Category: General

As the inspiring Laverne Cox once said, “Who you are is beautiful and amazing.”  The joy of knowing who oneself and living authentically is a worthy of celebration.  Throughout the year, there are a number of opportunities to celebrate different identities and on March 31st, the focus is on the lives and achievements of transgender people.

Since 2009, March 31st has been recognized as the International Transgender Day of Visibility because of the tireless work of Rachel Crandall-Crocker*.  Different from Transgender Day of Remembrance which occurs annually on November 20th, Transgender Day of Visibility is a day to honour and celebrate transgender people.  This day, recognized by the Canadian government, also raises awareness of discrimination faced by the trans and non-binary community by sharing the stories of transgender people.

March 31st will be a day to centre transgender identities.  As educators, we strive to create welcoming and inclusive educational spaces for all children and families to feel part of the community.  If it’s your first time recognizing International Trans Day of Visibility, start with building your own knowledge.  Take some time to learn about trans people, their histories, and their stories.  There are a number of resources online, including many from ETFO, that can support your learning. 

There are also many beautiful stories that would make a lovely book display in the classroom or library.  Being visible about your support for gender diverse people is noted by those who need your support the most.  It also creates space for transgender voices to be heard. As educators, we can use our privilege to amplify the voices of trans people who have been typically silenced. 

Learn how to recognize transphobia and what to say or do when you see or hear it arise. Reflect on the spaces in your schools. How can you prepare spaces for children, colleagues, and community members to feel comfortable and seen in your school – whether they have arrived yet or not?  How can we learn this together with our colleagues? 

As educators, we have the power to shape a joyful observance of  International Transgender Day of Visibility in schools. I urge you to consider how you will help transgender children, community members, and staff to feel celebrated for their brilliance, achievements, and ongoing contributions to our world on March 31st and beyond. 

Books  

Sparkle Boy by Leslie Newman

I Am Jazz by Jessica Herthel and Jazz Jennings

Jacob’s New Dress by Sarah Hoffman

Born Ready by Jodie Patterson

Ana on the Edge by AJ Sass

Night of the Living Zed by Basil Sylvester and Kevin Sylvester

For Educator Learning

Elementary Teachers’ Federation of Ontario – 2SLGBTQ+ Resources

TRANS KIDS BELONG

Elementary Teachers’ Federation of Ontario – No One’s Gender Identity Should Be Up for Debate

Egale – Trans Day of Visibility

International Transgender Day of Visibility: An opportunity to honour our transgender community – Canada.ca

*Rachel Crandall Crocker is a licensed psychotherapist specializing in transgender issues.  She is also an international transgender activist, and the founder and organizer of the International Transgender Day of Visibility.  (from Transgender Michigan)

In the Ontario Language Curriculum, Strand A.3 emphasizes the importance of applying language and literacy skills in cross-curricular learning. It focuses on the demonstration and understanding of, and making connections to, diverse voices, experiences, perspectives, histories, and contributions. This includes recognizing and learning from the voices of First Nations, Métis, and Inuit communities, groups, and nations. By fostering a sense of community and collaboration within our classrooms, we align directly with Strand A.3’s goal to help students see themselves and others through the lens of their unique experiences and histories.

When I think about collaboration in the classroom, I picture moments where students from different walks of life come together, share their voices, experiences, and learn from one another. These moments go beyond just working on a project together—they represent a deeper connection between students, fostering an environment where barriers are challenged and broken down and respect is built. The Elementary Teachers’ Federation of Ontario (ETFO) places a high priority on equity and social justice. One of ETFO’s key priorities is “…to promote social justice in the areas of peace, anti-poverty, non-violence, and equity”. Thus creating not only inclusive and collaborative classrooms but also school communities and beyond.

ETFO’s anti-oppressive framework is important for educators to understand and implement. This framework is defined as:

“The method and process in which we understand how systems of oppression such as colonialism, racism, sexism, homophobia, transphobia, classism and ableism can result in individual discriminatory actions and structural/systemic inequalities for certain groups in society. Anti-oppressive practices and goals seek to recognize and dismantle such discriminatory actions and power imbalances”.

By incorporating this framework into our teaching and learning practices, we can reflect on our actions and begin to recognize which voices are being represented, and then make intentional choices to work towards creating truly inclusive learning environments.

Schools are beautiful mosaics of cultures, and our classrooms should reflect that. In our classrooms, students represent a range of ethnicities, religions, and traditions. Collaboration provides an opportunity for students to connect, share their unique perspectives, and develop a deeper understanding of the world around them.

Many of us already create shared experiences for students, but there’s always room to deepen collaboration. One meaningful way is to celebrate student identities year-round—not just at the start of the year. This could mean weaving culturally relevant materials into lessons or designing projects that tackle issues impacting their communities.

For instance, in a junior class, a language and social studies lesson combined with math might begin with reading a book like If The World Was a Village of 100 People by David J. Smith and David Julian Smith. Students could explore the fraction of countries or cultures represented in their classroom, then create visual representations of these fractions and then discuss how different cultures shape their community’s identity.

Collaboration with the community can also be woven into the school community. One way to do this is by partnering with local organizations, activists, or leaders to tackle real-world issues such as poverty, environmental sustainability, or social justice. Students could work on projects that address these challenges—whether it’s creating awareness campaigns, conducting surveys, or designing solutions such as policy changes to specific problems in their neighborhood.

Take for example the topic of environmental sustainability. In a primary or junior classroom, you could read I am Connected by Ḵung Jaadee to explore our bond with the planet, then visit Indigenous-led conservation initiatives to learn about traditional land stewardship. To further the collaboration, have students take action and make a difference in their local community. Have them address issues such as how access to basic living needs like food can be improved through community-driven solutions, such as establishing school gardens or advocating for policy change to reduce food insecurity in partnership with local organizations. By collaborating with local organizations in our community, we can challenge students to think critically about social issues and inspire them to be agents of positive change both in their community and beyond.

Collaboration begins with us in our schools, it extends to families, community groups, and local organizations, and this external collaboration also plays an important role in supporting students’ holistic development. In Ontario, where students come from a wide range of cultural and linguistic backgrounds, it is important to create opportunities for students to work together, learn from each other, and develop an appreciation for the variety of cultures and our similarities and differences.

For further resources on ETFO’s Equity resources, Anti-Oppressive Framework, collaboration and building inclusive schools, check out these resources:

ETFO’s Programs and Workshops

ETFO’s Anti-Oppressive Framework: A Primer

ETFO’s Equity Resources

Ontario’s Building Capacity series titled, Culturally Responsive Pedagogy Towards Equity and Inclusivity in Ontario Schools

Human Rights, Equity, and Inclusive Education. Considerations for Program Planning, Ontario Ministry of Education, June 2024, https://www.dcp.edu.gov.on.ca/en/program-planning/considerations-for-program-planning/human-rights-equity-and-inclusive-education

Covering two subjects in one lesson, it’s a teacher’s dream! Integrated lesson planning, also called cross-curricular lesson planning, is a wonderful way to combine creativity and content. For some students with diverse learning needs, using drama as a way to help them master new information is especially helpful. I still remember a high school science lesson about acid rain and a student doing a presentation had created a life sized raindrop costume by spray painting blue foam. Decades later I still think about that. Here are a few of my favorite examples of integrating drama expectations with content from other subjects.

The News Report

Whether it’s science, social studies, or health, creating a news report or interview demonstrates the students’ understanding of the course content. For example, I have had students create questions and responses for an interview with an expert on a planet (grade 6 science), a cultural celebration (grade 2 social studies), or the dangers of smoking, (grade 3 health). Working in groups of 2-4, students would play the role of interviewer or expert.  Some groups perform for the class and some have a smaller audience. We have had instances where their work was polished enough to perform for other classes as well.

The Narrated Scene

This integrated lesson plan can be done with the entire class. Have a student (or a teacher) read out a script and all students perform all parts.  This is a fantastic body movement activity and can be used to break up a content heavy lesson. For example, in grade one science we can act out different animal activities during the day compared to night time. In grade 4 social studies we can role play how humans or animals use the natural environment in different parts of Canada.

Charades

This versatile role-playing game is a handy one to have on hand! It can be especially good for learning new vocabulary and content. Have some words in a hat, for example: deposition, sublimation, evaporation from grade 5 science. Call up one student to act out that word or phrase and students who guess the correct answer can go next or choose who goes next.

Curriculum Expectations, Learning Goals, and Success Criteria 

For grades 1-8 in Ontario there is a drama expectation about role-play so each of these activities can give you information about a student’s ability to perform this expectation. In fact, this is such a key component to drama that it could be posted as a learning goal throughout the year. The success criteria would be written in grade appropriate language. Role play is a beautiful way to have students see the perspective of someone they might not have understood otherwise. It’s a demonstration of the kind of empathy we appreciate in our classrooms and society.

I have more to say about integrated lesson planning so come back to Heart and Art for more helpful tips.

Signed, that teacher who takes your class for prep and sometimes brings them back buzzing with excitement. Sorry!

Brenda

 

“I spent so much time thinking about what would happen when I got there
that I didn’t spend enough time in the right now. That’s where life was happening.”
– Melissa Etheridge

In my first few years of teaching, I couldn’t wait to be a “good teacher”. I wanted to know everything there was about curriculum, about newest and best strategies, about lingo and processes and students and classroom management….. I thought if I could just attend as much professional learning as possible and immediately implement everything I learned then I would do the best possible things for the students. Then things would be easier and less overwhelming and the students would be excited to come to school each day.

I thought a lot about what things would be like once I got “there”.

Working with new teachers this year, I see and hear that same desire to learn everything. Their determination is energizing and inspiring! They are always so eager to learn, so thoughtful in their interactions with students, and so caring about creating classroom environments that are welcoming and inclusive. They wonder and ask questions about the things they notice about children, school, and learning. Despite the overwhelming list of things to do, they are always striving to learn as much as possible and be the best they can be.

The truth is, that journey never ends. In education, impermanence is the only permanence. There’s always the next challenge – a new grade, a new school, a new teaching partner. There’s changing curriculum expectations and addendums to current curriculum to learn. New research informs strategies; new books and new thinking evolve and inform our learning as educators. Student lived experiences change and who they are differs from year to year and generation to generation. After almost 25 years, I’m still trying to get ‘there’…. And I’m still wondering when I will.

Instead, I want to focus on what is happening right now and shifting my desire from reaching that goal to becoming and evolving as an educator. I still spend a lot of time thinking and learning about curriculum and teaching, but I am spending more time in the ‘now’ – connecting with students and families, finding joyful moments together, and giving myself grace for imperfection that comes with good intentions. I’m doing the best I can with the knowledge I have and I will keep learning more as time marches swiftly on.

In the meantime, I’m going to love our moments together. This may be the last year I see these students before they move to another teacher, grade, or school. I’m treasuring this space where life is happening; making memories together, seeing excitement in moments we share, letting them know that they are important and cared for. I want to be a teacher that is present, that helps them feel like they can take up space and be celebrated for who they are. We spend so much of our time together at school, I want to remember to find joy in the place where life is happening every day.

A few years ago, my colleagues and I were running workshops for students about implicit and explicit bias. The majority of students who attended that space identified as equity-deserving or sovereignty-seeking, such as Black, racialized, Indigenous, 2SLGTBQI+, and more identities. During this workshop, the student discussions shifted to courageous conversations about the students’ experiences with microaggressions and macroaggressions. They were brave and vulnerable sharing their thoughts, asking questions out loud, and holding space for each other’s emotions.

At the time, one of my colleagues turned to me and marvelled at how listening to the students’ experiences was telling of how much they needed space to let their voices be heard. The shared perspectives and experiences were so important for them. She also wondered, “Where is this space for other children who are not here? When do they get to have these conversations and build their understanding?”

That experience has sat with me for the past three years. I think back to that conversation when she was asking me a question that I didn’t understand at the time. Now, I believe that she was acknowledging that all students need to learn about implicit/explicit bias, how it is enacted upon others, and the effects of upholding white, cis-hetero supremacy. That learning and understanding isn’t reserved for those who experience it negatively, it’s necessary learning for all. I realise that the space we cultivated wasn’t really the learning space we thought it would be, it was more of a healing space and that’s what the students needed at the time. But it still left me with the question what does the anti-oppression conversation look like? How can we make that lesson impactful? Maybe I just wasn’t there yet in my own thinking and learning yet.

Fast forward another year and my own experiences in having conversations with others about oppression, actions, and barriers both current and historic. I am realising that when we solely react to situations of harm, we are trying to repair harm and there’s not a lot of time for the depth of work we need to be impactful. I believe that we need to work consistently to humanise all lived identities, to build student understanding that all identities are valid and human and deserve to be treated as such. This needs to happen within the context of curriculum, for both students and educators.

To help, ETFO has some great resources and learning opportunities for educators to seek out ways to build their understanding of anti-oppression and how to navigate those conversations and situations. If you haven’t yet had the opportunity to attend the Anti-Oppressive Framework workshop, then I highly suggest that you apply. This workshop is a prerequisite for Collective Bargaining Academy, Parliamentarian Training, and Union school applicants; however, it’s valuable for every educator. Being in space with conversations about recognizing oppression and how to be actively anti-oppressive is a learning opportunity for all individuals.

If you are looking for some classroom resources to help you have conversations about identity, then ETFO also has some incredible lessons that are designed to be part of the curriculum. If you haven’t had the opportunity to use the Race Matters resource yet, then I highly recommend checking out the resource. The step by step lessons enable educators to engage in conversation and learning in each division from primary to intermediate. The content is age appropriate and equips teachers to engage with anti-racist pedagogy.

Another wonderful resource is The Places We Meet: Embedding Intersectional Feminism in the Classroom, Kindergarten to Grade Eight. In this resource, there are a variety of lessons that help educators and learners critically examine issues of intersectional feminism. The resource has webinars, videos, and posters to support your thinking and learning and which accompanies the lessons so that you feel confident and able to enter conversations around equity issues, change-making, and shifting power to achieve social justice for all.

These resources and opportunities are ways that ETFO supports members in understanding curriculum, their own identities, and how to be anti-oppressive. The classroom resources are valuable in bridging knowledge and understanding for everyone and work toward building and providing inclusive spaces. I reflect back on that wondering of my colleague from years ago: where is that space for all children to have these conversations about equity and social justice and anti-oppression? I think we know the answer is the classroom they spend time in each day. I hope these resources help us all to feel confident to do that.

One of the most critical aspects of our profession is the application of teacher professional judgment, which directly informs our teaching practices. This judgment, which informs critical pedagogy, allows us to make thoughtful, intentional decisions that prioritize the needs of our students. As we integrate AI tools into our classrooms, this judgment becomes even more vital. AI can offer valuable support, but it cannot replace the understanding we have of our students’ individual needs and experiences. ETFO’s resource Artificial Intelligence in Education: Advice for Members provides valuable insights to support our learning journey with AI. It highlights that we must use this judgement to carefully assess how these tools align with our educational goals and ensure they enhance, rather than hinder, our ability to teach effectively and responsibly. We must also critically evaluate AI tools to understand how data is being collected and used, if a tool reinforces existing biases and inequities, and if the information is accurate and reliable.

At last week’s conference offered by my school board, I realized just how much I still have to learn about AI in the classroom. It was incredibly inspiring to be surrounded by colleagues eager to learn and to hear everyone share their experiences and ideas. The question, “How is Artificial Intelligence reshaping the education landscape?” came up multiple times and really got me thinking. Reflecting on my own reservations, I came to realize that AI is here to stay, and many students are already learning to use it. The first step for educators is to begin where you feel comfortable and slowly explore how to incorporate it in a meaningful way. After seeing how educators are experimenting with it, I felt inspired to share what I’ve learned with you.

A few of the new tools I learned about include the following: TwinPix, Adobe Express, Mindomo, and Read and Write. These tools are user-friendly and can be implemented right away.

TwinPix is a tool that can be used in the classroom by educators or students aged 13 and older. It is an AI tool that challenges students to match an image as closely as possible by learning to write descriptively. A few days after the conference, I had the chance to use TwinPix in a class I was covering. We did a quick descriptive writing lesson where we analyzed an AI-generated image, then created prompts that would lead the AI to recreate that same image as accurately as possible. Using the inputted prompts, the AI would generate an image and provide a percentage of accuracy. It was a fun way to teach students how to be detailed and precise in their observations and writing. We focused on paying attention to specific details and using vivid language to communicate our observations effectively. While TwinPix was previously free, it now offers a limited number of images you can generate per day without charge.

Adobe Express was another tool I explored. It offers many features that it initially felt a bit overwhelming. It allows both teachers and students to create a wide range of content. One feature that stood out to me was the ability to generate AI videos with your own audio. Imagine how fun it would be to give a presentation using an animated character of yourself in a completely different setting! For instance, you or a student could create a presentation on a historical event, adding personal voiceovers to make it more engaging.

If you haven’t used Mindomo before, it’s a website that helps create mind maps, allowing students to generate and organize their ideas visually. Earlier this year, one of my students showed me how he used it to create a mind map of his learning about the human body. Another way to use Mindomo could be to start with a populated mind map and then work backward to develop inquiry questions based on the information it provides. This approach can be especially useful for students who struggle to generate ideas on a topic. You can then use the provided information to craft strong, meaningful inquiry questions.

I also recently discovered that Read and Write offers new AI built-in features like word prediction. This can be particularly helpful for students who struggle with writing, offering suggestions and support as they work on their responses. For example, if a student is asked to write about a topic like structures, setting up word prediction to include related terms could assist the student in predicting vocabulary specific to that subject.

When I think back to the question of “How is Artificial Intelligence reshaping the education landscape?”, I say it is offering us many new opportunities to enhance our classrooms, think critically, and support our students in new ways. The important thing is to learn, explore and experiment, all while using our professional judgment to integrate it thoughtfully and responsibly. If you’re ever unsure about the approval status of a tool, it’s always a good idea to check with your board before bringing it into your practice. They may have board-approved tools in place to help ensure that everything aligns with district policies and educational standards. By using our professional judgment and sense of responsibility when integrating AI, we can not only prepare ourselves but also set our students up for success in a future where AI will be increasingly prevalent.

In my previous post, I began by retelling a brief story to provide readers with insight to my motivation for studying grammar. I then shared the strategies I used for developing my grammar knowledge so I could better support students learning the discipline. While sharing some strategies, I mentioned a resource, (englishpage.com) that I found useful in building my knowledge. I concluded the post by identifying three insights I gained from the experience that I believe could be useful for other teachers.

In this post, I’ll share an experience that prompted me to reconsider how I teach grammar. I’ll also share insights and considerations for teaching grammar using a culturally relevant pedagogical approach (CRP); with a specific focus on the building students’ cultural competencies tenet found in CRP framework. My goal is to help teachers affirm and integrate the diverse grammar competencies of the students they teach. My hope is that this work helps to aid students in developing their understanding of how to leverage their cultural knowledge combined with their knowledge of grammars to compose diverse texts for diverse audiences.

Last year, I attended a professional learning session on how to teach grammar and syntax to students in intermediate grades. I was there to support a colleague in the central literacy department who facilitated the session.  During the session my colleague shared the article, The Histories and Mysteries of Grammar: Supporting Elementary Teachers in the Time of the Common Core by Lauren B. Gartland and Laura B. Smolkin (2016). She then provided time for educators to read the article then engage in discussion. To participate in the activity, I too read the article and engaged in the discussions.

While reading, I learned that Gartland and Smolkin define grammar as a set of rules to explain how a system operates. In a language, this system typically refers to syntax, morphology, and semantics. This definition along with a few additional details helped to consolidate my understanding of grammar as the vocabulary speakers and writers employ to create well-formed sentences to effectively communicate their ideas to intended audiences.

Yet it was their definitions of descriptive and prescriptive grammars that provided the essential insight I needed to rethink teaching grammar from a CRP stance. Gartland and Smolkin define descriptive grammars as presenting language as it is used by speakers in different contexts and settings, while prescriptive grammars describe how people should speak and write. I quote these researchers at length below because it was the following passage that prompted me to shift my thinking. They write,

“Prescriptive grammars privilege standard English (SE) as the correct variety of English, whereas descriptive grammars characterize SE as one variety of English (albeit an important one) without valuing it above others. SE is the type of grammar presented in the Common Core [or the revised Grades 1 – 8 Language curriculum (2023)] because it is the grammar that’s associated with long-term success in public schools, completion of higher education, and employment with opportunities in professional advancement and financial rewards. Adding this type of grammar to children’s repertoires can open the door to educational success and socioeconomic mobility. The word adding is where much of the controversy lies. If we can come to view SE as appropriate to employ in particular settings and situations and other forms as appropriate for other situations, we move away from the idea that there is a single correct way to speak and write. And we move into the realm of descriptive grammars; this recognition of the legitimacy of other dialects will be the key to successful grammar instruction” (Gartland and Smoklin, 2016).

What resonated with me from this passage was the additional clarification of descriptive and prescriptive grammars, along with the reasons that prescriptive grammars are privileged.

I also appreciated the call for teachers to move away from the idea that there is a single correct way to speak and write. Rather appropriate ways depending on the setting, situation, and I’ll add audience. Thinking about the diverse languages, cultures, identities, and values of the students and teachers with whom I work, two questions that immediately emerged for me were: Who decides what is considered an appropriate way to speak and write for the setting, situation, and audience? And how do those individuals and groups decide? I share these questions for additional considerations others like me may want to ponder as they continue the work of applying CRP approaches to their language programs in general and grammar programs specifically.

Additionally, I valued the recognition and legitimization of non-standard English dialects, and I’ll add other languages in school, in addition to offering opportunities for students to utilize them when speaking and writing. Too often in my former role as a special education support teacher, I recall sitting in meetings with some educators including some administrators who relegated the English language skills of immigrant children from Caribbean nations inferior with the English language learner (ELL) label. When I questioned why the ELL label was ascribed to these students when English was the only language they spoke, the response was often something about dialect, accent, and questioning the quality of education prior to entering Ontario’s publicly funded school system. While I understood that standard English is the language of instruction in Ontario’s publicly funded school system, and that the students mentioned above may have benefited from some remediation from entering a different education system, my concern emerged from the label being ascribed to the students without consulting the student or parent(s)/guardian(s) and without a clear explanation to both. I believe that it is in the absence of choice and clear explanations that systems of education exact harm on racialized and vulnerable student populations that leads to a distrust of the system that is meant to serve and protect students.

Finally, I respected the evidence that Gartland and Smolkin shared to refute claims that children need to shed their uses of descriptive grammars in school to experience academic achievement. This evidence also highlighted the value of students maintaining and further developing their descriptive grammars while adding prescriptive grammars to their repertories. Inviting and teaching students to utilize their knowledge of descriptive grammars in school is one way that I believe educators can apply a CRP approach to their instructions.

Beyond understanding the difference between prescriptive and descriptive grammars and the place for both in school, the use of mentor texts is an additional way to support explicit instruction in both grammars. With the use of mentor texts students see how skilled and published writers employ the use of descriptive and prescriptive grammars to convey their ideas to their intended audiences.

Months later, in a series of professional learning sessions I facilitated for teachers working with students in grades 6, 7, 8, I shared and discussed the Gartland and Smolkin article. I then modeled how using excerpts from a book like True True (2023) by Don P. Hooper could support providing students with explicit examples of descriptive and prescriptive grammars in use.

During the session I first shared that Hooper employs the use of Jamaican patois, Hattian Creole, African American English, and standard English to tell the fictional story of Gill. I then provided a brief synopsis of the book where I explained that Gill is 17-year-old high school student from Jamaican descent who lives in Brooklyn, New York with his family. He is a devoted grandson, a loyal friend, and he has a passion for three things: coding, robotics, and karate. The story follows Gill as he transitions to an elite robotics school on the upper east side in Manhattan, the anti-Black racism he experiences while attending the school, and the physical and psychological toll that anti-Black racism takes on him as he seeks more equitable learning conditions.

I then read and analyzed a passage where Hooper utilizes descriptive grammars found in Jamaican patois and standard English to add a layer of depth and meaning to the story. I concluded this portion of the session by inviting teachers to reconsider how they currently teach grammar by thinking about how they could invite students to leverage their cultural competencies found in their knowledge of descriptive grammars along with their knowledge of prescriptive grammars to better communicate their written ideas to diverse audiences.

To read Part 1 and Part 2 click below:

Part 1: Teaching Grammar Part I: Reflecting on My Lack of Experiences Learning Grammar in School 

Part 2: Teaching Grammar Part II: Closing Gaps in My Grammar Knowledge

 

The School of Education at Trent University has an Indigenous, Environmental and Sustainability Education course for all teacher candidates.  I joined the course as a marker/grader in the fall of 2024 and found myself learning alongside the students, wishing that a course like this had been part of my B.Ed in the 1990s.

In the course syllabus Dr Rachael Nichols writes, “The Ontario curriculum requires that all teachers, in all grades and all subjects, infuse environmental and Indigenous education in their teaching.”

As educators we have the responsibility to prepare ourselves to teach about these issues and one of the easiest and most accessible ways to learn is through film. I’d like to present some of the recommended films for the IESE course with hopes that you will watch them and take time to reflect on their teachings.

Cottagers and Indians

Drew Haydon Taylor is from Curve Lake First Nation near Peterborough. In his CBC documentary, Cottagers and Indians, he shares the perspectives of people using the lake for conflicting reasons.  Manoomin, commonly called wild rice, is grown and harvested on lakes but it negatively impacts the lives of those using the lakes for recreational pursuits. The film demonstrates how complex issues can be. It’s very thought provoking for settlers like me who were taught history through a biased lens.

There’s Something in the Water

This documentary explains the injustices felt by African Canadians and First Nations in Nova Scotia where water has been polluted. The stories are somber and scary but the courageous women who speak for their communities need us to listen.

For Love

This film tells the stories of intergenerational trauma, neglect and abuse caused by residential schools but it also leaves you feeling hopeful for the future. More Indigenous children are learning about their culture and elders are bravely stepping forward to help them.  As an uninvited guest on Turtle Island it is my responsibility to listen to these stories and take action going forward.

I’m grateful that these films were recommended to me and I hope you will find them helpful as well. I’m curious to know if you have any other films or books that would help me learn. Please leave a comment with your thoughts.

Brenda