In conversations with teachers, I often get asked “How do we be more inclusive of all the holidays celebrated by the students in the school?” The answer to this requires some thinking and planning. I recommend starting with having a conversation with students. Whenever I open a conversation like this, I am mindful of my presence and position as the adult in the room. I know that if I say my favourite holiday is Christmas or Easter, I know that will influence what students think I want to hear. Sometimes they will try to make a connection with me, often agreeing that they have the same favourite as I do or most of them say “Me, too!” and then a few of them who don’t celebrate the same way feel left out. Instead I try to begin this conversation by asking what we like best about holidays, for example, time with family and friends, foods we love, etc. We can use this conversation to build connections with one another and each child can have an entry point to the conversation and have a holiday in mind, whether it’s religious or secular or a national holiday. Then, once we have some idea about what makes a holiday meaningful, ask students what holidays they celebrate when the things we like best take place.
Using this information to plan around which holidays you will acknowledge in your classroom, helps to create a culture where we honour who students are. Be sure to celebrate all holidays to the same degree so that no one feels more important than others. You can also use this information to figure out which holidays you need to include because the children might not have any experience or knowledge about them. Whose voices are missing? Whose identities do they need to learn more about?
This year anti-bias and anti-racist leader, Liz Kleinrock, has a new book titled Come and Join Us! 18 Holidays Celebrated All Year Long. This beautiful text illustrated by Chaaya Prabhat centres on so many different identities. It truly gives the opportunity for some students to see joyful mirrors and others to look through windows that allow space to learn about cultures and celebrations they may not have had the chance to meet. My favourite part, however, is the brilliant way this text also invites readers to step through the sliding glass door and build connections and empathy with others. After learning about each celebration there is a reflective question, such as “Do you stay up late for any of your holidays?” or “How do you help and show care for others during your celebrations?” I can see how educators would use this text to learn about others and spark conversations that allow for all children to have an entry point and connection.
Educators could use this text throughout the entire year, inviting children to learn more about different holidays and practice how to be curious and respectful when learning about others. You’ll notice the intentional focus on holidays that are non-dominant in Canada, such as Nowruz (Persian New Year). Kleinrock addresses this in her author’s note at the end of the book, sharing the challenges she had growing up with the ways that others spoke about the holidays she celebrated. It’s a wonderful way to bring forward eighteen different holidays throughout the school year and to continue the conversation as holidays happen.
For more about Liz Kleinrock, visit: https://www.teachandtransform.org/
For information about Come and Join Us! 18 Holidays Celebrated All year Long, visit:
https://www.harpercollins.com/products/come-and-join-us-liz-kleinrock?variant=41010193203234
