SOLIDARITY BY DESIGN
BY JEN REID
“ SOLIDARITY AMONG HUMAN BEINGS CAN HAPPEN SPONTANEOUSLY, AS IN A FLOOD OR FIRE, OR BY DESIGN, THROUGH ORGANIZING.”
– JANE MCALEVEY S
olidarity, the idea that unity can be created when people with common interests work
to-
gether, is essential to the union movement. It is a powerful ex-
perience that is at the heart of people show- ing up at their collective best. We need more solidarity in our fractured world, but how to go about building it can seem unclear, or even confusing. Aſter successfully starting a climate jus-
tice committee in my local, I want to share how important and meaningful this soli- darity work has been and how other ETFO members have done the same on issues that are important to all of us. Tis article shares the stories of three teachers (including me) who organized at the local level in very dif- ferent ways and on unique issues, but with the same outcome: Te creation of commu- nity and solidarity.
MAKING SPACE FOR 2SLGBTQ+ ISSUES
Te opportunity to provide support for 2SL- GBTQ+ members was one that resonated with Rico Rodriguez, who is currently an ex- ecutive member of the Elementary Teachers of Toronto (ETT). “It can be very lonely to be the only queer person at a school,” Rico reflects. “It is important to have allies and like-minded people for support.” Rico has a diverse teaching background,
having worked as a counsellor supporting street youth before moving to the elemen- tary panel in 2005. He has worked as a guid- ance counsellor, as a teacher and in an in- tensive support program for students with specific needs. With his move to ETFO, Rico became
active in the Elementary Teachers of To- ronto as a steward and through the local’s
36 ETFO VOICE | SPRING 2025
Anti-Racism, Equity and Social Justice committee (ARESJ). Tere were some queer teachers involved with the committee, but they felt like their issues weren’t a prior- ity. At the time, there was little that was af- firming for students in school libraries and a general hesitancy about advocating for 2SLGBTQ+ issues. Frustrated with a feeling of gradualism in
the local, a group of activists led by a queer executive officer decided they needed their own committee for 2SLGBTQ+ members and allies. Te ETT executive requested that they demonstrate a need for the committee. Unfortunately, homophobia continued
(and continues) to be present in Canada and throughout the world. According to Statistics Canada, 2SLGBTQ+ students are bullied at a higher rate than their heterosexual and cis- gender counterparts at school and are more likely to experience homelessness. Regard- less of age, 2SLGBTQ+ people earn lower in- comes, experience discrimination on the job, encounter barriers in finding and advancing in employment, and are more likely to expe- rience acts of violence. At the 2010 ETT annual constitutional
meeting, organizing and bringing out people to support the creation of the 2SLGBTQ+ committee was essential. Rico even brought people in his car. Te importance of and need for the committee was presented, but there was demonstrated resistance, as it was argued that the ARESJ committee already represented queer members. Fortunately, the question passed when it was called, albeit with a number of abstentions. Over the years, the ETT’s 2SLGBTQ+
committee has played an essential role in fighting for safe spaces for queer teachers and students. Tey have organized confer- ences and workshops, poster competitions
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