Hello there!
As some of you know, I teach in a K-8 setting. It would be erroneous to think that this is too young to start learning and teaching about social justice, as many of our students have already faced the realities of social and systemic injustice. Inequity and injustice can be heavy topics to address, so it is important to explicitly recognize and work with students' culture as the basis for teaching and learning and not resort to a "one size fits all" lesson that does not take into account the students that you are teaching.
The document Teaching for Diversity and Social Justice Throughout the K-12 Curriculum from the BC Ministry of Education (2008) breaks down the curriculum connections by grade ranges (K-3, 4-7, 8-10, 11&12) so that educators can promote and support "awareness and understanding of the diversity" in our communities as well as "support for the achievement of social justice for all people and groups." It should be noted however that this document was released before the publication of the 2015 Truth and Reconciliation Commission of Canada's Calls to Action. The Calls to Action in Education focus on the federal government's inclusion of outdated laws, legislation, and funding practices as well as the provincial development of culturally ECE (early childhood education) programs for Indigenous families. We must consider and be cognizant of these systemic inequities as we seek to teach with a social justice lens.
As some of you know, I teach in a K-8 setting. It would be erroneous to think that this is too young to start learning and teaching about social justice, as many of our students have already faced the realities of social and systemic injustice. Inequity and injustice can be heavy topics to address, so it is important to explicitly recognize and work with students' culture as the basis for teaching and learning and not resort to a "one size fits all" lesson that does not take into account the students that you are teaching.
The document Teaching for Diversity and Social Justice Throughout the K-12 Curriculum from the BC Ministry of Education (2008) breaks down the curriculum connections by grade ranges (K-3, 4-7, 8-10, 11&12) so that educators can promote and support "awareness and understanding of the diversity" in our communities as well as "support for the achievement of social justice for all people and groups." It should be noted however that this document was released before the publication of the 2015 Truth and Reconciliation Commission of Canada's Calls to Action. The Calls to Action in Education focus on the federal government's inclusion of outdated laws, legislation, and funding practices as well as the provincial development of culturally ECE (early childhood education) programs for Indigenous families. We must consider and be cognizant of these systemic inequities as we seek to teach with a social justice lens.
"The aim of social justice is to achieve a just and equitable society. It is pursued by
individuals and groups--through collaborative social action—so that all persons share in the prosperity of society" (Diversity in BC Schools: A Framework, 2004).
I am interested in continuing to learn about the systemic and attitudinal barriers that prevent full and equitable participation in education. When supporting young students, the first step we can take is to critically assess our own practice and learning space:
Self-Assessment: How I Address Diversity and Social Justice in My Teaching Practice (p. 7-8)
One point that I found interesting is that "respecting students’ needs and rights to self-expression and inclusion does not involve a validation of any or all opinions. Self-expression that is ignorant or hurtful or that can readily be construed as a perpetuation of oppression should not be a part of classroom discourse" (p. 11). I think of this often from when I was teaching in Dubai before they had established relations with Israel, and of some incidents I had this year between Russian and Ukrainian students. Not all opinions are valid and the notion of hate-speech being protected under "free speech" is false and harmful (The Canadian Charter of Rights & Freedoms explicitly restricts it).
For K-8, some positive practices that I've had success with include:
Self-Assessment: How I Address Diversity and Social Justice in My Teaching Practice (p. 7-8)
One point that I found interesting is that "respecting students’ needs and rights to self-expression and inclusion does not involve a validation of any or all opinions. Self-expression that is ignorant or hurtful or that can readily be construed as a perpetuation of oppression should not be a part of classroom discourse" (p. 11). I think of this often from when I was teaching in Dubai before they had established relations with Israel, and of some incidents I had this year between Russian and Ukrainian students. Not all opinions are valid and the notion of hate-speech being protected under "free speech" is false and harmful (The Canadian Charter of Rights & Freedoms explicitly restricts it).
For K-8, some positive practices that I've had success with include:
- Linking lessons to the BC performance standards for social responsibility
- Contributing to the Classroom and School Community
- Solving Problems in Peaceful Ways
- Valuing Diversity and Defending Human Rights
- Exercising Democratic Rights and Responsibilities
- Pre-teaching and discussing social justice vocabulary
- KWL/M - finding out what the students Know/Want to Know and then Learned/Misconceptions
- Leaning in to "teachable moments" when students echo a biased opinion or idea that have come from an adult in their lives
- Let students know that mistakes are "expected, inspected, and respected" along their social justice learning journey
- Modelling my own wonderings and misconceptions and how I grew from them
What are some practices that you've found work well in your class?
RSS Feed
