experiences
  • Reflect on your willingness/readiness to be away from home (your family) for a long period of time, with limited access to technology on a daily basis, sharing accommodations with others, working in partnership with others from diverse backgrounds and cultures, and experiencing food choices that may be new to you
  • Check out CTF/FCE Project Overseas website to see a list of the various partner organizations in which they participate and begin to do your own research on the culture, costumes and educational challenges of those countries

 

For more information on how to apply for PO, visit CTF/FCE Project Overseas

 

Gary Stewart 21st Century Learning, Advocacy for change, alternative curriculum, Flexible Classroom, Inclusion, Learning in a Real Life Context, Mental Health, Modern Learning, Outdoor Education, Outdoor Learning, physically active, Play-Based Learning, social emotional learning, Student wellbeing

Outdoor Education

I love learning outdoors! To me, the outdoors is an extension of the learning that happens in the four corners of the classroom, except there are no walls and no  barriers to one’s imagination in the outdoors. I believe learning occurs everywhere and at all times; what better way to show students the art of experiential learning than through outdoor education. 

 

What are the benefits of outdoor education?

From all of my experiences as an educator, a physical education specialist, and from all that I have learned and read about the art of teaching and learning, there is no doubt in my mind about the positive benefits of outdoor education. From the development of physical skills, mental health, spatial awareness, self-esteem, problem solving and communication skills (just to name a few) to the love, appreciation and respect for nature and all living things, outdoor education transforms lives and student learning to a whole new level beyond the classroom. I find that, though important in student’s overall growth and development, traditional curriculum tends to focus on test-based learning, leaving less emphasis on experiential, play-based outdoor learning. When students are engaged in outdoor education, their academic performance increases, their focus and attention increase, their mental and social health increase and they develop a deeper connection with, and respect for, the environment. 

 

How can schools/teachers incorporate outdoor education into their teaching practices? 

  • You can always take the lesson and/or activity outside (snow, rain or shine). As long as you prepare for the weather conditions and student safety, many activities, with some minor adjustments, can be accomplished in an outdoor setting. 
  • Consider taking part in the OPAL outdoor play education program. Schools are supplied with equipment and resources that students use in various innovative and explorative ways through free play. For example, students can build forts, balance on large wood spools, swing from tire swings and engage in pool-noodle sword play (just to name a few).  For more information, check out Outdoor Play Canada
  • I have also come across many articles that talk about the benefits of outdoor education and outdoor play in many subject areas: the arts, health and physical education, but also including literacy and numeracy. There are also many resources and organizations that are able to support teachers in building strategies to incorporate outdoor education into their teaching practices. I have used resources from Right to Play and OPHEA teaching tools and found them to be very practical and engaging for students.

If you are new to the idea of outdoor education, my suggestion would be to do a little research of your own, talk with other colleagues and/or your administrators and engage your students in a discussion about outdoor education. Another suggestion would be to start small by focusing on one subject/concept at a time and maybe just doing one activity with students. From there, you can set specific goals and measure success through feedback from participants, looking at improvements in academic performance as well as students’ emotional and social well-being. Overall, the benefits of outdoor education speak volume, in terms of student success, student development, and student mental health and well-being. Outdoor education is beneficial to every child in every school community, and it’s a strategy that I hope will one day be commonplace in all school communities across the province.

Melissa Turnbull 21st Century Learning, Advocacy for change, Building Inclusion, Inclusion, Kindergarten, Occasional Teachers, Occasional Teaching

E is for Equity (part 2)

I am back again for part 2.

I hope you enjoyed (or planned to enjoy) some of the books from part 1 of E is for Equity.

After reading And Tango Makes Three (by: Justin Richardson and Peter Parnell) to my Kindergarten class very recently, I need everyone to stop what they’re doing and read about the immediate reactions my young learners had to the story.

The story is about 2 penguins in the Central Park Zoo that fall in love and hatch an egg together. This story is so fun and exciting for the listeners as they watch Silo and Roy become the proud penguin parents that they always wanted to be. The penguins Silo and Roy are both boy penguins.

My students burning questions at the end of the story:

  • “What do penguins eat?”
  • “Do penguins eat polar bears?”
  • “I went to the zoo once!”
  • “Can I go to the bathroom?”

N – The Name Jar 

Written & Illustrated by: Yangsook Choi

O – One Love

Adapted by: Cedella Marley

Illustrated by: Brantley Newton

P – The Proudest Blue 

Written by: Ibtihaj Muhammad, &S.K. Ali

Illustrated by: Hatem Aly

Q – Lubaya’s Quiet Roar

Written by: Marilyn Nelson

Paintings by: Philemona Williamson

R – R.J Palacio (Author & Illustrator)

We’re all Wonders

S – Sulwe

Written by: Lupita Nyong’o 

Illustrated by: Vashti Harrison 

T – And Tango Makes Three

Written by: Justin Richardson and Peter Parnell 

Illustrated by: Henry Cole

U – Under My Hijab 

Written by: Hena Khan

Illustrated by: Aaliya Jaleel

V – Susan Verde (Author)

I am Human

Illustrated by: Peter H. Reynolds

W – When We are Kind

Written by: Monique Gray Smith

Illustrated by: Nicole Neidhardt

X – Except When They Don’t

Written by: Laura Gehl

Illustrated by: Joshua Heinsz

Y – Be You!

Written & Illustrated by: Peter H Reynolds 

Z – Zahra’s Blessing: A Ramadan Story

Written by: Shirin Shamsi

Illustrated by: Manal Mirza

Gary Stewart Advocacy for change, Teaching as a public profession

Bring Back Specialist Teachers

Back in the day (I always feel so old whenever I say that) I remember we used to have a full-time librarian, an in-school nurse, a guidance counsellor, as well as design/technology and family study teachers. Nowadays, some of these teachers are so rare to see in elementary schools; there seems to be a huge decline in specialist teachers across the province. Instead of eliminating these specialist teachers in elementary schools, students should be having access to more of these specialist educators. By this, I also mean specialists in various subject areas such as the arts (music, visual art, drama, dance) and in core subjects (literacy, numeracy, science and social studies). Under the current provincial funding formula, the majority of Ontario schools don’t have access to these specialist educators and, to me, that is a huge detriment to the education system in our province.

 

What are specialist teachers?

While there is a formal definition by the Ontario College of Teachers, the day-to-day definition of a specialist teacher might change depending on one’s professional perspective and philosophy. Specialist teachers bring a wide range of both formal qualifications as well as informal learning and experiences to their classrooms. They are specifically trained (often through additional qualification courses) in the subject matter to which they teach. Funding for schools also plays a role in the way schools and school boards access and utilise specialist teachers. There continues to be a disparity between urban and rural schools in relation to the availability of, and access to, specialist teachers in a variety of settings and subjects. As the number of specialist teachers continues to decline across the province, it will affect the administration and organization of the education system and the allocation of resources. This will undoubtedly have a huge impact on student choices, student mental health and student success.

 

What does the literature say about specialist teachers? 

The literature seems to say that as the curriculum goes through revisions, year after year, and students move into higher grades, the subject matter increases in complexity and therefore the skills, content and expertise required by educators also increase. Specialist teachers are additionally trained to understand, interpret and deliver curriculum to students with more effective pedagogical strategies to reach all learners with diverse needs and to improve student overall success and achievement. These teachers themselves report feeling more confident in their understanding of the curriculum and more prepared to teach in their specialist field compared to other teachers. However, it is important to note that the magnitude of a well prepared, effective and confident teacher in the classroom cannot always be measured in a tangible way. The focus here is really on the overall success, achievement and wellbeing of students. 

 

What does the literature say about the relationship between specialist teachers and student achievement? 

Bring back specialist teachers to elementary education! Specialist teachers are able to deliver a high quality and rigorous program for all students. However, the evidence on whether such instruction leads directly to improved student achievement remains inconclusive. More research is needed in this area to make any substantive claims on the effectiveness of specialist teachers. I think that more specialist teachers in elementary schools, however, would likely serve to support students positively and contribute to their social, emotional and intellectual development. I think that specialist teachers are an important aspect to ensuring high quality education for all students and therefore should be a consideration for any successful education system. 

ETFO completed a literature review of research that examines the effectiveness of specialist teachers to the quality of education in elementary schools. The 2015 review reveals that, “Overall, the literature surrounding specialist teachers in a range of content areas appears to support the claim that specialist teachers can positively impact student achievement and contribute to student success at the elementary level.” You can find more information on the following ETFO website: 

The Importance of Specialist Teachers

Gary Stewart Advocacy for change, Advocacy for public education, Local Involvment, solidarity, Why unions matter

Why Union Matters

As a new teacher, back in the day, the idea of being a part of a union was fairly new to me. I had very little idea of what unions do and how they support the professional and mental well-being of people like me. I recall hearing varying opinions about ETFO, as a union body, as well as learning about some of the ways colleagues interacted with their local and/or provincial union. However, I wanted to find out for myself what my union was all about, what they could do for me and what I could do for them.

A personal story: My very first interaction with my union came at a very pivotal point in my career. My first job in 1999  was as a LTO teacher in Toronto. It was shortly after the amalgamation of the six cities into one mega city, and many of the administrative roles and responsibilities at the various board offices were still going through reorganization. After working for a month, I realized that I wasn’t getting paid and my bills were piling up. Though I submitted all the necessary paperwork and documentation to the board on time as directed, apparently I was nowhere to be found in their payroll system. Every time I called payroll to find out what was going on, I was redirected to someone else based on my last name. At one point, I was told that I was calling the wrong board office and was given another number to call. Apparently that person was out of the office and no one else was able to respond to my issue at that time, so I was given another number to contact, and so on and so on. This continued for another two months and I had no idea what else to do to solve the problem. One day, I shared this issue with a colleague, who happened to be our school’s union steward. She gave me instructions on how to contact my union with all the necessary information and documentation of my issues with getting paid. I contacted the union and, to my surprise, the very next day I got an emergency cheque from the board. Two weeks later my regular pay was deposited into my bank account and I have had no issues with payment ever since. That was my introduction, and the start of a great partnership, with my union and the connection has grown stronger over the years. 

As I got more involved in the union in my role as union steward, volunteering on various local and provincial committees, attending ETFO’s annual general meetings as a delegate and representing ETFO at the Canadian Teachers’ Federation (CTF) Project Overseas program, I began to learn a lot about why union matters. I learned that ETFO not only fights for better wages and working conditions of its members, ETFO fights to improve equitable access to publicly funded public education. ETFO also advocates to ensure that members’ working conditions are safe and free from harassment and oppression. I also like the fact that members have access to professional development and quality teaching resources and support to ensure high quality student learning and achievement. I believe in a strong partnership between the union and the school boards across Ontario. A strong partnership would help to ensure that members feel safe at work and students receive high quality education in an equitable and inclusive environment. I know that not everyone might have had the same experience with their union as I did, but what remains true is that, together, our union makes us strong. 

For more information about your union, visit: ETFO

Gary Stewart 2SLGBTQ+, Advocacy for change, Curriculum Documents, Education Funding, Gender Equity, Inclusion

Supporting 2SLGBTQ+ Students and Families

In today’s current climate, most would agree that there has been a significant increase in the number of incidents being reported that are motivated by hate over the past few years. Our classrooms and school communities have not been spared. Many schools across the province have reported a rise in hate-based incidents. Many school boards are addressing these issues by  implementing action plans to combat anti-racism within their school communities. In the many schools that I have worked in, I seldom see strategies that specifically address 2SLGBTQ+ issues in our school community. I wonder why that is so?  What barriers might exist that impede the opportunity for students to learn about the 2SLGBTQ+ community? How can schools equitably teach and support 2SLGBTQ+ students and their families so that they too feel safe and welcomed in our schools? 

From my understanding, it seems that 2SLGBTQ+ families are one of the fastest, if not the fastest, growing type of family structure in Canada, especially in our major cities across the province. These families are looking to us, as educators, to ensure that our classrooms and schools are welcoming spaces for their children. As such, I think that it’s important that 2SLGBTQ+ students see themselves reflected in the school environment and the curriculum.

In fact, teachers don’t need to wait for explicit curriculum expectations to teach about 2SLGBTQ+ realities in their classrooms. As educators, we have a moral and ethical obligation to do so.  Many school boards across the province are implementing strategies to support 2SLGBTQ+ students and families. However, more needs to be done to ensure consistency, accountability and equitable access to support, services and resources across the province. I feel it would be helpful to have clearer expectations embedded in the curriculum that address 2SLGBTQ+ issues and the lived realities that individuals who identify as 2SLGBTQ face in the community. With funding to support this, there would greater equity across the province when it comes to having access to resources and support for teachers, students and families. This is a matter of accountability and responsibility in providing quality, inclusive education for all students. I think 2SLGBTQ+ students and families deserve better from their education system, and better must come.

ETFO has put together 2SLGBTQ+ learning materials and resources for all grades to support teachers in the classroom. These materials and resources are geared towards helping teachers address issues of homophobia, transphobia and biphobia and create a safe and inclusive learning environment for all. 

ETFO 2SLGBTQ+ resources

ETFO has also created a brochure to support members that includes curriculum links, resources, useful language, and communication tips.

2SLGBTQ+ families brochure

The Ontario Human Rights Commission (OHRC) has a statement on the Ontario’s Health and Physical Education Curriculum that connects strongly with my post. Here is the link for your reference:

OHRC Statement: 2019 Health and Physical Education Curriculum | Ontario Human Rights Commission

Kelly.McLaughlin Advocacy for change, Anti-Racism, Black Lives Matter, Building Inclusion, Constant Learning, Inspiring Teachers, Social Justice

Curtis Carmichael- an inspiring teacher and activist

On March 4th, my school staff was lucky enough to listen to one of the most passionate guest speakers I have ever heard. His name is Curtis Carmichael and a talented author, teacher, speaker and activist. He is best known for his bike ride across Canada, striving for change in his Toronto community. He is also known for writing Butterflies in the Trenches, the first augmented reality book of its kind. I will include his website here in case you wish to learn more about his story and specifics.

Carmichael discussed many powerful topics with us, the first one being our job as educators. Here are the things he highlighted:

  • Unwrap each child’s gift
    • Carmichael is a firm believer that every single child has a gift and its our job to “unwrap it” and see for ourselves what makes them so special.
  • Prepare them for the real world
    • Carmichael mentions the importance of not running away from the community where they grew up but looking for ways to make it better. The real world will introduce new challenges for them after their educational journey and we need to prepare them for those

As for his book Butterflies in the Trenches, Carmichael encourages educators to read it with their class and to use the teacher guide it comes with. As he puts it,

    Butterflies in the Trenches is the candid story of Curtis’ life in the public housing projects in Scarborough, Ontario, where he grew up surrounded by trap houses, attending underfunded schools, and avoiding drive-by shootings. He shares raw and intimate stories from his childhood as a drug dealer and hustler and explores the effects of poverty, systemic racism, and police brutality on Black and low-income communities.

His story is so important for other children to hear as they grow up in similar surroundings. Hearing what he did was a meaningful story that all in the room were beyond inspired by. The opportunities he is presenting for young Black Canadians is outstanding and I shared his story with my class the Monday following this presentation. They had many questions about his journey across Canada and all that he has gone through.

Other ideas he speaks about are co-creating classroom activities with your class. Asking them what works and what doesn’t and going from there. I know the year is quickly wrapping up but there is still time to get everyone on the same page. He also mentions “Gamification” which is turning educational premises into games. This will encourage participation from the students in your class and will get them more engaged in their learning.

After Carmichael’s Zoom call ended, I thought about how to continue inspiring community in my classroom. I did an activity with them on the Monday where I asked them about their definition of community. These were their answers:

  • big group of people
  • BLM
  • a large amount of people in a group that agree on a specific topic
  • civilization
  • a place where people work, live and get along

I was saddened to see that “our class” or “a school” didn’t quite make it on the list. I will work harder to create community in my classroom and continue to look at activities that will engage all. The more initiatives that we take on as a class, I find it brings us closer together. We look forward to perhaps celebrating another spirit day as a class or creating a “Pink Day” for the entire school with the other 7/8 students. I was grateful for Carmichael as he reminded me of the importance of community and how co-creation is such a great way to start.

I look forward to sharing about how my students react to his book after we receive our copy next week.

Carmichael on Twitter: @CurtisCarmicc
Instagram: curtiscarmicc

 

Gary Stewart 2SLGBTQ+, Advocacy for change, Anti-Racism, Building Inclusion, Constant Learning, Equity, Gender Equity, Gender stereotypes, Inclusion, Professional Learning and Growth, Resources, Social Justice

Understanding Gender Neutral Pronouns

There is no doubt that I am very passionate about addressing issues related to equity and social justice, especially any work related to anti-oppression, anti-racism, anti-sexism and anti-homophobia. For me to fully understand and advocate for social justice and equity, it is important that I am aware of current challenges, barriers and inclusionary practices. However, I would be the first to admit that my knowledge of gender neutral pronouns requires further learning and understanding to ensure I am respectfully honouring the identities of staff and students (in fact, all people) in my community. So, I did some research for my own professional growth and I found out some interesting facts that I would like to share with you. 

It is understood that people who identify outside of a gender binary most often use nonbinary pronouns that are not gender specific. These include: they/them/their use in the singular form. However, I learned that there are other pronouns that are used, such as: ze (pronounced “zee”) in place of she/he and hir (pronounced “here”) in place of his/him/her. This was new learning for me that opened my eyes to the ways in which I address individuals and the assumptions I often make about their identities.

Assuming one’s identity and choice of pronouns based on how they look and/or how they dress can be false and disrespectful to one’s gender identity and gender expression. I learned that pronouns may or may not match one’s gender expression, such as how the person dresses, looks, behaves or what their name is.

In recognition and commitment to equity and inclusionary practices, as well as the Human Rights policies in Canada, it is encouraging to see more people, including workplaces and organizations, supporting individual’s use of self-identified pronouns, in place of assumed pronouns based one’s sex assigned at birth or other’s perceptions of physical appearance. It might seem a simple gesture to some, but it’s an important recognition for others. It’s about letting someone know that you accept their identity as they are. 

The response to the following questions might help you better understand gender pronouns and how you can affirm someone’s gender identity:

What’s the right way to find out a person’s pronouns?

If I was introducing myself to someone new, I would say, “Hi. My name is Gary. I use he/him pronouns. What about you?” However, do keep in mind that for many people who don’t identify as cisgender, it could be more difficult for them to share their pronouns, especially in spaces where they don’t know people and/or they don’t feel comfortable or accepted.

How is “they/them” used as a singular pronoun?

“They” is already commonly used as a singular pronoun when you are talking about someone and you don’t know who they are. Using they/them pronouns for someone you do know simply represents a slightly different way of thinking. In this case, you’re asking someone to not act as if they don’t know you, but to use non-binary vocabulary when they’re communicating with/about you.

What if I make a mistake and ‘misgender’ someone, or use the wrong words?

I would simply apologize for my error. It’s perfectly natural to not know the right words to use, especially when meeting someone for the first time. Consider addressing groups of people as “everyone”, “colleagues”, “friends”, “class” or “students” instead of “boys and girls.” The important thing is making that non-assuming connection with the person and being open to learning new things and new ways of understanding one’s identity. 

What does it mean if a person uses the pronouns “he/they” or “she/they”?

That means that the person uses both pronouns, and you can alternate between those when referring to them. So, either pronoun would be fine. However, be mindful that some people don’t mind those pronouns being interchanged for them, but for others, they might use one specific pronoun in one context and another set of pronouns in another context/space, dependent on maybe safety or comfortability in the space they occupy. The best approach is to listen to how people refer to themselves.

ETFO has a wealth of resources to support your teaching and learning of gender neutral pronouns. I found their Social Justice website very helpful in my research and understanding of gender neutral pronouns. In fact, ETFO has plenty of ETFO 2SLGBTQ+ Resources for students of all ages.

Gary Stewart Advocacy for change, Anti-Racism, Black History Month, Challenging Topics, Equity, Inspiring Students, Social Justice, The Arts

Why a Black History Month?

I have often wondered why February was chosen to celebrate Black History, so I did some research and found out some interesting facts. 

It so happens that Black History Month evolved from the work of Carter G. Woodson, a Black American historian and scholar in the 1920s. He actually first established Black History Week in the 1920s as a week of celebration to follow the year’s study of Black history. The week he chose contained the birth dates of two significant people to the abolition of slavery in the United States: February 12th for President Abraham Lincoln who brought emancipation into law and February 14th for Frederick Douglas who advocated for the freedom of Black people. Toronto first celebrated Black History in the 1950s when the Canadian Women’s Negro Association brought the celebration to the city. In 1978 the Ontario Black History Society successfully petitioned the City of Toronto to have the now monthly celebration formally recognized. Black History Month is now celebrated across Canada to honour the legacy of Black Canadians and their communities. 

 

But Why a Black History Month?

I think that all Canadians should be made aware of the historical contributions made by Black Canadians. It’s important to understand the social forces which have shaped and influenced the Black community and their identities as a means of feeling connected to the educational experience and their life experience in Canada. Canadian history should include all people’s history, and Black history should be no exception.

As a school community, I look forward to the day when all people are recognized, included and valued for who they are in our education system and in the broader society. Most importantly, I look forward to when everyday is a celebration of all our histories and all our contributions, and the topic of why a Black History Month would no longer be up for debate.

 

Move Away from Enslavement to Empowerment

In talking about and teaching about Black History, I find it more meaningful to focus on empowering students to become agents of change rather than victims of circumstances. One of the activities I have used is an Art/History lesson on understanding the social justice impact of Black Artists on our society. Below is an outline of my lesson that I hope might be of some use to you. The Google Doc was shared with me from another colleague, but I modified parts of it to make it culturally relevant to my school community.

 

Why are we learning about this anyway?

  1. To highlight the successes and accomplishments of Black visual artists
  2. To learn how Black visual artists use their work to address real-life, complex problems relating to anti-oppression, equity and social justice

Task: Using Google Slides – Research, analyse and recreate a piece of art from one of the Black artists discussed in class: Ernie Barnes, Varnette Honeywood, Romare Bearden, Jean-Michel Basquiat and Annie Lee

  • Describe, highlight and and explain the artist’s creative style and abilities
  • Explain how the artist’s work can be seen from an anti-oppressive, equity and social justice lens
  • Recreate the selected piece of art as a platform to represent your own interpretation and understanding of the message the art represents in the original piece

Impact: Students were able to use digital tools to make discoveries through inquiry and research. They were also able to make connections to what they are learning to current issues and their lived experiences.

Black History Artists – Assignment

 

Gary Stewart 21st Century Learning, Advocacy for change, Building Inclusion, Curriculum Planning, Inclusion, Inspiring Students, Social Justice, Student Ownership, Students as Teachers

Selecting Culturally Relevant and Responsive Resources

Culturally relevant and responsive resources come from a pedagogy that empowers the educator to think differently by addressing dominant ideologies as well as existing and historical oppressions in actionable ways that engages our learners in critical consciousness thinking that inspire change. Gone (or should be gone) are the days when we, as teachers, solely rely on teacher’s guides to develop our lesson plans and units. Don’t get me wrong, teacher’s guides can be very beneficial when planning out a unit, but we must embed the identities and learning needs of all our students ahead of printed resources. Taking time to get to know your students and embedding their lived experiences, using culturally relevant and responsive resources, will create a much more engaging learning environment and thereby improve student success. 

 

Culturally relevant and responsive pedagogy also looks at how race, gender, class, sexual orientation and ability intersect to create lived experiences for our students and how those experiences play out in the classroom and in society. The concept of intersectionality is part of an inclusive approach to teaching and can be incorporated into all aspects of the curriculum. Regardless of the subject, the identities and needs of students must drive the teaching practices and strategies in the learning environment. Students get to see their whole self being represented in their learning and are thereby empowered to challenge inequities and demand change. 

 

In order for this kind of change to be imagined, educators must first create brave spaces, rather than safe spaces, for learners to openly and freely speak their truth and pose critical questions. One that doesn’t create judgments based on identity or experience, but rather one that builds courage, individually and collectively, to address challenging and controversial issues. Brave spaces take time, collaboration, commitment and willingness to be open and vulnerable in front of others, something that is hard for most people to do, teachers and students alike.

 

Another important factor to consider is the idea of intent vs impact. As we plan our lessons/activities, lead discussions and interact with others, we need to be conscious and mindful of the impact of our actions on others. Sometimes, perhaps without knowing,  the intention of our actions have a negative impact on the person(s) receiving/absorbing the information or actions. Why does this keep happening in our society? Why are individuals not mindful or aware of the impact of their actions? In my opinion, embedded in the intent is the oppression and isms that are systemic in nature and play out in our society’s norms and practices. Therefore, we often see our actions as “normal” instead of something that can be hurtful, uncomfortable or oppressive to someone else. I am reminded of one of my favourite words of wisdom (not sure of the original author):

“Be mindful of your thoughts, as they become your words;

Be mindful of your words, as they become your actions;

Be mindful of your actions, as they become your habits;

Be mindful of your habits, as they become your character;

Be mindful of your character, as it becomes your destiny.”  

 

Some things to consider when choosing culturally relevant and responsive resources:

– who are the students in your classroom and how are their identities and lived experiences reflected in the learning environment and in your teaching practices?

– students can be co-collaborator (part of the decision-making process) of the resources selected for the classroom

– choose books/resources that best represent the different aspects of student identity and lived experiences

– encourage students to challenge stereotypes, prejudices, biases, barriers and oppression

– provide opportunities for students to take action to address critical issues that impact their daily lives

As you learn about your students’ identities, intersectionality, goals and real-time experiences, consider how all that information can be used to inform your curriculum planning, your teaching practices and the resources/topics you share/address with students.

 

When selecting books and other resources, consider asking yourself the following questions:

–  Whose perspective is this text written from?

– Whose ideologies are at the center of discussion in this resource?

– Are the perspectives, beliefs and identities of the author or developer aligned with the big ideas shared in the resource?

– Does the resource actually reflect student’s abilities, social identities and lived experiences?

– Does the resource reinforce, perpetuate or highlight stereotypes or misrepresentations of specific groups and identities?

– If so, in what ways might you address these inequities? 

 

Once you have chosen your books/resources, create rich, culturally relevant and intentional questions that invoke critical thinking in students and empowers them to take action to command change. 

There are many resources you can access to support your planning. Most Boards have (or should have) a list of culturally relevant and responsive teaching resources. Your local newspapers (you might be able to subscribe to get electronic copies) often write articles on relevant issues and current events. You can subscribe to magazines, such as What In The World, that focus on current events and global issues. And of course, ETFO has a list of culturally relevant and responsive resources at your fingertip. There is a Social Justice page with resources that address Anti-Oppression, Anti-Racism, Anti-Asian Racism, Anti-Black Racism, Antisemitism, Islamophobia, Women’s issues, 2SLGBTQ+, First Nation, Metis and Inuit, Climate Change and Disability Programs. I also have a small list of digital books and resources that might be of interest to you. Just a few things to get you started. Remember, your planning pedagogy begins and ends with the hearts and minds of the students in your classroom.