Tibet, Koreatown). Encourage students to ask questions: Who lives here? What makes this place special or important?
At the junior level, have students learn about Asian Canadian politicians, activ- ists and community organizers, and invite them into your classrooms. At the interme- diate level, give voice to marginalized Asian histories by having students learn about the Komagata Maru incident (1914), the Chinese Exclusion Act (1923-1947) and the Japanese internment (1941-1949).
Challenge your students to critically ana- lyze both the positive representations of national goodwill (like Canada’s response to the 1970’s Vietnamese refugee crisis) and racist power structures that persist today (like the lack of protections for Filipinex migrant workers). By confronting Canada’s racist history and treatment of Asian communities, we dispel the myth of an infallible Canadian multiculturalism in our fi ght for racial justice.
race and racism is an important part of identity building and healing. By prioritiz- ing mental health, we establish safety and trust and we create a culture of compassion and belonging.
8. MOBILIZING STUDENTS TO TAKE POSITIVE SOCIAL ACTION
“ You cannot change any society unless you take responsibility for it, unless you see yourself as belonging to it and respon- sible for changing it.”
– Grace Lee Boggs Interview: Revolution as a New Beginning
7. SUPPORTING STUDENTS’ MENTAL HEALTH AND WELL-BEING
According to 2011-12 TDSB Census Portraits, many East and Southeast Asian students and some of South Asian descent felt that they did not have adults at school they could turn to for help (Yau et al., 2015a, pp. 3; Yau et al., 2015b, pp. 3; Yau et al., 2015c, pp. 3). Students of East Asian and Vietnamese descent were less likely to report feeling positively about themselves or their futures. Many of these students experienced signifi cant anxiety, loneli- ness, and low self-confi dence (Yau et al., 2015a, pp. 5; Yau et al., 2015c, pp. 5). The stereotype of the quiet Asian student may make us dangerously ignorant of those who are suffering silently and alone. To support mental health, we can make time to connect with students and families. We can validate students’ feelings and teach healthy coping strategies. Talking about
It is not enough to just talk about the existence of racial injustice. After establish- ing the historical and systemic basis for these inequalities, the next question is: What are you going to do about it? Social action is fundamental to anti-oppressive teaching and the goal should always be to create change. To do so, ask your students: What really matters to you? Where do you want to see change? How can we go about achieving that? Connect with community groups for inspiration and assistance and consider programs that promote civic engagement. Girls’ Government is a pro- gram that engages Grade 8 girls in public policy and issues that are relevant to their communities. Remember, students are never too young to make change. In one school, Kindergarten and Grade 1 students wrote letters to the principal asking for age-appropriate play equipment because they were too small to use the playground. For students’ actions to be meaningful, the social and political issues they engage with need to stem from their own values and insights. n
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 39
“IT IS NOT ENOUGH TO JUST TALK ABOUT THE EXISTENCE OF RACIAL INJUSTICE. AFTER ESTABLISHING THE HISTORICAL AND SYSTEMIC BASIS FOR THESE INEQUALITIES, THE NEXT QUESTION IS: WHAT ARE YOU GOING TO DO ABOUT IT? SOCIAL ACTION IS FUNDAMENTAL TO ANTI- OPPRESSIVE TEACHING AND THE GOAL SHOULD ALWAYS BE TO CREATE CHANGE.”
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