influence change, the skills and lessons they learn in school will serve them for the rest of their lives. I was fortunate that in both elementary
and middle school, there was a genuine ef- fort to give students a sense of agency and ac- countability. One of the long-standing tradi- tions in my middle school was to put on this play called Courageous Voices. At the heart of it, students chose someone they felt was im- portant and inspirational, and really embody them to create a performance using only the words and voices of those heroes and hero- ines. Te act of becoming heroes and hero- ines to perform this play was more formative than I would have realized at the time. It was an opportunity to draw on what was impor- tant to us as individuals, find a place for it in a collective art piece that fit together and create a collective voice of the community. I learned a lot about my peers, and I still think about the reasons they chose the people that they did to this day. Tis stands out to me as a perfect example
of engaging students to become changemak- ers. It’s about helping kids understand that people have done very important things and there is a lot more out there than what you will just encounter in your classroom. n
Emily Chan is a member of the Elementary Teachers of Toronto Local.
CLIMATE JUSTICE RESOURCES
BACKGROUND INFO • Our Children’s Trust (for summary of lawsuit)
• Climate Strike Canada
TEACHING RESOURCES • About the climate strike movement: Climate Justice | CMHR
• Art for climate justice: Visual arts perspectives on climate change
• Teaching about climate justice through a social emotional learning framework
• Environmental racism: Water rights and climate justice “Tere’s Some- thing in the Water”
• Mapping climate change: Climate Atlas of Canada
• Climate change teaching resources database: Resources for Rethinking
• Understanding eco-anxiety: Strate- gies to help young people
*Links to these resources are available at etfovoice.ce
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 15
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