Velvet Lacasse Building Inclusion, Climate Change, Eco Heroes, Equity, First Nations, Indigneous Ways of Knowing, Inquiry, Mindfulness, Music, Outdoor Learning, Social Justice, Truth and Reconciliation

Water is Life

I have been learning with, from, and about water for several years. In another blog, I shared examples of what decolonial water pedagogy might look like in a Grade 2 classroom.  Whenever possible, it is critically important to invite Indigenous artists, activists, and Earth workers to share their knowledge with students in their own voices.

Water is Life:

This fall, the Grade 2-6 students participated in a workshop with Joce Two-Crows Tremblay and Faye Mullen called “Water is Life”.  They describe the workshop as: “Wondering on water as an ancestral highway, as home, as Medicine and more, through story, song and ceremony.”  

It was a beautiful morning. We gathered in a circle and welcomed our special guests with the song, “Funga Alafia”. Archer Pechawis, a Grove parent, joined us and shared songs and drumming. We offered tobacco and gratitude for their teachings. 



Water as Home:

Joce taught us about the strong connections between language and land. We learned about the Indigenous roots of many words spoken in English. After the workshop, I asked the Grade 2 students to document their new learning on inquiry cards with the prompt, “Now I know….”.

NOW I KNOW….
…that Toronto is pronounced many different ways. SOL
…that Lake Ontario in the Indigenous language is “Lake Handsome Lake.” DEMA


Water as Relative:

After a discussion about the importance of water and who we consider to be our relatives, we learned about the relationship between salmon, people, and water. When young children see themselves in relationships with land that are rooted in reciprocity and respect, they might care for all humans and more-than-humans as family.

Water as Ancestral Highway:

In preparation for the workshop, everyone had made salmon puppets, and we re-created water using tarps and blue material. As Joce and Faye paddled up the river, singing an Anishinaabe Water song, our salmon puppets swam upstream to spawn.

NOW I KNOW….

…a song about water. GWEN
…that people sing river songs to catch up to salmon. CLEM

At the end of our journey, we learned more about how Anishinaabeg used land as tools and technology in innovative ways.

NOW I KNOW…

...how to catch salmon, and when to.  DESMOND

…people put Willows down to trap big salmon.  SVEA

Water as Medicine:

We ended our workshop with a Water Ceremony. We sat in a circle and water was poured into our cup. As we held water in our hands, Joce and Faye invited us to think about how living things can feel and absorb our energy, and that is why we must be aware and intentional about our relationship to land. We were encouraged to send greetings of love and hope and gratitude to the water. After sitting quietly and reflecting, we drank from our cup and wondered if the taste of the water was affected by our ceremony.

NOW I KNOW….
…water can hold lots of energy. LOTE
…water gives life to everything. ELLIOT

It was a powerful morning.  We learned many important lessons about land and language, connection and community, technology and teachings.  Everyone enjoyed learning outside with and from the land, through storytelling, movement and music.  Thank you to Joce, Faye and Archer for sharing your knowledge with us.

Velvet Lacasse Advocacy for change, Building Inclusion, Climate Change, Curriculum Planning, Eco Heroes, Equity, First Nations, Indigneous Ways of Knowing, Inquiry, Outdoor Learning, Pedagogical Documentation, Social Justice

Eco-Justice: Learning with Water

I was invited to co-host a webinar about Ecojustice Education, hosted by the Toronto District School Board’s EcoSchools team, in collaboration with OISE’s Environmental and Sustainability Education Initiative. 

My inspiring co-host was Farah Wadia. Farah is a Grade 7/8 teacher in Toronto, and she has written about her work raising issues of environmental justice through the study of water with local and global connections in VOICE magazine. You can watch our webinar here.

As an anti-colonial educator, I am actively learning how to centre Indigenous perspectives, knowledge, worldviews, and stories of resistance throughout my curriculum. This integrated water inquiry is one example of what eco-justice pedagogy might look like in Grade 2.

Land as Pedagogy: Welcoming Circle
As I deepen my understanding about how to support Indigenous sovereignty, and actively disrupt settler colonialism, I am coming to know that some of the most powerful work I can do is to build relationships, make connections, and acknowledge land with respect.

Every morning, we begin our day outside. We take a few deep breaths together and pay attention to the land (which includes plants, wind, animals, water, soil, etc.) around us. We notice the clouds, the mist, the frozen puddles, and share our observations with each other. We honour the original caretakers of land, practice gratitude, and promise to care for the land as part of our responsibility as treaty people.


My approach to land education is to honour, celebrate and strengthen the relationships that children have with their natural environment, which includes the urban setting. Inquiry-based learning that is grounded in love and wonder can support children to be curious and critical thinkers. If children feel a strong connection to the land, they might also feel responsible for taking care of the land, and each other.

Building Relationships: Sharing our Water Stories
Our water justice inquiry began with an idea that I learned about in the first edition of Natural Curiosity. In September, students shared samples of water that they had collected from different water sources they encountered during the summer. Every day, one student shared what they love about water, and told stories about the water they had collected. We wrote about every experience. This act of storytelling helped to connect us as a community, and created a shared intention for learning with and from water.


A Community of Co-Learners:
Students shared their knowledge and what they love about water in different ways. During MSI (Math-Science Investigations), I asked everyone to build and create structures that connect to water. We used inquiry cards to document what students already knew and the questions they wanted to explore together. These questions provided diagnostic assessment, and will guide our inquiry throughout the year.


Taking Action:
It is critical that young children learn stories of resistance, and see themselves as agents of change. We are reading many picture books to support and guide our inquiry. “The Water Walker” by Joanne Robertson and “Nibi’s Water Song” by Sunshine Tenasco, are two excellent stories written by Indigenous authors. Reading these stories inspired more questions:

Why does Water need to be protected?
Do all people have access to clean water? Why or why not?
How can I take action to protect water?

Students used a Venn Diagram to make text-to-self connections and compare themselves to Anishinaabe Water Protector, Josephine Mandamin. 

  

Write for Rights:
As students learn to recognize inequity and confront injustice in their lives, they need multiple strategies and tools that they can use to take action and feel empowered as activists and allies.

Every year, Amnesty International organizes a letter writing campaign on December 10, called “Write for Rights”. In 2020, I learned that Amnesty International was highlighting the First Nations community of Grassy Narrows. I decided that the students would learn about the issues and write letters of solidarity. Everyone was very surprised when Premier Doug Ford wrote us back! 



Learning Through the Arts: Water Poems
We are learning that Water Protectors will often sing to the water. This call to action has inspired us to write our own songs of gratitude for water in our local community. In preparation, the Grade 2 students wrote a variety of poems, and we explored the sounds and shapes that water makes through soundscapes and movement. Students expressed their appreciation and love for water in creative ways.


Water Songs:
As we compose our water songs, we will continue to listen to the songs of Water Protectors for inspiration and guidance. Some of the songs that we have been learning are: “The Water Song” by Irene Wawatie Jerome, “Home To Me” N’we Jinan Artist from Grassy Narrows First Nation and “We Stand” by One Tribe (Kelli Love, Jordan Walker, and MC Preach). It is my hope that we will sing our songs to the water, with gratitude and joy.

Kelly.McLaughlin 21st Century Learning, Black Lives Matter, Challenging Topics, COVID19, Distance learning, Mental Health, Remote Learning, self reflection, Social Justice, Students as Teachers, Teaching online, Wellbeing

At a loss for words

Did anyone else have a very hard time before class Thursday, January 7th?

Thinking about how to start discussing the terrorist attacks in the United States on Wednesday, January 6th? I spent the entire evening feeling sick about the whole situation. Then, an entirely new wave of anxiety came over me knowing that I would need to address it with my grade seven students.

At first I reached out to fellow intermediate educators, asking them how they were going to start this challenging discussion. They mentioned breakout groups, article readings and then discussions. Then I spoke to some friends about it who helped me come up with careful and sensitive things to say. In this profession, it is hard to speak about these topics (without being political) and to do so in a calm and professional manner. This attack was something that was devastating towards many people, especially BLM activists who were attacked with tear gas, etc. when they peacefully protesting in 2020.

The morning of January 7th arrived and class had begun. I always start the day with morning music and I found it appropriate to play the song “Where is the Love?” by the Black Eyed Peas. I found some of my students did not know what had happened the night before. A student in my class asked to speak on the mic and inform them about the terrorist attacks on the US Capitol. That student spoke very well and did a good job informing anyone who did not see the news, instagram, twitter or other social media platforms. I spoke about it for a while and explained the importance of positive role models/leaders in societies. Followers will always act on behalf of their leaders and this led to a discussion about positive leaders and how they have positively inspired change (Greta Thunberg, David Suzuki, etc.) Our conversation lasted about thirty minutes and was mostly student-led. Many grade sevens came on the mic to share their thoughts and they all did so in a respectful and calm way. Many students expressed their sadness for families that had children going through many things in the past year: forest fires, a pandemic, the death of Georg Floyd, the violent police response to BLM protestors, remote learning, election issues and then, this. We talked about how we are merely watching from Canada but imagine being in that city during this event, worrying about what may happen to you and your family. My favourite part of the discussion was when one of my students expressed her gratitude for talking about the situation rather than pretending it never happened and going about our day. This made me feel that the discussion had gone well and reaffirmed my thoughts about why current events cannot be swept under the rug (especially with intermediate students). We eventually went on with our day after first checking with all students, making sure that they were okay to move on from the challenging topic.

This week, we received an Emergency Alert on Thursday that informed us we are in a State of Emergency and a stay-at-home order is now in effect. This came during class time and many of my students own phones. We discussed what this means and I made sure to answer any questions students may have had. I discussed how the return to school date had been pushed back (that does not matter to us as we are always a remote class), plus the outdoor gathering size had changed to five and also, just to try their best to only leave home for important reasons. We had a great conversation about how the word “exercise” was now added as a reason to leave home. We continued a discussion about how mental health relates to exercise. This had tied in nicely to our healthy living presentations which had been going on during the week. We talked about how important it was that the government acknowledged that leaving your home for a walk or a run was an important thing to do.

After all the discussions were said and done, we did get back to our usual topics but as we know, the mental health of our students is the most important topic and we should always do our best to check in. This is especially important as we continue to learn online, with little to no face- to-face interactions with our students.

I am hoping everyone had a great start to 2021 so far and all that challenging conversations went as smoothly as they could go. I know I was extremely anxious about the conversations but I shouldn’t have been because my students prove to me time and time again their maturity and positive attitude towards their learning and overall outlook on our world.

Velvet Lacasse Advocacy for change, Anti-Racism, Black History Month, Black Lives Matter, Constant Learning, Inclusion, Professional Learning and Growth, Social Justice, Violence in Schools

Anti-Racism and the Fight for Black Lives

I recently joined educators from across the province to participate in ETFO’s powerful four-part webinar series called, “Anti-Racism and the Fight for Black Lives”.  It was an amazing professional learning opportunity, and it should be mandatory for all ETFO staff and members.

The program involves watching a short video clip each week, and engaging in courageous and critical conversations about anti-Black racism with other educators.  ETFO released the video, “Anti-Racism and the Fight for Black Lives” during the 2020 Annual Meeting, as part of the ETFO’s Anti-Black Racism Strategy.  This video is available to all members on www.etfo.ca, along with guiding questions to explore on your own or with your colleagues. 

In the video, we hear the voices of Sandy Hudson, who is a political activist, writer and the founder of Black Lives Matter Toronto, and Phillip Dwight Morgan, who is a journalist, poet and researcher.  The interview is moderated by Alejandra Bravo, who has a history of working for progressive social change with grassroots, immigrant and labour groups. 

What does it mean to fight for Black lives?

Throughout the interview, Sandy Hudson and Phillip Dwight Morgan share knowledge and insights about how educators might use this moment of “awakening” to fight for Black lives and demand systemic change.  One of the issues that we discussed each week was the impact of police in schools and in communities, and the call to action to defund or abolish the police, and re-imagine different ways to respond and care for each other.

Each session was organized and facilitated by ETFO staff Alice Te and Matthew Sinclair, and included opportunities to break out into smaller groups to share ideas and reflect on the guiding questions.  The active and deep engagement of the participants was inspiring.  Educators from Kindergarten-Grade 8 leaned in to listen, learn, ask questions and share resources. 

What is your positionality?

In our first session, the facilitators shared a definition of anti-oppression work as the “active and consistent process of change to eliminate individual and systemic oppression”.  Alice Te and Matthew Sinclair acknowledged that we are all in different places on our learning journey towards equity and racial justice, and that being an ally sometimes means standing UP, standing BEHIND, or standing WITH others, depending on your positionality.  

Throughout the program, we were encouraged to move from individual to collective action, and think critically about how we can use our privilege as educators to work towards systemic change.  As an educator who is committed to learning and unlearning what anti-oppression looks like in schools, I am always grateful for the opportunity to learn from and with other educators about how to disrupt institutional racism.

How can we transform Canadian institutions?    

In order to change or transform systems of education, we must first recognize that schools are not safe or equitable spaces for all students, families, staff and community members.  Schools continue to reinforce White privilege, and create barriers for Black, Indigenous and other racialized students.  Please read the following ETFO VOICE articles about the impact of institutionalized racism in schools:

Anti-Black Racism in Education and Black Students Navigating the Pandemic by Stephanie Fearon

Sisters in the Struggles: Racialized Women and Microaggressions in the Workplace by Angelique Cancino-Thompson

Can you spare some change?

In Part #1, Sandy Hudson invites us to think about the difference between fighting FOR Black lives and fighting AGAINST anti-Black racism.  She says, “It is not enough to be a good person.  You have to be ready to accept a change in your living conditions, so that everyone else’s living conditions, in particular Black people’s living conditions can change.”  Alejandra Bravo agrees: “Solidarity is only real if it costs you something.”  

Educators have a lot of political and economic privilege, which can be used to fight against anti-Black racism.  As we consider how we might change or transform our institutions, we need to be ready to put our money where our mouth is, and fund direct action.  We also need to recognize how institutions are interconnected and advocate for change so that all communities have equal access to health care, housing, paid sick days, food security, accessible transit, etc.  

Two organizations that are working hard and deserve our financial support are: parentsofblackchildren.org and showingupforracialjustice.org  

Why defund police?

Part #2 focuses on defunding the police.  In the video, Sandy Hudson challenges us to shift how we think of safety and security in our society.  She explains that police have historically harmed many communities, including Black, racialized, Indigenous, 2SLGBTQ+, and the underhoused.  This harm and violence is still ongoing, and police actually make some folks feel less safe.  Hudson shares facts about how police budgets are allocated, and argues that funding must be provided to support services that are more effective, and to build alternatives.  

Why are police in schools?

As part of this program, we were very fortunate to have the opportunity to meet Phillip Dwight Morgan, and hear more about his personal experiences and his advocacy work.  Morgan encouraged us to critically reflect on the role of School Resource Officers (SRO’s) and police in schools, and to consider the impact for Black staff, students and their families.  He also questioned where police are located in Toronto schools, and the racial bias of defining “high priority” neighbourhoods as areas that have a higher percentage of racialized families.  These discussions helped me to understand where the call to defund the police comes from, and how it connects to the fight for Black lives.

What is the role of educators?

In Part #3, we discussed other forms of anti-Black racism, racial profiling and bias that need to be addressed in schools and other spaces for youth.  We also shared ideas about how we can use our position to best create and promote changes in our school and local community.  

In our break-out groups, we talked about the importance of representation, and the need to hire more Black educators.  We also talked about centering stories of Black resilience and pride, innovation, love and joy.  Educators from rural and northern communities talked about how they might teach students about anti-oppression without “othering” or reinforcing “us/them” inequities in their predominantly White communities.  Everyone agreed that addressing anti-Black racism in our schools benefits everyone.   

ETFO has developed many resources to support educators to engage in this work, including White Privilege Lesson Plans and ETFO Black 365 Canadian Curriculum.  Please share any resources that you have used in the comments below.  

What does solidarity look like?

Part #4 focuses on the need for awareness and action.  In the video, Alejandra Bravo asks if changing our individual behaviour will help make Black lives better.  Sandy Hudson and Phillip Dwight Morgan criticize the impact of individual acts of solidarity, if they do not include the call to action for systemic change.  For example, many folks are comfortable hanging a poster that says, “Black Lives Matter” or posting a black square on their social media, but they are not comfortable advocating for the abolishment of police.  

The discussion in our break-out group was interesting because we all have colleagues that are at the beginning of their learning journey, and need to do the individual work to recognize how they are impacted by and complicit in reinforcing oppression and privilege.  We talked about how we might support all members in our school community to engage in courageous conversations about racial justice and anti-oppression work.  After participating in this program, I understand that fighting for Black lives must also include advocating for systemic change and funding direct action to fight against anti-Black racism.

What are the next steps?

ETFO has a lot of privilege and political power to advocate for systemic change.  I look forward to hearing about the next steps that ETFO will take to continue to fight for Black lives.   

I am grateful to ETFO and all of the educators who created this professional learning opportunity, and I am inspired by the members who showed up every week to actively engage in this critical work.  I encourage everyone to watch the videos, and to participate in the webinar series when it is offered again.  

 

Deb Weston Social Justice

Covid-19 Testing Privilege

The Story of COVID-19 Testing in Ontario | Public Health Ontario

Covid-19 Testing Privilege: Are we really all in this together?

After experiencing some symptoms on the Covid-19 list, I booked off school and set out to get tested. I wanted to make sure I would return to my school Covid free, keeping my students and my school safe.

First Test

This was my second time getting a Covid test. In April of 2020, it took 4 days of waiting before I was able to get a Covid test. It took me over a week to get the results as the website told me I needed to speak to a nurse several times … what! Did I have Covid? The answer was no as the website/system was not working properly. I hoped that the second time around would be easier and faster as I had to self isolate for 10 days.

Second Test

It took me a bit of time to figure out where I should go for a test as the available options were not evident. I found many websites with contradictory information as to whether I needed an appointment or not. After trying to book an appointment online with little success, I opted to book my appointment over the phone.

I wondered about a possible source of my undiagnosed symptoms. As I purposely keep my contacts to a minimum, only going to school and back home, I knew if I was infected the source would be my school. I also knew that if I was off, it was unlikely that I would have a supply teacher cover my class.

The person on the phone asked me if I had been in contact with an infected person. I responded that I was not sure as there were four cases of Covid in my school and two closed classrooms. I had no idea which classrooms were closed as staff were not told. I also had no idea which students were in these classes. As my classroom is near the Behaviour Teacher Assistant’s room, I interact with many students who pass by.

The person online stated that I should be fine since “students were learning with social distancing in place.” I almost peed my pants at the statement and corrected the person saying that students in my school were in crowded classrooms sitting about six inches apart … instead of six feet. I did not give the person on the phone a hard time as I knew they were just doing their job. After five minutes, I had an appointment the next day.

Waiting at the hospital

As my partner drove onto the hospital grounds, I noted a very small line for Covid-19 testing. It was easier than the first time as I had a short wait to get into the hospital to be processed. As I knew what to expect, the very long probe that was inserted into my nose (almost touching my brain) was not a big deal. The drive, test, and return home took 40 minutes.

While waiting in line, I spoke to a woman with her grandchild. It turned out that he was her great grand child! She told me that she spoke to her mother every night on the phone before they retired to bed. Wow, five generations in one family as the boy had a living and healthy great-great grandmother.

Privileged assess in health care

As I looked around, I noted that the people in the Oakville hospital, like me, had a great deal of privilege. The people all arrived to the testing location by car. Women could get tested without their children in tow, as they had adults to watch their kids. People had extra money to pay for parking their cars and access to Internet and/or a phone to book an appointment. Due to lower Covid outbreaks in Oakville, the testing lines were shorter than lines in Toronto, Peel, and York.

Challenges of Single Parenting

As I reflected, I remembered the days when I was a single parent. My children were four and six years old. My son, TWS, had undiagnosed ADHD and he was a tornado of a child, never able to stay still. As a single parent, it was taxing to take him anywhere.

Due to the challenges of both parents working, my children’s father and I decided that one of us would stay home to care for our children of 3 and 5 years old. As a result, I was the one to quit my well-paying marketing job. About a year later, my children’s father wanted a divorce. I was in an abusive relationship and I had to get away from this abuse.

I had no income, no vehicle, and few resources. As I could not afford a babysitter, I often took my children to my doctor’s appointments. While I attended an appointment, my son decided to rummage through my “talking “doctor’s reception desk resulting in him being covered with stamp impressions. Another time I had a PAB test done while trying to distract my daughter with a toy.

As a single parent, I could not afford cable TV and we made do with three channels using a “Rabbit Ears” antenna. I could not afford a cell phone until after I got a job as a teacher. I certainly would have not been able to afford internet.

Covid Testing as a Single Parent

As I have become more aware of the privilege I carry in my life, I considered my experience as a single parent going for a Covid-19 test. I imagined this experience through the lens of my own life as a single parent with my own children.

I know I would have had a challenging time booking a Covid-19 test as I only had a landline. It would have taken me time to figure out which location would be best for my circumstances. With no car, I would have had to take public transit which would have meant keeping my son, TWS, from not pulling the “stop request” cord. I would also likely have to transfer to another bus route making the journey more challenging.

Once at the testing location, I would have had to keep my children occupied while we waited. Further, I would have also decided to get my children tested. My daughter, KIS, would have complied to a test as long as there was some reward after. As I could hardly get TWS to agree to swallow medicine, I know he would not have agreed to have a very long probe shoved down his nose … he would have needed people to hold him down. The whole experience would have been a calamity.

After this ordeal, I would have had to get back on a bus to go home while giving my children snacks as a couple of hours would have passed. Exhausted with no extra support, we would have arrived home to have an early dinner and then bedtime.

Service Industry Workers

Most people in the service industry do not have many or any paid sick days. With testing, single parents and their children would have to self isolate until results were posted. This would result in a loss of pay for a parent and a loss of time in school for children. I could write an entire blog about the precariousness single parents face in their employment when dealing with their own health and the health of their children.

With privilege comes more available resources

I acknowledge that I have a great deal of privilege as an educated, employed, English speaking, non-immigrant, married, mobile (not physically disabled), White woman with resources like a car and working internet. As my children are now adults (now almost 27 and 28 years old), I am also relieved of the parental responsibilities of childcare and the monetary need to support them. Not all parents have these resources or privilege.

Are we really all in this together?

Regarding COVID-19, I’ve heard people say “we are all in this together” … but are we? The people who live with limited resources via housing, funds, and access to health care do not have the same privilege as people in higher socioeconomic circumstances. People who must work for minimum wage in service industries such as factories, warehouses, groceries stores or in long term care facilities do not share the same privileges. This community of people only share the disadvantage of being economically insecure which makes them more vulnerable to infection from the virus. As a result, they are not those with resourced privilege and this is likely why the virus is raging in their communities.

So, if you go for a Covid-19 test, remember how privileged you are to have easy access to getting this test.

Collaboratively Yours,

Deb Weston, PhD

COVID-19 test and testing location information

Will Gourley agency, Challenging Topics, Equity, General, Making a Difference Through Education, Social Justice, Student wellbeing, Wellbeing

About those indoor shoes

Winter’s coming and as I share this on the eve of December and our possible first snow day of the 20-21 school year, the timing is intentional.

Recently, I had a moment of clarity while greeting students at the door of my classroom. It started out simply enough as they returned after a snowy midday recess. Amid our usual pleasantries it happened – a simple and often overlooked aspect of privilege kicked me in the thoughts as I welcomed students back inside. Although, there was nothing out of the ordinary on this particular day, all I could think about, in that moment, was indoor shoes.

You know, that 2nd pair of shoes students are expected to bring from home, that stay at school, so they can change in and out of for recess and indoor activities. The ones that every student is told they are supposed to have. The same shoes that can be found classrooms away from their owners’ personal effects after being dribbled down the hallways soccer style by budding Christine Sinclairs and Alphonso Davies’. Those indoor shoes. 

Although an extra pair of shoes might be a small issue for many of us, I wonder whether asking students to have a dedicated pair of shoes to change into for inside school exagerates the socio-economic divisions that are obvious in many of our communities. After nearly 2000 days in the classroom, I am only seeing the ability to bring a second pair of shoes as an indicator of privilege, and that got me thinking about equity.

So, I’ll ask. Do you think that requiring/expecting students to have a 2nd pair of indoor shoes is unfair to those who are unable? Have schools become too demanding to expect this considering that many families are living pay check to paycheck? How are educators working to support their learners without isolating or alienating them by their supportive actions? Don’t even get me started about winter boots.

Clearly, there is a fine line to tread and I am wondering what’s changed, what needs to change in the way we were are doing things, and what else have I/you/we been missing? 

What’s changed? 

Nothing and it is not going to either as long as our socio-political and economic structures remain the same, we will always have students coming to school from places of unearned disadvantages being asked to act like they do not.

When we know that students are in need, how do we as a school community genuinely support them equitably? Is there a way that we can help while being discrete in our actions? One way might be by intentionally looking the other way while still making a note of things like a single pair of shoes, no boots, or a lack of weather protective garments rather than confronting their lack of them outright. How do we provide help without awkward and uncomfortable moments for a child?

What needs to change?

There will always be students with needs. Even though we might have enough, and it looks like they have enough. It is easy to be fooled into inaction by the belief that their enough is actually enough. When students are sent to school with a lunch to eat at school, it’s not obvious at first look whether it is the only meal they are having each day. It starts at relationships. 

Knowing the learner is the key here. Without it, we risk allowing students to fall through the cracks. With recent restrictions to work due to the pandemic, it is becoming clearer that families are living in more precarious circumstances. That fancy car that drops students off at the kiss and ride each morning may about to be repossessed. The top dollar running shoes and brand name everything to wear seems incongruous to the jam sandwich or mac and cheese everyday that those same students are bringing for lunch. I am always hopeful that the child really likes the same lunch everyday, but am also watchful whether it is an indicator that something else is going on outside of school.

What else have I/you/we been missing?

Even though I have used indoor shoes as the soul of this post, they are not the sole indicators of unidentified needs or inequities. At-risk students are everywhere in our hallways. I am trying to pay attention to their actions, words, and body language. I never want to look back on this time and think that our students slipped through the cracks without our support. Conversations with other colleagues also help to fill in the blanks if something doesn’t seem right. It has become second nature to ask a student how their day is going. It is also important to include all of the community resources available to schools too. 

If we pay attention to the little signs, we have an excellent chance to close some of the gaps for our students. It might be as simple as connecting families with access to community supports they may not have known about. This may be a simple as ensuring that there is English language assistance for them when it comes to access. For others, it might mean ensuring there is something extra to eat available for any who are experiencing food security issues. For others it might mean an invitation to help out in class during a particularly cold day at recess. 

Whatever the circumstances, we can walk alongside students as they learn to fill the shoes that are waiting for them in the future. 

Thanks to Tim Bradford and Nicolette Bryan @ACPS for their wisdom and candour while discussing this topic. 

Further Reading:

Equity: The Missing Piece of Most Back-to-School Conversations

Deb Weston Advocacy for change, Advocacy for public education, Anti-Racism, Black Lives Matter, Education Funding, Social Justice

Equity or Anti-Racism

Equity vs Anti-racism

As part of my advocacy for students, I’m on a school-based committee to address systemic equity issues within my school board. These board wide equity issues deal specifically with documented Black racism.

Within our committees’ discussions, a debate launched into what our committee should be called. Some members wanted the title, Equity Committee. Others preferred, Anti-Black Racism Committee. A third group of voices discussed a blend of both, Anti-Black Racism Equity Committee.

Equity

Equity is defined as “justice according to natural law or right specifically : freedom from bias or favoritism” or “the quality of being fair or impartial; fairness; impartiality: something that is fair and just.” The idea of equity does not address the systemic issues that people face. Making all things equal does not compensate for the underlying challenges faced by groups such as oppression and socio-economic factors. Equity does not always invoke the action needed to overcome deeply rooted systemic cultural issues.

Anti-racism

Anti-racism “is a form of action against racism and the systemic racism and the oppression of marginalized groups. Being antiracist is based on the conscious efforts and actions to provide equitable opportunities for all people on an individual and systemic level.”

In order for anti-racism action to be effective, all people involved must take a conscious approach to face their own privilege by acting against acts of racial discrimination and changing personal biases.

Does equity work, really work?

Over my various careers as a Geologist, Marketing Manager, and now Teacher, I seen many equity committees come and go. Well meaning participants discussed the importance of promoting equity in organizations but in the end, they failed to meet their goals as the initiatives merely scratched the surface. These committees also did not address organizational cultures that support systemic barriers and prevent the implementing of real change.

Equity for Women’s Rights

As a Geologist, over 30 years ago, I faced many systemic walls and gatekeepers that discouraged me from moving forward in my career because I was a woman. I lost track of how many times I was told that I should “just get married and have babies.” My colleagues were mostly White privileged men with wives who did the unpaid work of managing family and home. These men had the privilege of devoting all their time to their work. They rarely faced barriers.

Equal Pay for Work of Equal Value

As a Marketing Manager for a Canadian corporation, I was part of an “equity” committee. Here we discussed ways to give more equity to women. During an “Equal Pay for Equal Work” program, my corporation rated my job title to a job title in their warehouse; it probably had more to do with what I was getting paid instead of my level of responsibility. I did not get a raise in pay.

More Workplace Equity for Women

The equity committee discussed surface level approaches to support more equity for women in the workplace. But the managers and directors of the company were all men with White privilege. I felt I was treated equally to men most of the time, until I had children. Having children unearthed the many inequities faced by all working mothers. Besides finding good daycare, I had challenges staying home with my children when they were sick. Their father refused to take time off as it was a “career limiting move.”

I started talking with women parenting while working and suggested creating a support lunch group called “MAW – Mothers At Work.” This was quickly shut down by my supervisor as the gatekeepers were not comfortable with the existence of this group. I knew then that starting a daycare at the corporation was not going to happen!

The most significant memory I have of this time was when a meeting went over time and I told my supervisor that I had to leave to go home and feed my child. I could not get home late; I was breastfeeding at the time and had an hour’s commute to Burlington. My boss told me that if I left the meeting, it would be a “career limiting move.”

The corporations’ gatekeepers pushed for the equity committee, not to promote equity, but to give the impression of promoting equity as they were comfortable in the systemic culture that kept them firmly in place.

Systemic Organizational Barriers Against Anti-racism

I cite the above personal experiences as examples of how untargeted equity work is ineffective in making real change for those who need it. Real change means unearthing barriers to equity. This means that gatekeepers can either change their ways, or be replaced. In order to effect change, this means that people, who identify as racialized, must see people like themselves in leadership roles. Having a token person who identifies as racialized does not cut it.

Parents without their Voice Being Hears

As a teacher, I attended a school board meeting where a group of parents were advocating for special education support for their children. These parents had already asked teachers, principals, superintendents, and school board trustees for support for their children and this was their next step.  Listening to their stories, I wondered why these parents had to go to such lengths to get this support. In order to support these students, resources would need to be found. It became clear to me that the school board did not want to pay for the psychoeducational assessments needed to unearth these students’ specific special education needs. The board probably noted that if these parents got this support, then it would open the flood gates of more board paid psychoeducational assessments. Providing more opportunities for board paid students assessments would be very costly. These students were Black and lived in low social-economic households.

Lack of Resources to Support Students

In my role as a teacher, I’ve witnessed Black students not getting the support they needed to be academically and socially successful. Many reasons exist. Students may be on long waiting lists for psychoeducational assessments that are paid by school boards; note that resourced parents don’t wait for these assessments and pay for them privately. A lack of funding for extra supports, such as social work, could also be an issue in getting students’ support. Additional issues could be that students’ significant socio-economic issues distract from getting to the root of academic challenges. In the end, these students still move from grade to grade without the supports they need, falling further behind.

Targeting historic, systemic legacy of racism

Here, the heart of Black racism starts with the Transatlantic Slave Trade. As early as the year 1503, the Black Slave Trade devastated African countries, making many Europeans and North Americans very rich. To what is now Canada and the United States, the Slave Trade shipped millions of people, forced into bondage into a lifetime of work in fields, households, and mills. It is estimated up to 12 million Africans were captured and forced into the slave trade as human property. Unfortunately, more that a million people never set foot on North American soil as they died on the journey.

In Upper Canada, now Ontario, a former slave, Peter Martin, brought the mistreatment of Black slaves to the attention of Lieutenant Governor John Graves Simcoe.  Simcoe pushed for the legislation of 1793 Act Against Slavery. The Upper Canada elected executive council members, “who were merchants or farmers who depended on slave labour, saw no need for emancipation”. The Assembly did pass an Act Against Slavery that legislated the gradual abolition of slavery. This meant “no slaves could be imported; slaves already in the province would remain enslaved until death, no new slaves could be brought into Upper Canada, and children born to female slaves would be slaves but must be freed at age 25”. It took until another forty years, in 1833, for Britain to abolish the slavery of Black people.

Enslaving Black Africans and African Americans would not end until after the American Civil War on December 18th, 1862 (only 158 years ago). This resulted in many freed slaves becoming poorly paid sharecroppers and workers. White supremacy movements and Black Codes were launched, a year after, in 1877.

In the 1960s, the Civil Rights movement achieved political and social gains. This would still be not enough as the Black Lives Matter movement would rise in 2013.

A legacy 360 years of social and economic systemic oppression

The 360 years of slavery would leave a legacy of social and economic systemic oppression for all people who identify as Black.

As Dunia Nur, the president of the African Canadian Civic Engagement Council (ACCEC), states

Will Anti-racism work to overcome systemic bias?

For me, the push for equity for all is not enough. There are documented issues of racism against Black students within school boards in Ontario. It is time to dig deeper into challenging the systemic racist structures within school systems in order to give our students, who identify as Black, a chance to overcome their own barriers to social and academic success. As educators, we must take this difficult task of challenging our own biases towards those who identify as Black. Teachers work to promote the best opportunities for all students’ futures. We have more work to do.

I write this blog as a White woman with economic and educational privilege. I live my life carrying my White Backpack of privilege, never worrying about being carded or being asked to see a receipt when I leave a store. When my students, who identify as Black, complain about police bothering their families, I acknowledge that this happens and we talk about the roots of racism. When my students note that books have “all White kids” in illustrations, we talk about why this is the case and how it should change.

I will work towards Anti Black racism on an Anti-Racism committee as I unpack my White backpack …  as it is a life long task.

Collaboratively Yours,

Deb Weston, PhD

Michelle Fenn 21st Century Learning, Anti-Racism, Building Inclusion, Challenging Topics, Curriculum Planning, First Nations, General, Inclusion, Indigenous Perspectives, Indigneous Ways of Knowing, Inspiring Students, Inspiring Teachers, Inuit, Making a Difference Through Education, Metis, Professional Judgement, Professional Learning and Growth, Questioning, self reflection, social emotional learning, Social Justice, Truth and Reconciliation

Engaging with Indigenous Knowledge as a Non-Indigenous Educator

Over my teaching career I have been fortunate to teach in schools with high populations of Indigenous students and to learn from the knowledge keepers and elders in the communities that our schools served.  Admittedly, I haven’t always said or done the right things but I have learned from those mistakes.  As a non-Indigenous educator, I know that I will continuously be on a professional and personal learning journey.  I acknowledge that it is my responsibility to do this learning.  There are resources that I have used along the way and I hope that by drawing attention to the following resources, I can assist others in their learning journey.

In order to avoid cultural appropriation, to honour and respect Indigenous culture and history as a non-Indigenous teacher, it is important to have the appropriate resources. We can’t avoid teaching about residential schools because we don’t feel comfortable.  It is a part of the Ontario Curriculum.  It isn’t just about “history” either.  Current events draw attention to the pervasive issues faced by Indigenous peoples.  These are teachable moments that are authentic and relevant to students.  Students will be asking questions and forming opinions. As educators we have a responsibility to assist students to find accurate and culturally respectful information.

If you are looking for a place to begin in your learning journey, visit ETFO’s First Nations, Métis and Inuit Education website.  It is filled with cultural protocols, resources and Ministry Documents.  It is a treasure trove of information on treaties, land acknowledgements and avoiding cultural appropriation.  Throughout the literature are hyperlinks for explanations of concepts and lexicon.  Through ShopETFO you can purchase the FNMI Engaging Learners Through Play  resource created for elementary educators which provides play based activities that engage all students.

A quick resource can be found on code.on.ca (The Council of Ontario Drama and Dance Educators). This resource provides a quick chart of protocols on what to do, what to avoid, why to avoid and what to try in order to bring learning about Indigenous culture and history into your classroom.  This document also provides links to videos about Indigenous Arts Protocols, and a quick reference guide for what to think about before engaging with Indigenous Knowledge.

The website helpingourmotherearth.com is filled with tools and resources for educators including videos of Indigenous Knowledge Keepers telling their stories.  There are free educational resource kits with lesson plans for primary, junior and intermediate students.  In addition, you could sign up for professional learning or a workshop on the site.

Like me, you might make mistakes.  However, my Indigenous educator friends have coached me that the worst mistake that non-Indigenous educators can make is to do nothing.  I hope that highlighting these resources will help you along your professional learning journey.

Arianna Lambert Black History Month, Building Inclusion, Celebrating Success, Constant Learning, Curriculum Planning, Equity, Professional Learning and Growth, Resources, Social Justice

ETFO’s 365 Black Canadian Curriculum

The last time that we were in the school together was in March. Believe it or not, some classrooms still had the omnius date of when school changed – March 13, 2020 – up on the board. One thing that was still up and brought a sense of joy was the Black History Month display that was in the library. Last school year, I was blown away by the amazing display of books that our Teacher Librarian created so that students could freely explore Black history and story. I found myself drawn to it every time I walked into the space because there were a number of books that I hadn’t explored and it was refreshing to see. 

To be honest, I struggle with Black History Month being the shortest month of the year. I’ve written before about my feelings around having months where we celebrate and move on past the everyday realities that are the lives of our students and dare I say, educators. I also always feel a certain level of pressure to do something and then feel frustrated that I, as a black person, has to be the “one” to do the “Black History Month thing”, rather than it being a collective decision. Last year I sat back and wondered what might be done. All too often this month allows schools and districts the opportunity to click the equity checkbox, yet students and educators like me recognize and understand this as performative work. When Black history and story are relegated to one month of the year, what message does this send? Does this in turn tell non-Black students as they grow up, that February is the only time to check that equity checkbox?

In this post, I want to highlight ETFO’s 365 Black Canadian Curriculum. I’ll be honest and say that it is a resource that I need to spend more time in myself. Much of the history taught widely has been American and yet there are so many remarkable Black Canadians, past and present. 

By clicking the link above, you’ll find a compilation of resources – calendar, lesson plans, workshop, and poster – that support educators and students in learning about Black Canadian history. On each day of the calendar, a Black Canadian is highlighted with information on: what they are known for; notable facts; photos; and articles about the person. When first looking at the list, I was blown away by how many of the people I didn’t know. If you haven’t taken a look at the calendar or resource, spend some time doing your own learning. I know that we often get excited about using a resource with students and with this one, I think we need to get excited about doing some learning for ourselves. That being said, please don’t use not enough time for your own learning as an excuse to not teach about this in your classrooms. ETFO has removed this excuse by compiling the resources and having them in one place. Don’t discount it, you might be pleasantly surprised by how much you learn, how interested you become and how much you enjoy it.  

The hands-on teacher resources are available in both French and English and include worksheets for primary, junior and intermediate students. This past week, I used the lesson on Molly Johnson. Students were engaged in the lesson and the great part was that students were blown away by the fact that she’s not only a Canadian jazz singer, songwriter and broadcaster on CBC. She also won a Juno Award and a National Jazz Award. She was named an Officer of the Order of Canada. She co-founded the Kumbaya Foundation AIDS charity and she has toured all over the world. The fact that she happens to look like some of us within the classroom space was a bonus. With handwashing, the lessons are short but for our next Music class, we will continue the lesson as students were so engaged and wanted to know more. 

It’s time to reflect on the history and stories that are being taught in schools. How are we ensuring that Black Canadian history and story are also being taught within our classrooms? ETFO has a great curriculum that can be easily incorporated. Let’s ensure that Black history isn’t only being shared from an American lens of the past during the shortest month of the year but that it’s celebrated within classrooms on a daily basis. Let’s learn together and please share with me what you’ve tried in your classroom.

Velvet Lacasse Advocacy for change, Equity, Indigenous Perspectives, Inquiry, Social Justice, Truth and Reconciliation

Teaching Beyond the Land Acknowledgment

In order to minimize exposure to COVID-19, many educators will be teaching and learning outdoors.  This is a wonderful opportunity to re/connect with land, explore environmental justice through inquiry, and integrate First Nations, Inuit and Metis peoples’ knowledge and perspectives throughout the curriculum.

As a non-Indigenous ally and accomplice, I am learning about the critical importance of teaching through relationships.  This year, I will be teaching Grade 2 and I hope to be outdoors every day, learning with, through and from the land around our school.  We will use environmental inquiry and land education to explore the “big ideas” of gratitude, reciprocity, and respect, as we critically reflect on land in the context of colonial settlement.

Whose Land?

In every school, the day begins with a land acknowledgment of the traditional First Nations, Metis, and/or Inuit territories that the school is situated upon.  This is an important way to honour Indigenous protocol and understand ourselves in relationship to land.  It can also be a call to action to decolonize schools and recognize Indigenous sovereignty.

In “What are land acknowledgments and why do they matter?” Indigenous writer Selena Mills invites us to think about how land acknowledgements connect to reconciliation and justice.  Land acknowledgements are an important way to honour Indigenous peoples’ kinship beliefs, deep connection, and relationship to land.  They can also be used to unsettle colonial narratives and hold all of us accountable to our responsibilities as treaty people.

This year, our school days and entry times might be staggered, and many students will be learning remotely, but I hope that educators will continue to begin each day with a land acknowledgment.  This can be shared orally and/or it can appear visually at the top of your virtual classroom.

Call to Action

It is our responsibility as educators to deepen our understandings of Indigenous protocols, history, world views and perspectives, and to integrate these teachings throughout the curriculum.  These calls to action are clearly outlined in the 2015 Truth and Reconciliation Commission of Canada Report, which are endorsed by ETFO.

After learning more about the diverse communities that have lived and continue to live on the land, students can demonstrate their understanding by writing their own land acknowledgement, and include actions that they will take to care for the land.  Here is a template from Amnesty International to consider.

Where Do I Begin?

Every time I teach about lived experiences that are not my own, I approach the new learning with curiosity, humility, and respect.  I position myself as a co-learner, actively listen, and share my own questions and learning process with others.

I reach out to families and invite community members to share their knowledge and teaching with us, paid for by Parent Council funding and/or my classroom budget.

I search for resources that are culturally relevant and responsive, written or created by the communities we are learning about.  I site the voices and sources of the texts we are using, and focus on narratives that celebrate resistance, love, beauty, innovation, pride, and achievement.

With my students and their families, I try to create a community of collaboration and curiosity.  At the beginning of the year, I will encourage reflection and critical thinking about the questions, “Who am I?” and “Where am I?”  Throughout the year, I will use the Land Acknowledgment to:

  • share stories about our multiple and diverse relationships to land
  • ask questions and learn about the original inhabitants and caretakers of land
  • identify and disrupt settler colonialism and systemic racism
  • learn about treaty agreements and Indigenous rights
  • encourage deep connection and gratitude for our relatives
  • acknowledge our collective responsibility to protect land
  • explore and honour our family journey stories
  • engage in acts of solidarity with Indigenous resistance

As we (re)story our relationships to land, we can begin to transform schools, and build relationships of mutual trust and accountability between Indigenous and Settler communities.  Teaching beyond the land acknowledgment is a powerful place to start.

ETFO Resources

ETFO has developed outstanding resources to support the integration of First Nations, Inuit, and Metis perspectives in the classroom.  Ask your Teacher Librarian and/or Administrator to bring these inclusive texts into the school:

You can find additional resources, including posters, webinars, and literature at: www.etfofnmi.ca  You can also find excellent articles in ETFO’s VOICE magazine.

Additional Resources:

https://youtu.be/nG_iMUHFuOg

https://native-land.ca/

https://www.youtube.com/watch?v=qNZi301-p8k

www.tolerance.org/magazine/what-is-settlercolonialism

Please share any other resources that you use in the comments below.  Thank you!