Invite each learner to add some of the most noteworthy numbers on large chart paper in a graffiti style.


Create small groups. Each group will be given access to a copy of the gender pay gap article and a copy of the What is Pay Equity? infographic. Together in their groups, learners will compare the information in the article and the infographic.


Prompts:


• Which numbers in the article do you think were most important? Why?


• Which text provided more information? • Which text was easier to understand?


• Which text did you prefer, the article or the infographic? Why?


Invite learners to consider what informa- tion may be missing (e.g., women whose identities intersect with race, religion, age, sexuality, ethnicity, language, and ability).


Invite the learners to share their ideas in an open discussion.


Anticipated discussion points: • the article provides more context


• the infographic is easier to understand (highlights critical values), however this could be misleading without the context of the article


• the preferred text will depend on the audi- ence and the purpose of the text


Support learners through the discussion to summarize the various points of view and ideas presented.


CONSOLIDATION


Share, “there is a lot of factual information available about the inequity in pay, but now that Canada has instituted the Pay Equity Act, is there still a need to discuss Canada’s pay gap? Is there still a pay gap?”


Note: Although the Pay Equity Act went into effect on August 31, 2021, there is still a gender discrepancy in pay. At this point, it is critical to help learners understand the barriers women face are systemic. Focus on the bottom portion of the infographic: not only is there a pay gap between men and


women, but the gap is greater for immigrant women, racialized women, and it is the greatest for Indigenous women.


Have learners consider:


• What additional barriers do immigrant, racialized, and Indigenous women face in many other aspects of their lives and how do these contribute to the gender pay gap?


• Whose experiences are not included in this data? Example: transgender women, non-binary, gender diverse, and two- spirit people.


Invite learners to consider how oſten and how effectively infographics are used in our daily lives (e.g., social media, commercials, informative videos, etc.). Co-create a list of critical questions we should consider as a viewer.


Anticipated/possible critical questions: • Who created this? • What sources were used? • Can we verify the information presented? • What is the intention? • What is the message? Learners will find an infographic to analyze


using the above critical questions and apply their learning by sharing their results with the class. (Tis may be done on another day if learners need time to explore and find infographics that are relevant.)


Where applicable, encourage learners to make connections to the article they read during the Action phase.


Connect the importance of reading an infographic with thinking critically about the information being shared. Infographics continue to evolve, especially within social media apps. Regardless of the medium, the same critical questions and ideas apply be- cause of the mass distribution and the click/ quick activism intention behind each post.


EXTENSIONS


Learners can work individually, in pairs, or in groups to identify another inequity that exists and create an infographic to display the data that supports that inequity. Example: NBA versus WNBA – air time, participation, salary of players, sponsor- ships, etc.


Invite learners to consider what pieces are missing from this analysis as the data is col- lected based on gender binaries (e.g., men and women) and does not consider gender identities that move beyond these social constructions.


Learners can search for their own articles around the gender pay gap and create an in- fographic that may summarize the informa- tion, or they may take an infographic and create an article based on the information presented or other sources of information.


REFERENCES


United Nations Human Rights Committee. (2015, August 13). Concluding observa- tions on the sixth periodic report of Canada (CCPR/C/CAN/CO/6).


Racco, M. (2018, April 13). Te gender pay gap is not a myth. Here are 6 common claims debunked. Global News.


Statistics Canada. (2022, May 31). Quality of employment in Canada: Pay gap, 1998-2021 (catalogue no. 14280001).


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