authentic and relevant way.
CULTIVATING CRITICAL LITERACY Critical literacy is the ability to critically ana- lyze, evaluate and draw meaning from texts and other forms of media, identifying issues of power, equity and social justice that inform the response given or action taken. “Criti- cal literacy is not something to be added to the literacy program, but a lens for learning that is an integral part of classroom practice” (Capacity Building Series, 2009.) There is no one-size-fits-all when it comes to teaching and engaging in critical literacy, which means that we, as educators, can guide our students in their development of these skills in diverse ways using diverse subject areas. Critical lit- eracy skills can be applied in math, science, visual arts or physical education. These skills empower students to be active critical think- ers in their learning and development. When we are talking about critical literacy,
representation matters. Canada is one of the most multicultural countries in the world and the resources we use in our classrooms, whether we are talking about history or the present day, must reflect that. When look- ing at history, it is crucial to look beyond the dominant texts that teach students a narrow, white-washed and one-sided history. For in- stance, my students learned about Matthieu de Costa, the first recorded Black person (Af- rican) in Canada. Matthieu de Costa served as an interpreter of the Mi’kmaq language to the governor of Acadia. Students asked, “How did de Costa know or learn the Mi’kmaq lan- guage? Did he have a family that was here in Canada as well?” Similarly, when exploring Orange Shirt
day, treaties and the need for land acknowl- edgments, after reading books such as I Am Not a Number and Shi-shi-etko, and watch- ing TED talks like “Forgotten Narrative: The First Nation’s Reality,” students asked questions such as “Why would the govern- ment allow this to happen to children? Why are Indigenous communities not better treated today? How can I better acknowledge Indigenous Peoples that are here today?” Many students started to actively listen to and participate in land acknowledgements after these discussions. Regardless of where they started, all students learned to use criti- cal literacy skills to deepen their knowledge and understanding and expressed their con- victions using various mediums (visual art, writing or reading diverse Indigenous and
34 ETFO VOICE | FALL 2021
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