Picture this–It is the beginning of the school year. Like most teachers, I spend the first month getting to know my students, their experiences, and their identities through a series of icebreakers, reflective questions, and one-on-one conversations. At our school, we place a strong emphasis on creating a sense of belonging for everyone, and one way we do this is by encouraging each grade to team up with another grade that is two to three years apart. This year, I arranged for my grade 5 class to collaborate with a grade 8 class, setting the stage for shared learning.
One day during our large group discussion, as we sat in a circle sharing our thoughts on community, a student asked me, “Why do some people get treated differently because of how they look, and where they are from?” A seemingly straightforward question sparked a meaningful conversation about bias and discrimination in my room.
Instead of dismissing the question or providing a simple answer, I used the opportunity to deepen our understanding of equity and inclusion. Together, we explored the concept of systemic biases and how they influence the narratives we encounter.
We read picture books like Malala’s Magic Pencil by Malala Yousafzai, When We Were Alone by David A. Robertson and Julian is a Mermaid by Jessica Love and discussed the importance of acknowledging the voices that have been marginalized or silenced, including those of women, people of colour, Indigenous voices and members of the LGBTQ2S+ community.
Over the next few days, I dedicated myself to learning and planning a project that would be truly inclusive, ensuring that every student felt represented, respected, and empowered to effect change.
I began encouraging students to critically examine media representations and challenge stereotypes. We analyzed advertisements, products, and movies, identifying instances of bias and discussing their implications (e.g., who is being represented, what narrative is being pushed and why and how we participate to mobilize the bias further). Students created a list of how and where they have experienced privilege. They reflected on their positions of privilege and considered how they could use their voices and resources to advocate for marginalized voices.
I could see and feel the empowerment my students felt. They began to share more of their experiences and make connections to their lives. This empowerment led us to decide on a project to make advertisements that positively used bias. Students chose topics like educational material and representation, health and beauty ads and financial ads and presented them to other classrooms. Through the process, students analyzed systems of oppression and began to envision alternative versions grounded in justice and equity.
We know that incorporating equity and social justice into the curriculum isn’t just about addressing historical omissions; it’s about empowering students to become agents of change in their communities. I encourage all educators to continue in their efforts to address bias and promote students to advocate for a more equitable society.
