“IT IS IMPORTANT TO TEACH STUDENTS ABOUT CURRENT SOCIAL MOVEMENTS SUCH AS “IDLE NO MORE” AND “BLACK LIVES MATTER” AND TO LEARN ABOUT POLITICAL ACTIVISTS WORKING TO RESIST OPPRESSION, INCLUDING DR. CINDY BLACKSTOCK, VANDANA SHIVA, NAOMI KLEIN, DESMOND COLE AND MAUDE BARLOWE.”


the responsibility we all have to share and care for the resources of this land. Students learn about environmental racism and com- munities that do not have access to clean wa- ter, including many Indigenous communi- ties in Ontario. Students share their learning and raise awareness about issues connected to the land through announcements, posters and social action. It is important to teach students about


current social movements such as “Idle No More” and “Black Lives Matter” and to learn about political activists working to resist op- pression, including Dr. Cindy Blackstock, Vandana Shiva, Naomi Klein, Desmond Cole and Maude Barlowe. In March, we acknowledge the Interna-


tional Day for the Elimination of Racial Dis- crimination. Gathering in March gives stu- dents a chance to share what they’ve learned during Black History Month and encourages educators to make connections among com- munities that have experienced and con- tinue to experience racial discrimination. It is an opportunity to examine the big ideas of privilege and exclusion and understand the ways power is maintained by systems of oppression. If we want to work together to eliminate discrimination, we need to actively confront systemic oppression and think crit- ically about what it means to be an ally. “Gender Splendour Week” is an an-


nual exploration of gender equity, inclusive families, and the impact of homophobia and transphobia. Every April, students work in multi-aged groupings to examine gender stereotypes and critically consider gender binary roles in our society. In the last seven years, we have created social justice curricu- lum about the LGBTQ movement and the symbolism of the rainbow flag, the addition of “gender identity” and “gender expression” to the Ontario Human Rights Code, and what it means to be a “feminist.” After learn- ing about Malala Yousafzai and listening to her address the United Nations about girls’ inequitable access to education, the grade 4-6 students wrote statements of solidarity to post in the hallway. This curriculum cre- ates meaningful opportunities to explore media texts, identify different points of view and explore the big idea in musical lyrics.


The songs “True Colors” and “Stereotype” are always part of our celebration. They re- mind us how powerful our movements are when we join our voices in solidarity. On June 11th


, our students participate


in an annual letter writing campaign called “Our Dreams Matter Too” in solidarity with and support of First Nations children liv- ing on reserves who do not have equitable access to education and health resources. The determination of Shannen Koostachin moved us to share our feelings with our local Member of Parliament and to write letters to the Prime Minister of Canada. These ac- tions help students feel empowered and give them a voice to speak out against systemic injustice.


CONCLUSION


At the Grove, we are lucky to have an explicit focus on social justice education but, as edu- cators, we need to believe this work is impor- tant for all of us to do. We need to be willing to take risks and make mistakes. We need to make connections and think creatively about how we can “uncover” the curriculum with our students. It is our responsibility to share stories that are not our own and to acknowl- edge that events are perceived differently by different people. Stories are never objective. Becoming an ally is an ongoing process


that requires critical reflection about the sto- ries we bring into the classroom. It means acknowledging that the privilege we have to teach comes with a responsibility to actively decolonize our schools and disrupt the co- lonial narrative. Becoming an ally means recognizing that we are all complicit in the systems we are trying to resist. It means lis- tening and working together for justice. So- cial justice education includes implement- ing curriculum that empowers students to feel proud of their stories, and at the same time, challenges students to begin think- ing through the systems of oppression that maintain power and privilege. This work can feel overwhelming at first, but it is the most important work we can do. n


Velvet Lacasse is a member of the Elementary Teach- ers of Toronto.


SOCIAL JUSTICE EDUCATION RESOURCES:


Anti-Bias Curriculum:


That’s Not Fair: A Teacher’s Guide to Activism with Young Children Teaching Green: The Elementary Years Math That Matters


ETFO Resources: Social Justice Begins with Me Re-Thinking White Privilege Possibilities Everyone is Able Addressing Islamophobia Spirit Horse


Awareness, Engagement, Activism: A Social Justice Approach, etfovoice.ca/ node/594


Online Resources: Using Their Words, usingtheirwords.org Teaching Tolerance, tolerance.org


Deepening Knowledge, oise.utoronto.ca/ deepeningknowledge/


Frameworks: Anti-Bias Curriculum


Culturally Relevant and Responsive Pedagogy 4Rs Framework: 4rsyouth.ca


Using Their Words: Six Elements of Social Justice Curriculum Design for the Elementary Classroom.


ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 19


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