Social Jusice Newsletter Summer/Fall 2019 by BC Teachers' Federation

NEWSLETTER IN THIS ISSUE

SUMMER/FALL 2019

ReconciliACTION 1 BCTF Issue Session on Racism

Equity in Motion(s)

The Missing Curriculum

Lessons Learned at the Women’s Institute 9 Intersectionality within the Women’s Movement

Change is in Our Hands

Problematizing Heteronormativity and Gender Binary in Schools 14 Creating a Gender-Inclusive Classroom 15 Gender Spectrum Glossary

Serenity Room

Poverty around the World

Guns in Your Head

Electric Vehicles

Global Warming by the Numbers 25 First Caravan of Asylum Seekers from Central America

Pedagogia 2019

CASJ 31 Calendar of Events

Action at the heart of reconciliation By Regie Plana-Alcuaz, CASJ Peace and Global Education Action Group and Nisga’a teacher; Serena Mohammed, CASJ Status of Women Action Group and Richmond teacher Edited by Missy Haynes, Local Social Justice Contact and Sooke teacher

his year’s Provincial Social Justice and Aboriginal Education Conference, ReconciliACTION: Witnessing and Walking Forward Together, brought Local Social Justice Contacts and Local Aboriginal Education Contacts together to learn from each other, network, and share experiences. On the first night, the collective mood in the Red Cedar Ballroom—an apt location, given the symbolism of this tree of life—was uplifting. The conference started off with a territorial acknowledgement and introduction from the evening’s emcees. The atmosphere remained positive, despite the inescapable concern over current bargaining complications, which were touched upon by BCTF President Glen Hansman when he addressed the convention. Keynote speaker Rueben George, renowned antipipeline activist from the TsleilWaututh Nation, then gave a humorous and invigorating speech that showed how persistence and perseverance are key to achieving one’s goals. Many teachers left the room that evening inspired to take action.

Rueben George’s speech has empowered me to inspire my students to never give up when they are advocating for what they believe is right. [It has] inspired me to teach my students how to use science and the law to help them advocate for positive social and environmental changes. — Serena Mohammed

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The following day was no less inspirational. The morning plenary set the tone with poignant accounts from the three guest speakers. These included Peggy Janicki, Indigenous mentor teacher who developed the SOGI 123 weaving project in Mission; Saylesh Wesley, transwoman and activist of Stó:lō and Tsimshian ancestry; and Tyler Jacobs, Squamish Nation LGBTQ2S+ activist, artist, and fashion designer. Each provided examples from their lived experience that underlined the urgency for action—not just lip service—to improve the lives of First Nations peoples, particularly those who identify as Two-Spirit. The beauty that they wrought from the pain of the past, exemplified in the stories they shared and the items they produced, affirmed their strength and creativity in spite of—or perhaps even due to—the adversity they faced.

It’s important to hear about SOGI from people with lived experience. We can be allies but can’t speak for others. The three speakers were wonderfully engaging and genuine.

children learn best through interactive activities that are connected to the natural environment and to culture. Finally, participants learned about the importance of celebrating and acknowledging the resiliency, strength, contributions, and diversity of Canada’s Indigenous people. During an afternoon workshop entitled Settler Conversations, Antiracism Action Group member Ryan Cho facilitated participants’ discourse through guided questions. Participants discussed the necessity for teachers who are settlers to advocate for Aboriginal students, and they also considered how teachers can improve their practice and meaningfully commit to acting as allies for the Aboriginal students, families, and colleagues in our districts. Teachers left the workshop with the realization that they still had much to consider regarding their roles as settlers and allies.

— Kiran Sidhu, Richmond teacher

The speakers have inspired me to spend more time supporting my colleagues and students who are experiencing oppression and exclusion. [They also showed me the] positive effects that artistic experiences may have on students who have faced challenges. — Serena Mohammed

One of the Saturday morning workshops, Decolonizing, was led by Brian Coleman, who sits on the Aboriginal Education Advisory Committee. The workshop’s objectives were to examine themes of decolonizing, explore examples of reconciliation, and reflect on participants’ own paths towards this goal. The first activity allowed teachers to become aware of how much we still have to learn about the colonization of First Nations peoples. Coleman shared articles and other media evidence on the role reclaiming Aboriginal language plays in decolonizing and as an essential first step in reconciliation. Two hours was not enough time for the discussion of this theme, although the workshop provided an excellent springboard for selfreflection and inspired participants to carry out further research into the topic. Another workshop, led by Aboriginal Education Advisory Committee member Carol Arnold, focused on using the Aboriginal Lens and incorporating Aboriginal ways of knowing and being into students’ learning experiences. The workshop offered three key messages. Participants learned about the significance of helping students develop a positive relationship with the Elders, peers, and teachers in their communities. They also came to understand that 2

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Conference participants were eager to share their thoughts on workshops they attended.

[I will be] bringing back a new mindset around the issue and strategies to help support my students in the classroom. The [Poverty as a Classroom Issue] workshop inspired me to talk about poverty in a more transparent way with my students. We often talk about charity and giving during the December holiday season, but I’m looking forward to expanding and integrating it into other units throughout the year. — Julia Pressman, Vancouver teacher

I learned compelling stories from other teachers about who they are and where they [and their families] come from. Hearing these stories helps me to appreciate that everyone we meet represents another step in a journey that began in time immemorial. —Tyler Emoff, Prince Rupert teacher

BCTF Social Justice Newsletter, Summer/Fall 2019

Both Julia and Tyler agree that they would have appreciated more time—not just an evening and a day—to network and get to know colleagues, delve deeper into the issues, and attend more workshops. They were not alone in these thoughts.

This event seems to have passed as a whirlwind. I am certain that I am not the only attendee to wish I could have participated in the other workshops that occurred at the same time as mine. But I remain grateful for this experience, for the exposure to the wealth of wisdom and knowledge imparted by our speakers, as well as to the members of the Steering Committee who made this learning possible. —Regie Plana-Alcuaz

Butterflies in Spirit, a Vancouver-based dance group formed to commemorate and raise awareness of the Missing and Murdered Indigenous Women and Girls in Canada, wrapped up the conference with an animated performance that brought members to their feet and inspired many to contribute financially to their cause.

The powerful and emotional dance performance reminded me that there is still a lot more work to be done by everyone in Canada in order to be able to live in a safe, inclusive, and equitable society. —Serena Mohammed

Their cause was a sober reminder of the fact that this conference served as just one in a series of stepping stones for the continuous hard work that needs to be done in the name of reconciliation. —Regie Plana-Alcuaz

Participants left the conference energized by their interactions with colleagues from across the province and inspired to take action.

This conference has empowered me to continue using my role as an educator to inspire my school community to work together to work towards reconciliation. —Serena Mohammed

BCTF Social Justice Newsletter, Summer/Fall 2019

BCTF Issue Session on Racism By Nimfa Casson, CASJ Antiracism Action Group and Port McNeill teacher

ow does racism impact you? How do you deal with it? What barriers do you face when trying to solve issues of racism?

apparent. The absence of policies to solve the issue was clear, along with the realization that strategies in dealing with the issue are of the utmost importance.

To address all these questions, a group of BCTF members participated in a two-day facilitated conversation on equity and inclusion aimed at building an inclusive organization. This BCTF Issue Session on Racism was the first of its kind. 18 teachers of colour participated in a very emotional, honest, and respectful conversation about their personal experiences with racism.

Many questions arose from the session. How do we start to think outside of the box in dealing with racism? Is there enough data available about this issue? Whom do we hold accountable? What can we do to help minimize, if not solve, the problem? How can we acknowledge and respect both our commonalities and our differences?

The responses triggered a lot of reflective thoughts that gave way to deeper emotions about personal experiences of racism in the workplace. Participants shared similar stories about discrimination, inequality, injustice, bias, harassment, oppression, and aggression.

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Introductions were guided by a simple question: What brought you here?

Despite differences in participants’ cultural backgrounds and current work settings, what became evident during those two days were the similarities between the stories shared. Experiences of racism in varying degrees were

It became clear that a shift is imperative—a shift in our thinking, knowing, and understanding of cultural awareness as a daily practice. As the facilitator, Natasha Tony, reiterated throughout the two-day session, “It is like breathing. We do not reflect on each breath. We just breathe.” The participants at the Issue Session on Racism put forward many recommendations to the BCTF Executive Committee. The report on the session and the Executive Committee Key Decisions are available on the Antiracism Resources page of the BCTF website.

Call for Social Justice Newsletter Articles

o you have a story to share about a social justice activity or project that you have carried out in your classroom, local, or community? Is there a social justice issue that you would like to highlight for BCTF members? We are currently accepting articles for the Winter/Spring 2020 edition of the Social Justice Newsletter. For more information, 4

see the submission guidelines document on the Social Justice Newsletter web page under Publications on the BCTF website. The deadline for the Winter/Spring 2020 edition is December 15, 2019.

BCTF Social Justice Newsletter, Winter/Spring 2019

Equity in Motion(s) By Leon D’Souza, CASJ Economic Justice Action Group and Surrey teacher

ur world is in constant motion—from high-speed traffic and crashing waves to the ticking of a watch‘s second hand and a gentle breeze. Even in the quietest times, there are undercurrents. Slowly, steadily, and imperceptibly, even mountains will move. With all this motion comes change. In fact, change is one of the main effects of motion. Like the physical world, our thoughts, beliefs, and values are in constant flux. Interestingly, it is the metaphysical that proves more resistant to change than the physical. There are times when it feels like the mountains are shifting faster than our paradigms.

was a former First Lady, senator, and Secretary of State. The man was a businessman and television personality with no prior government service. I suppose if this were the fictitious Las Vegas Teachers’ Federation, we would have bet all our money on the woman, and we would all be broke. I understand that there were other factors influencing the results of the election, such as campaign effectiveness and different concerns about each party, but based strictly on meritocracy, the woman was most qualified. As we all found out, superior qualifications did not guarantee anything.

For the past three years at the BCTF Annual General Meeting (AGM), the Executive Committee and locals have brought forward equity motions that would ensure fair representation of our membership. And for the past three years, most of these motions have been defeated. These results are disappointing for some and reassuring for others, but it is heartening to see vigorous debate on both sides of the issue. The debate in all three years has been well thought-out, extensive, and emotional, yet it feels as though neither side has gained much ground. The arguments are often the same, and the voting results do not appear to differ much from year to year. In the hopes of putting these equity motions in motion, I would like to discuss (and try to counter) some of the main arguments against them.

2. Equity policies promote tokenism

1. The belief in meritocracy Meritocracy—the idea that any person can succeed if they work hard enough—is the principal argument against the equity policies. This is probably the most valid argument as well. We all believe in meritocracy. We all want the best person for the job, and we all want people who are deserving to be rewarded; I can’t really argue with that. But while I believe in meritocracy, I refuse to put my faith in it. Wanting the best person for the job and hoping the best for those that deserve it does not guarantee either of these outcomes. Extensive examples of corruption in many fields, particularly business and politics, show that the meritocracy model by itself is no guarantee of ensuring success for the best candidate. In addition, barriers such as access and bias impact some people more than others. An excellent example comes from around the time when the equity motions were first put forth. In 2016, the two major party candidates for the President of the United States of America were a man and a woman. The woman

BCTF Social Justice Newsletter, Winter/Spring 2019

Tokenism—the belief that individuals can obtain preferential treatment solely based on their identity, and that once in their role, these individuals make an organization appear progressive without contributing anything—is a similar argument used against these motions. Even most equity-seeking members will say that they want to receive a position based on their merits rather than their identity. Again, there is validity in this argument, but it also implies that members of equityseeking groups do not possess the skills to qualify for leadership roles. An example of the errors in this reasoning can be seen in scholarships for minority students. While it is true that students must initially qualify based on aspects of their identity such as gender, race, and religion, these are in cases where such groups are found to be underrepresented in the student population. Furthermore, while being a member of a minority group is the initial qualification, students must still meet the additional scholarship qualifications in order to be considered. One notable recipient of a scholarship—which may or may not have been a minority scholarship—was a young African-American woman who grew up in extreme poverty, playing with homemade corncob dolls and wearing dresses made from potato sacks. Clearly a deserving case for assistance, she received a full scholarship to Tennessee State University. This was not a charity case, however. The scholarship was offered because she had won an oratory competition and was a straight-A student. This woman, Oprah Winfrey, would go on to become the highest paid television entertainer in the USA, the first African-American woman billionaire in history, North America’s first African-American multibillionaire, the most influential woman in the world, and the greatest African-American philanthropist in history. Also dubbed the “Queen of All Media,” she is a clear case 5

of the potential we all have when opportunities are available to us.

3. Equity policies limit choice Limiting the freedom to choose is another argument some members have used against these motions. In fairness, there are currently not many candidates from certain equity-seeking groups putting their names forward. We need to investigate what barriers may be responsible for the low number of applicants from equityseeking groups and create space for these members to run for leadership positions. This is what the equity motions are striving to do. It is heartening that two of the equity motions were carried without much resistance at all. These were the motions for designated Member-atLarge positions, one for an Aboriginal member and one for a racialized member. While the number of candidates has been low so far, we need to celebrate that members who have not previously stepped forward are now doing so. Equity-seeking members still need to acclimate to having space made available to them. Although the numbers are initially low, other equity-seeking members will be able to see themselves represented in leadership positions and begin to realize that they too can do this. In this way, our choices will actually broaden. To illustrate this concept, consider the Paralympics. This event was established to promote equity, and it has achieved it. The Paralympics began as a small competition among British World War II veterans in 1948, and it is now one of the largest international sporting events, with thousands of competitors from over 100 countries. Initially, these athletes would not have been able to qualify for the Olympics, but they have subsequently thrived because space was created for them. This, in turn, has allowed some of the barriers between both events to become smaller. For example, some Olympic athletes have participated in the Paralympics as sighted guides, and disabled athletes have competed in the Olympics. There are several athletes who have competed in the Olympics and Paralympics, with a few winning medals in both! These events have expanded their competitor base by first creating space for all athletes to compete in equitable conditions.

4. Equity policies are reverse discrimination This is a very difficult argument to address because it is also a very emotional one. It is tough to see certain groups receive preferential treatment, especially when it is perceived to be at the expense of another group. What we might not realize is that there are already groups benefiting from systemic biases and advantages that have become so established that we fail to accept or even see them. Equity strives to overcome barriers 6

based on differing levels of privilege by providing equal opportunities. This cannot be achieved through equal treatment. While treating everyone the same does sound virtuous, we are not all the same. We do not all have the same starting point, and we do not all travel on the same path. One summer, while driving, I listened to a radio program in which people were invited to call in with their thoughts on the approaching Pride Parade. This was a long time ago—back when a Pride Parade in Vancouver was apparently a hot topic—and every single person who called in expressed the same sentiments. Listeners believed that the LGBTQ2S+ community had already achieved acceptance and they didn’t need to keep having a Pride Day. They also questioned why there wasn’t a Heterosexual Pride Day. To his credit, the radio announcer explained that the Pride Parade doesn’t encroach on heterosexual people’s rights, and every day is essentially Heterosexual Pride Day. If I had had the presence of mind at the time (and wasn’t driving) I might have called in and said, “Yes, gay pride is needed more than heterosexual pride.” That certainly sounds discriminatory, but I doubt many heterosexual people grow up worrying that they will lose friends and family, get beaten up, or be denied services because of their sexual orientation. Things have certainly improved since then, but a history of being considered ill, criminal, and religiously immoral is not something that is easily repaired. Those who have experienced this oppression require and deserve extra support.

5. Equity policies are undemocratic Similarly, there are some who consider the equity motions undemocratic and believe every member should have the same opportunities to run for a position on the Executive Committee. I would argue that all BCTF members do not currently have the same access to opportunities. Barriers due to accessibility, conscious and unconscious bias, and social and systemic privilege create advantages and disadvantages for different people. The intent of the equity motions is to level the playing field. Equity recognizes the different needs of different individuals and groups and should not be confused with equality, where everyone is treated the same. For example, consider the current system for appointing delegates to the BCTF AGM. Approximately 750 delegates from every local across the province attend the AGM every year. At first glance, one might find it undemocratic that Local 36 has 62 delegates while Local 87 has only 1. But if we looked beneath the surface—which is what equity strives to do—we would recognize that Surrey’s 62 delegates are representing their almost 5,900 members, BCTF Social Justice Newsletter, Summer/Fall 2019

while the Stikine’s less than 30 members are represented by a single delegate. We do not oppose the unequal number of delegates for the various locals because we recognize this as fair representation, which is indeed democratic. The purpose of the equity motions is also to achieve fair representation, yet many BCTF members oppose them.

6. We have already achieved equity This is perhaps the most dangerous argument that has been made. We are certainly gaining ground with equity in our Federation. Our new president, just elected at the 2019 AGM, will be the ninth woman president of the BCTF. In addition, of the last five BCTF presidents, three have been women—one of whom is the only BCTF president who belongs to a visible minority. For these reasons, it may appear to some that we are achieving equity. However, while it is true that the teaching profession has a higher percentage of women in leadership positions than most other professions, this percentage is still not representative of the percentage of women in our membership. BC teachers are outwardly accepting and supportive of members of equity-seeking groups, such as LGBTQ2S+, people with disabilities, and Aboriginal and racialized members. Teachers have been part of creating policies, such as district LGBTQ2S+ and antiracism policies, and they have also taken seriously the call to action to redress harm through truth and reconciliation. The curriculum has been revised, materials have been updated, and funding is available to address discrepancies between the achievements of Aboriginal and non-Aboriginal students. We believe in these policies because we know this is important work that must be done. Even with these hard-fought changes, it would be specious to assume that equity has been achieved. In 2017, Employment and Social Development Canada reported that women earned 88.5 cents for every dollar earned by men. The #MeToo movement, also in 2017, opened a floodgate of allegations of sexual harassment across industries, the breadth and depth of which is shocking. In April 2019, Brunei implemented a law that made homosexual sex punishable by stoning to death. As well, the recent rise of racism is palpable, with border walls and mass shootings in mosques and synagogues. One need only read the comments sections of many websites to witness overt misogyny, homophobia, and racism. Now, more than ever, we need to uphold equity through our words, actions, and policies. If we can acknowledge the importance of putting in place district-wide policies for our students BCTF Social Justice Newsletter, Summer/Fall 2019

and colleagues, we can understand the importance of codifying equity as policy within the BCTF.

7. Equity will be achieved through a natural process There is a danger in relying on natural progress. First off, almost no progress occurs naturally. The real changemakers have to fight and lobby long before any changes come into effect. The Female Employees Equal Pay Act of 1956 and the Canadian Human Rights Act guarantee pay equality. White women became eligible to vote in Canada in 1921, and Asian and Aboriginal women were guaranteed the right to vote in 1960. These policies did not simply come into effect. The women’s suffrage movement began in the 1860s, possibly earlier. Another example is same-sex marriage, which was legalized in Canada in 2005 after years of determined lobbying and raising awareness. Our world is constantly changing. Change is inevitable. We can resist change, or we can become agents of change. Most true progress has come from those who have turned suffering into confrontation, confrontation into advocacy, and advocacy into championing. Change is a process that requires direction. To quote film producer Iain Canning, “As a male producer, you’ve got a bit of a choice sometimes, which is, do you try and make a change within your industry and start developing more projects with strong female characters? Or do you stand on the sidelines and do nothing?” It is often difficult to advocate for something that does not benefit us, or that appears to benefit some more than others. Yet, as teachers, we do this every day. We recognize that our students are not all the same and that some require more support than others. We do this because we want all our students to succeed. This is equity!

Some final thoughts on equity motions One of the main effects of motion is change. The other main effect is energy. If carried, the equity motions will bring with them the dynamic energy that comes from working with and for each other. These motions will also bring a new vibrancy to our Executive Committee, stemming from new voices, new perspectives, and new ideas. Our membership will become energized as teachers see themselves represented in leadership positions and realize that these positions are attainable for all. As more members step forward into leadership positions and competition increases, our leadership will become more and more skilled. For those who may still feel that the equity policies will limit their opportunities, I hope they will be invigorated and driven to excel under increased competition—the competition that they will face with the full engagement of our entire membership. 7

This article refers to the following equity recommendations from the 2019 BCTF Annual General Meeting:

Recommendation 2 That By-law 5.1 be amended to add the following: (g) At least two of the three table-officer positions must be held by members who self-identify as being from an equity-seeking group, which includes members who selfidentify as women.

Recommendation 6 That By-law 5.1 be amended to add the following: (h) To ensure a gender balance representative of the membership as a whole, at least five of the seven non-designated Member-at-Large positions be held by members who self-identify as women, trans, gender-diverse, and/or twospirit. The following equity motion was carried at the 2019 BCTF Annual General Meeting:

Resolution 144— Vancouver Secondary That the BCTF conduct an audit through a social justice lens, that investigates the systemic barriers inhibiting individuals from applying and occupying leadership positions within the Federation and locals, to be reported back at the next Annual General Meeting.

For more information on the BCTF’s equity and inclusion policies and to find resources and workshops, visit the Equity and Inclusion web pages under the Social Justice tab of the BCTF website. 8

The Missing Curriculum Sheena Seymour, CASJ Status of Women Action Group and Hazelton teacher It is paramount that we teach about the culture of consent to all students at all ages. I teach at Hazelton Secondary School in Northern BC, located on the infamous Highway of Tears. It is our social and professional obligation as teachers to advocate for areas of the curriculum that are missing. This curriculum is missing! The Alberta Ministry of Education has taken the lead in this subject area and is currently piloting a culture of consent curriculum for Kindergarten through Grade 4. Scotland and the Netherlands have also added consent to their early childhood and primary curricula. Including curriculum on the culture of consent will help BC teachers promote student safety and address concerns arising from the #MeToo movement and the Missing and Murdered Indigenous Women and Girls, as well as issues teachers have identified within their school settings. Education and knowledge are power!

Serena Mohammed, CASJ Status of Women Action Group and Richmond teacher As an elementary teacher-librarian who works daily with children in Kindergarten through Grade 7, I can see the need for students in the primary grades to start developing skills and understanding related to consent. Many students need regular reminders to respect their peers’ personal space. Many of these students do not know how to communicate their personal boundaries and are unsure of how to react when a peer or adult violates these boundaries. In the BC curriculum, there are currently no guidelines in the primary grades that specifically address consent. It would be beneficial for teachers to have resources and curricular guidelines on teaching age-appropriate skills on this important topic. Some of the skills that students in the primary grades could start to develop include how to give and refuse consent and how to react when others are not respecting their personal boundaries. Children could also develop appropriate ways to respect the personal space and boundaries of others and learn how to identify when they have or have not been given consent. With support, teachers can develop the knowledge, skills, and confidence needed to create a culture of consent in their school communities. This will contribute to the overall wellness and safety of all students.

The BCTF Executive Committee passed the following recommendation at their April 5–6, 2019 meeting: That the BCTF work with the Ministry of Education to develop “culture of consent” curriculum for K–12 to be implemented in all schools. In June 2019, BCTF President Glen Hansman wrote a letter to the Minister of Education expressing the importance of adding culture of consent to the Kindergarten through Grade 12 curriculum during the next round of curriculum development.

BCTF Social Justice Newsletter, Summer/Fall 2019

Lessons Learned at the Women’s Institute By Neesha Blajberg, New Westminster teacher

Moving forward with an intersectional approach up to the top, they have an important decision to make. Are they going to kick down the ladder so no one can follow them up, or are they going to leave the ladder down and start kicking open doors for others?

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I was inspired by the women of colour in my panel discussion. They told their stories of past and current challenges. There were tears, but because they shed them in front of a group of more than 100 women, they were tears of both sadness and courage.

he purpose of the BCTF Women’s Institute is for women to get together from all over the province to share experiences, build community, and learn new leadership skills. For these reasons, I was genuinely excited to attend this year’s second annual event as an additional delegate. I applied to go because I saw it as a logical step for the work I want to do as a union activist and for myself as a feminist. I was happy to learn that one of the purposes of the Women’s Institute this year was to deepen our understanding of intersectionality, and I looked forward to exchanging stories and connecting with women in a space where we could have honest conversations. I wanted to continue to learn and be inspired—and I was.

I also acquired valuable learning. In the workshop Intersectionality: Lessons from Social Justice Activism, facilitated by Cicely Belle Blain, I realized that when we talk about “tolerating” differences, we end up dismissing and erasing, but when we acknowledge and celebrate differences, we become welcoming and inclusive. I learned that because our privileges can make us ignorant to the experiences of others, we need to listen to their stories. I understand now that when we have privilege— whatever it may be—we need to use it to lift others up and help them get what they need. If we truly believe that equity is about giving people what they need, then we should act on this belief.

I was inspired by Audrey Siegl, an activist from the unceded lands of the Musqueam, who, despite the tragedies she has faced in life, continues to find the strength to fight the battles that are important to her and connect with others through humour, sincerity, and song.

When I ran for Racialized Member-at-Large at the November 2018 Representative Assembly, I realized that although our Federation and some locals are making progress, there is still a lot of work to accomplish. As I looked out at the room to deliver my speech, I couldn’t help but be somewhat shocked at the lack of diversity.

I was inspired by Judy Darcy, who was there as part of our “Living Library.” She taught me that when women climb

Although it requires some measure of bravery to step forward and run for Member-at-Large, I believe that

BCTF Social Justice Newsletter, Summer/Fall 2019

it requires even more from those of us running for designated affirmative action positions. We know, even before entering the room, that as equity-seeking members, we will be judged just for putting our names forward for these designated positions. We know that there has been a lot of debate about these positions, and they are still controversial to some extent. I honestly was not sure that the Representative Assembly was a safe space in which to give my speech. This is one of the major issues facing our locals and our Federation. How can we encourage members from equity-seeking groups to participate if they know they are going to be judged just for stepping forward? We must make leadership for equity-seeking groups more than an exercise in bravery. We need to educate the membership about the systemic barriers that must be reduced or eliminated. We must remember that we do not all start from the same place. For instance, women like me may be interested in leadership later in their careers or after prioritizing their families. We may be perceived as not having “paid our dues” or not possessing “institutional knowledge”—factors that are highly valued in the traditional meritocratic1 understanding of leadership within the BCTF.

We need to acknowledge how we feel—individually and collectively—when we are told that our systems and structures are oppressive, racist, discriminatory, colonial, or marginalizing. Yes, these truths will make us feel uncomfortable, angry, resentful, and guilty. Yes, these truths can make us want to defend, deny, accuse, or blame. Until we acknowledge and deal with these feelings, however, we will not be able to ask ourselves the hard questions that must be considered when taking a truly intersectional approach to equity and inclusion. We need to look at our systems and structures and ask, “Who do they benefit and who do they oppress?” We need to ask ourselves, “How do we really feel about ‘others’?” and, “How truly inclusive are we?” We need to consider whether we are tolerating or celebrating our differences. In the end, can we really claim that, as a union, we believe in solidarity when our systems may oppress the very people it is supposed to protect and uplift? If we want to take an intersectional approach to equity and inclusion, let’s recognize and celebrate differences. Let’s use privilege to lift others up and help them get what they need. Equity is about giving people what they need, so let’s get on with it. Meritocracy is the belief that through hard work, anyone is capable of succeeding. Meritocracy doesn’t take into account the barriers some people face based on factors such as race, religion, gender identity, class, or sexual orientation. 1

Intersectionality within the Women’s Movement By Sonia Manak, Coreen Loe, and Paulina Tin

Reflections from BCTF Women’s Institute panelists

n International Women’s Day, the second annual BCTF Women’s Institute, Bread and Roses: Gathering Strength, Gaining Ground, brought together teachers who identify as women from across the province to celebrate successes, build relationships, identify issues and contemplate actions. As one of the activities, BCTF members Sonia Manak, Paulina Tin, and Coreen Loe sat on a panel moderated by Neesha Blajberg to discuss intersectionality in the women’s movement. Intersectionality is the notion that different aspects of our identity, such as race, class, or sexual orientation, do not exist independently of one another. As a result, members of a given equity-seeking group—such as women— experience different levels of privilege and oppression based on different aspects of their identity. Panelists were engaged in a thought-provoking discussion around the following questions.

What role does intersectionality play in the women’s movement, and how do we create space for all women? Where do we go from here? How do we gain ground? The answers to these questions are summarized below.

Sonia Manak, Victoria teacher Intersectionality is an extremely important part of the women’s movement. As women, we may have some common experiences, but we also need to account for differences. Intersectionality allows us to deepen our awareness and reflect on the multiple layers of our identity as women. It also provides a framework to look at how some of these identifiers are connected to power and privilege. For the women’s movement to be truly BCTF Social Justice Newsletter, Summer/Fall 2019

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representative and all-encompassing, we need to use an intersectional lens when doing our work. This includes considering who comes to meetings, who is elected, and who has decision-making power. In creating a space for all women, the first step is to walk the talk. Women need to take a critical look at their own power and privilege and consider who is missing from the decision-making table, especially in leadership roles. We need to start creating safe spaces where opportunities are provided to include all voices. It is important to encourage women who are not represented to become involved, but it is even more important to listen to their voices and take action to effect change. In the worst-case scenario, only lip service is paid, and nothing really changes. I encourage all women to take action and demonstrate their desire to include diverse voices. To move forward, we need to continue educating women about why intersectionality is important and why we need to apply an intersectional lens to everything we do. We must create space for marginalized voices to be heard. There should be legitimate mentorship programs to build capacity among women who are not represented. We need to provide these women with the skills, experiences,

BCTF Social Justice Newsletter, Summer/Fall 2019

and opportunities that many white women have already received over the years. It may require a more personal touch and some direct recruitment, but it must be done. We canâ&#x20AC;&#x2122;t be afraid to have difficult conversations about power, privilege, race, and racism. We need to examine the reality that teachers and our leadership are primarily white. We can think about it this way: There was a time when women began talking about not being represented or heard. Women fought to gain ground. The same needs to happen for women of colour and Aboriginal women.

Coreen Loe, Fort Nelson teacher I often think about the women whose shoulders I rest upon and who lifted me up: my mother, grandmother, and many other women and their history, which is my history. They are the ones who carried out the groundwork so that my path would be smoother. It is because of this that I have a responsibility to honour all those women. I grew up in a home that not only recognized but valued education. I was often told, â&#x20AC;&#x153;Your education is important.â&#x20AC;? It is because of education that I live with privileges. These privileges include choices, a secure job, a stable home, the

ability to travel, and knowledge. Education is one of the keys to understanding each other and moving forward together. Many of us go through life with our stories—our truths— being silenced or hidden. We feel shame or fear when our truths don’t live up to someone else’s standards. But our voices are important. It is necessary to step out of our comfort zones, take risks, and speak our truths. Take opportunities to share your story or to hear someone else’s. Always address injustices when you witness them, big or small. We have an opportunity to help our students see the world in an inclusive way. Children are likely to invest if they feel that we invest in them. Working with and influencing young people by modeling the celebration of differences in our schools may help to effect long-term change. Create connections and become allies with others, especially those with whom you spend much of your time. These include your friends and colleagues, but also members of the community where you live and work. Take risks and be ready to step out of your comfort zone to carry out this important work.

Paulina Tin, Keremeos teacher Those engaged in the women’s movement stand alone among equity-seeking groups in that they cannot be dismissed as a minority voice. Chinese feminists have proclaimed that “women hold up half the sky,” in reference to women’s contributions to society. In advocating for justice for women, we must also keep in mind the diversity within this movement. Our identity as women intersects with class, race, sexual orientation, and ability. Any movement forward necessitates ensuring that all of those seeking equity receive justice. We are all connected in a web of relational reciprocity. Thus, no one is truly free until we are all free. How can we create a world in which we are all welcomed and valued, a place where all of us feel an inherent sense of belonging, where each one of us is seen for who we are, and where our voices are both heard and given the weight they deserve? This will require effort on our part to move beyond the established systems based on a colonial, maledominated model. We can begin by creating safe spaces as models, practices, or seeds of transformative change. The first step is to examine current practices and contemplate their origins. Who developed these practices, and which values were given priority? Who does this model privilege? Power and privilege are at the heart of injustice and oppression, so it is important to first

acknowledge our place or degree of privilege within the current model before we can understand how it disempowers others. Discrimination can be overt, but it is the more subtle yet persistent—and sometimes unconscious—assumptions we hold that can derail us. From my experience, teachers in BC agree that intentionally attacking or hurting a person or group of people is not acceptable. What teachers do not seem to be able to agree upon is whether systemic oppression exists within the BCTF. In recent days, some of my colleagues have let me know that the Federation’s advocacy for equity-seeking policies does not make sense to them. These kind and caring teachers believe that the BCTF is a safe space for all members, and that everyone has the same opportunities to participate fully. As a racialized person, I cannot identify with my colleagues’ description of their experience within the BCTF. I believe that the difference in our experience stems from the privilege that my white colleagues possess and are not yet aware of. The BCTF needs to support the growth of all its members. Education on systemic oppression and white privilege can help all members better understand the impact that a white, European, male-dominated model has on all of us. The type of education I am speaking about involves teaching and understanding from the heart. Anger within us signals that some action towards change needs to happen. When anger is transformed into compassion, real change takes place. Given the strength of the women within the BCTF, we stand to play a significant role in bringing forward the voices of members who experience intersections of oppression between race, class, sexual or gender orientation, and ability. It requires courage from our leadership to adopt unpopular stances, as well as faith that everyone’s hearts will be open to these changes that, in the end, will benefit us all. Make an effort to create meaningful representation within your spaces. Do these spaces include all constituents and support all the voices that are required for a vibrant presentation of diverse perspectives? Strive to invite diversity into spaces that appear homogeneous. If there are barriers to participation, do what you can to remove those barriers. For example, a lack of transportation or childcare may be preventing a person who is experiencing economic oppression from participating. Providing funding or childcare may be the solution that allows their voice to be heard.

BCTF Social Justice Newsletter, Summer/Fall 2019

Change is in Our Hands: New Workshop Invites Men to Engage in Violence Prevention By Julia MacRae, Surrey Teachers’ Association and Lizanne Foster, Surrey teacher

n school cafeterias, staff rooms, and hallways, I often hear the question, “What can we do to attract more men to the teaching profession?” In these words, I hear the earnest exploration of potential barriers that prevent men from becoming teachers and having the chance to provide young boys with positive role modeling. Wouldn’t it be great if our boys had more men to look up to, especially early in their schooling? While I agree with the need to determine why more men do not become teachers, I think this question ignores the far deeper concern: Why is education seen as a “femaleoriented” profession, leading men to perceive that it does not include them? By framing the question in this way, we address the power dynamics latent within our society and the socialization that steers men away from nurturing and caregiving professions. It is the initial gendering of this line of work as feminine—and, therefore, inferior in a patriarchal society—as well as the large number of better paying alternatives to which women or non-binary folks do not have equal access, such as construction and plumbing, that turn men away from teaching. With the #MeToo movement gaining mainstream popularity in 2019, it is time we expand our conversations from the disclosures of those affected by sexual violence to include the many mundane ways that we men are socialized to take dominance over women, femmes (people who present or act in a way seen as traditionally feminine), and those who don’t fit the traditional gender binary of man or woman. While feminine people are socialized to take up minimal space, men are conditioned to speak on topics as experts, even if these topics are not an area of our personal expertise. While many of us men are not violent, we must accept that, in a patriarchal society, we embody the capacity for

violence. Even if we are not inherently aggressive, we reflexively know that we can force people to give us space by raising our voices or puffing out our chests. We may not be Donald Trump, but we have friends or family who act like him. If we are not violent in the primary, we are adjacent to it. Consider the following example: If you had to choose which sidewalk to walk down at night and there was a man walking towards you on one side and a feminine-presenting person of equal stature on the other, we know which side would feel safer. Male privilege is not chosen, but the opportunity for us men to decide what we do with it is entirely up to us. Will we continue to reap the benefits of an inequitable system, or will we seek to change the system? With the new BCTF workshop Engaging Men and Boys to Prevent Gender-based Violence, members of all stripes are now able to engage in conversations that hold a critical lens up to the traditional ways that men are socialized into performing their gender. In this workshop, participants are invited to consider ways in which men have been socialized to feel superior to people of other genders and explore how this initial violence towards men upholds a broader system of dominance that benefits few individuals at the cost of many. There is an appetite to do things in a better, more just, and equitable way in our union. I am hopeful that within this workshop, there will be an opportunity to generate momentum in carrying us into that future.

Engaging Men and Boys to Prevent Gender-based Violence can be adapted for groups consisting of just men or for mixed groups. To book this and other social justice workshops for a school, district, or regional professional development day, see the social justice workshops listings on the Programs and Workshops page on the BCTF Social Justice web pages. 13

Problematizing Heteronormativity and Gender Binary in Schools Excerpt from master’s thesis by Trevana Spilchen, CASJ LGBTQ2S+ Action Group and Delta teacher

t is my strong belief that the linking of gender and sexuality is the most significant barrier to creating gender-inclusive school environments. Because gender is linked to sexuality, it is seen as a topic to avoid discussing with young children. This is despite the fact that children develop a concept of their own gender identity before they enter the school system and have often developed a sense of their sexuality by the time they reach Grade 3 or 4. It may or may not be that this described sense of gender and sexuality is simply a performance of the expectations of the adults surrounding these children. Either way, when we combine this with the normalization in public schools of heterosexual and homosexual relationships as being the only two possibilities, the result is a system that perpetuates gender-binary roles and pushes students into one of two dichotomous boxes: boy or girl. Margaret Goodhand states, “Elementary schools are the key sites where teachers and children construct and affirm patterned gender expectations. In the classroom, children learn that biological sex, gender, and sexuality are theoretically interconnected.” These false connections limit the expression and development of all children’s identities. As children are starting to examine and understand themselves, they are typically only given options for identity that affirm this triple connection of biological sex, gender, and sexuality. If they have male genitalia, then they must be a boy. If they are a boy, they must do boy things. If children don’t follow these expectations, then they quickly learn that they are not “normal.” While sexuality is virtually never discussed overtly at younger ages, there is a heteronormative assumption that the person will be

attracted to the opposite sex. This is reinforced constantly through media, education, and personal interactions. This hegemonic assumption is most easily illustrated through the concept of “coming out” where a person declares their sexuality or gender identity to other individuals or the world. While this is a normal rite of passage for LGBT2Q+ individuals, it seems ridiculous to even imagine a heterosexual person “coming out,” because it is assumed that a person is cisgender—having a gender identity that matches their gender assigned at birth—and heterosexual, and thus they never have to come out. The overwhelming presence of implicit and explicit heteropatriarchal messages children receive daily combined with the commonly held but erroneous belief that primary schools are asexual environments leads to isolation for students who may not fit within binary gender identities and heteronormative culture. The assumption of student asexuality that predominates our school environments silences teachers who may want to provide young students with a counter-narrative to these hegemonic, heteronormative, and genderbinary views. As James Chamberlain and Alysha Kothlow state, this “inability for individuals in schools to transgress gender stereotypes perpetuates an atmosphere of fear.” This culture of fear in educational institutions has its roots in heteronormative and gender-binary views, and it is something that we should seek to problematize and interrupt.

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BCTF Social Justice Newsletter, Summer/Fall 2019

Creating a Gender-inclusive Classroom: Tips for teachers By Kammy Birkett, CASJ LGBTQ2S+ Action Group and Dease Lake teacher

Heteronormativity and cis-normativity are beliefs, comments, and actions that reinforce the gender binary, gender roles, and the idea that heterosexual relationships are “normal” and expected. For clarification of these and other terms, see the Gender Spectrum Glossary on page 17.

• Primary students are simply acting out and saying what they have already learned or seen. It is this learned behaviour that needs to be questioned and challenged. In my primary class, students were talking about marriage. One student made a comment about marrying another boy student and everyone started laughing. I asked why that was so funny, and then explained that boys can marry boys and girls can marry girls, and that this is normal and not a joke. It wasn‘t seen as a big issue, and we moved on quickly. In seizing the moment, I challenged their preconceptions about marriage and normalized queer relationships. • Students in the primary grades can be very concerned with identifying items as “girl things” or “boy things” and making sure only the right people use these designated items. Confront the ideas that pink, dolls, and kitchen toys are only for girls and blue trucks and building toys are only for boys. There are several picture books that can be used to challenge those ideas: -- Pink is for Boys by Robb Pearlman -- Julian is a Mermaid by Jessica Love -- 10,000 Dresses by Marcus Ewert -- Ballerino Nate by Kimberly Brubaker Bradley -- My Princess Boy by Cheryl Kilodavis -- A Fire Engine for Ruthie by Leslea Newman -- Morris Micklewhite and the Tangerine Dress by Christine Baldacchino -- Rosie Revere, Engineer by Andrea Beaty -- Beautiful by Stacy McAnulty.

Check your own heteronormativity and cis-normativity!

• How do you greet your class? Do you say, “Good morning, boys and girls?” How can you change this? Try addressing your class without the gender binary using words such as folks, friends, pals, buddies, learners, kids, students, superheroes, and beans. You can make it as simple or as silly as you want. You could ask your students to choose a term. • How do you separate your class into groups? Do you usually divide them into boys and girls? Some other ways to create groups are by birth month, numbering students off, or by using the first letter of their names by saying, “All the students with first names that start with A, B, or C can go line up.” There are also random group generators online, such as the Random Team Generator on the Random Lists website.

BCTF Social Justice Newsletter, Summer/Fall 2019

Respond to heteronormative or cis-normative comments or actions as teachable moments.

Be intentional about representation.

By not choosing to actively and consciously challenge the status quo, you are passively continuing to reinforce the idea that relationships that aren’t heterosexual and genders that don’t fall into the gender binary are abnormal. • Provide diverse representation of identities and families in the classroom. The curriculum requires that primary students learn about families. It is important to teach about the many different family configurations, including queer families. There are many wonderful books that feature queer and trans themes and characters. -- Mommy, Mama, and Me by Lesléa Newman -- In Our Mother’s House by Patricia Polacco -- From the Stars in the Sky to the Fish in the Sea by Kai Cheng Thom and Kai Yun Ching -- And Tango Makes Three by Justin Richardson and Peter Parnell. Many other gender-inclusive books that challenge heteronormative ideas are available on www.amightygirl.com and listed on the lesson plans and teaching sections of the SOGI 123 website. If these books are not already in your library or classroom, many of them are available as read-aloud videos on YouTube. • When providing examples or questions for all subjects, try to use a variety of pronouns and relationships. For example: -- Taylor has 13 toy trucks. She gives 5 of her trucks to her friend Muna. How many trucks does Taylor have now? -- Sky plays with their Lego set. Which word in this sentence is a verb? -- Isaiah’s dads give him 4 apple slices and 6 orange slices for a snack. How many slices of fruit does he have in total? • Keep a class mascot or stuffed animal that is non-binary or not gendered. In my classroom, I had a bear that students could walk with down the hall for a body break. We worked together to name the bear, and then I asked them if the name they had picked was a girl’s or boy’s name. There were mixed responses, so I told them it wasn’t a boy’s or a girl’s name because our bear wasn’t a boy or a girl—our bear was non-binary. I explained that when we talk about our bear, we say “they are“ not “he or she is.” I gave them some examples: “I am going on a walk with them,” and “They have soft fur.” When some of them expressed disbelief that there were people who weren’t boys or girls, I told them that I had friends who weren’t boys or girls but were non-binary. That discussion helped to make this new concept a reality. Taking these steps toward creating a classroom that is fully genderinclusive and celebrates all kinds of diverse families will help your students on their journey to becoming more compassionate and selfaware individuals. When I started implementing these changes with my students, it took very little time before my primary students started emulating what I was doing and gently reminding their classmates of the bear’s pronouns or that long hair is for all people, not just girls.

BCTF Social Justice Newsletter, Summer/Fall 2019

The Gender Spectrum

Glossary

Queer Terminology www.qmunity.ca

Gender spectrum The idea that there are many gender identities (woman, man, cisgender, trans*, two-spirit) and a range of gender expressions (ways people present their gender identity through hairstyle, clothing, behaviours, etc.). Gender identity A person’s internal sense of being a man, a woman, genderqueer, etc. This is not the same thing as a person’s biological sex. Gender dysphoria A psychological condition marked by significant emotional distress and impairment in life functioning caused by a lack of congruence between gender identity and biological sex assigned at birth. Gender expression The ways a person presents her or his sense of gender to others, e.g., through clothes, hairstyle, mannerisms, etc. Genderqueer Refers to individuals or groups who identify outside of the male/female binary. This is a politicized term or identity often used by people who intentionally challenge dominant gender norms. Gender non-conforming Refers to people who express gender in ways that differ from social expectations of the sex and gender assigned to them at birth. Gender fluid A fluctuating mix of the gender identities available. Cisgender A person whose gender identity and gender expression match the gender typically associated with their biological sex. For example, a female who identifies as a woman. Pangender A person who identifies and or expresses the many shades of gender. Multi-gender and omni-gender are other terms used. Trans* An umbrella term that can be used to describe people whose gender identity and/or gender expression differ from what they were assigned at birth. Some trans* people may choose to medically transition by taking hormones or having surgery. Some trans* people may choose to socially transition by changing their name, clothing, hair, etc. FTM Generally used to refer to anyone assigned female at birth, but who identifies or expresses their gender as male all or part of the time. MTF Generally used to refer to anyone assigned male at birth, but who identifies or expresses their gender as female all or part of the time. Intersex Refers to people whose reproductive or sexual anatomy is not easily defined as male or female. There are a variety of ways someone could fit in this category, ranging from having ambiguous genitalia to having a mixture of XX and XY chromosomes. The word hermaphrodite was historically used to describe these individuals, however, this word is considered highly offensive today.

Composite image from iStock sources

Two-spirit An Aboriginal term describing the embodiment of both masculine and feminine spirits. This identity is not limited to gender expression or sexuality, but encompasses them both while incorporating a spiritual element. Social transition The social process that a trans person may go through when shifting from one gender expression to another. This may include steps such as changes in style of dress and the selection of a new name and pronouns. Medical transition A term most commonly used to refer to the medical process that a trans* person may go through when shifting from one gender expression to another. This may include steps such as hormone replacement therapy and/or surgeries. Pronoun The word one uses to describe themselves, such as he, she, they, ze, hir, etc. Transphobia Acts of discrimination directed at trans* individuals and/ or those who are perceived as such are based on ignorance, prejudice, and stereotyping.

BCTF Social Justice Newsletter, Summer/Fall 2019

Serenity Room By Kati Spencer, CASJ Economic Justice Action Group and Merritt teacher

ne of the most frustrating challenges I have faced in my short career is dealing with the effects of poverty in my classroom. I do as much as I can with what I have, but most of what I do isn’t much more than applying metaphorical Band-Aids. The problem remains that Band-Aids are expensive, so it feels more like applying tissue with masking tape. As a classroom teacher, I need more than tissue and masking tape. At my school in Merritt, enter…Serenity. The students just go down the hall, pass the office, make a slight left, and enter Serenity, where they are greeted by Kriss, the dedicated and awesome educational assistant who supervises the room. I like how I feel when I walk into Serenity. I especially like how I feel when I see students in Serenity. They are doing work. They are helping each other do work. They are practicing self-regulation strategies. The room itself is full of plants and inspiring quotes, many posted by some creative young artists who frequent Serenity. As of April 2019, it is also where our certified therapy dog Tippy hangs out. Another aspect of Serenity is that the wall of windows at the back of the room looks out onto all the extremely cool things our science classes are doing in the garden area. Soon we will be able to look outside and watch the hatching chicks play in the coop that our Sustainable Resources class built.

Serenity was introduced at the beginning of the 2018–19 school year as part of an ambitious plan to address the multitude of struggles our learners face in their lives. Merritt is a community that ranks low on the socioeconomic scale. Many of our students live in poverty, and a large number have experienced trauma—in particular, inter-generational trauma stemming from the experiences many of our students’ families were forced to endure while attending residential schools. Merritt is encircled by five First Nations groups whose children attend the local secondary school. This is an excellent setting for teachers committed to reconciliation because it allows our school to carry out exceptional work in collaboration with the Aboriginal communities whose children make up most of our learners. I see Serenity as a truly meaningful safe space that complements the environment I strive to foster in my own classroom. I can engage students who would otherwise opt out, tune out, or act out by letting them choose to stay or go. Serenity is one of a complement of safe spaces our school has created for students. Together, these spaces send the message that school is an inclusive space for all our learners. It is an example of using infrastructure and environment to make school a welcoming place to be—a place where students’ needs are considered and respected so they can do their best learning.

BCTF Social Justice Newsletter, Summer/Fall 2019

Poverty Around the World By Richard Pesik, CASJ Economic Justice Action Group and Port Alberni teacher

iving in Canada, many of us cannot imagine the extreme poverty some individuals experience around the world. Although we are familiar with poverty in Canada, we may still not comprehend the extent of poverty in global settings. Compassion International sets the number of those experiencing extreme poverty around the world at close to one billion—nearly ten percent of the world’s population. That’s almost one billion people living below the World Bank poverty line of $1.90 per day. In addition, almost half of the world’s population (nearly four billion people) are forced to survive on a household income of below $2.50 a day. The results of poverty and inequality can be witnessed in every country around the world. In the article “Poverty around the World,” Anup Shah notes, “Even in the wealthiest countries, the poor may not be in absolute poverty. The most basic

of provisions may be obtainable for many, or their level of poverty may be a lot higher than those in developing countries. But in terms of their standing in society, their relative poverty can also have serious consequences, such as deteriorating social cohesion, increasing crime and violence, and poorer health.” Therefore, eliminating poverty may lead to healthier and safer societies. To eliminate poverty, we need to define its causes. Researchers outline ten factors that contribute to poverty around the world: 1. income inequality 2. conflicts and unrest 3. adverse ecology and location 4. natural disasters 5. ill health and disability 6. inheritance of poverty 7. education, training, and skills 8. gender discrimination 9. lack of resources 10. international sanctions.

Sadly, there is still the pervasive thought that those living in poverty are responsible for being poor. Many people continue to believe that the behaviours of those experiencing poverty are not the result of their living conditions, but their attitudes. Research by psychologist Eldar Shafir and economist Sendhil Mullainathan shows that this way of thinking is fundamentally flawed. Their study concludes that “poor people don’t display ‘inappropriate behavior’ because they feel like it, but because their ‘mental bandwidth’ is entirely taken up by poverty, to the exclusion of all else.” As social justice activists, we must challenge this way of thinking. It is essential that we point out the root causes of world poverty. It is vital for all of us that we not only focus on the causes of poverty in Canada, but also consider those causes in other parts of the world. It is critical that we pressure our government and governments around the world to develop and implement policies that will eliminate poverty.

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BCTF Social Justice Newsletter, Summer/Fall 2019

Guns in Your Head By Shannon D.M. Moore and Katherine O’Connor, CASJ Peace and Global Education Action Group and Vancouver Secondary and Victoria teachers

Living and teaching in a world of “militainment”

ow do we foster a culture of peace in a world where violence is sold as entertainment, human tragedy is naturalized, and narratives and images of trauma are commodified by global institutions and corporations? How do we move within this mediated reality and still find paths to peacemaking? As members of the BCTF’s Peace and Global Education Action Group—and as citizens and educators—we posit that teaching for peace requires that violence is deprived of its spotlight.

Militainment Such militainment glorifies war’s history, venerates its present, and imagines its future while marveling at its institutions, worshipping its weapons systems, and unthinkingly, “supporting the troops.” —Andersen & Mirrlees, 2014

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The relationship between the military and entertainment industries has been critically coined the “Pentagon Propaganda Machine,” the “military-entertainment complex,” and more recently “militainment.inc.” Robin Andersen and Tanner Mirrlees use the term “militainment” to describe productions that mix “militaristic messages and imagery with entertainment formats.” This mixing is not an accident. World War I gave birth to modern war propaganda and established a symbiotic relationship between the media and the military. While valorization of violence is not solely tied to the state, the state is involved in the intentional production of “militarized media products.” Such forms of entertainment act as modes of public pedagogy; that is, these products are tools of coercion that construct enemies, magnify divisions, and justify military action. This entertainment style commodifies real human crises and normalizes narratives of violence,

BCTF Social Justice Newsletter, Summer/Fall 2019

subsequently making violence an expected and deeply ingrained part of our culture.

The heavy costs of militainment Militainment acts as a forceful public relations campaign, justifying military spending. Further, it tangles the pleasure of entertainment with images of war and violence. Our bedtime stories, filtered through the lens of Hollywood, glorify war and naturalize violence. Beyond the naturalization of violence, these imaginings convince us that our global and local problems can only be solved through force. Is it, therefore, any surprise that our societies are experiencing increasing aggression and an aversion to peaceful reconciliation of differences? iStock

“Combatting” militainment Many of the players obliterating unAmerican enemies in first-person shooter games are probably unaware that they are participating in a well-organized military PR and recruitment drive. —Andersen & Mirrlees, 2014 As educators, we need to combat the militarization of society at the site of its production. While we need to be critical of the ways that our official curriculum normalizes war, we also need to examine the public pedagogy of popular shows, movies, and video games, particularly as audiences often do not recognize themselves as military targets. Combatting this involves applying three media literacies: looking at representations of the hero and the enemy in media, considering omissions of particular narratives and storylines, and recognizing the intent and funding behind the sources of our productions. As individuals, we can ask critical questions about the pieces of entertainment we choose. However, we should also ask who funds the glut of shows and movies centered on war. Further, our pedagogical activities should explore the hidden, implicit and explicit messaging of media. For example, beyond messaging about “the inevitability of war,” students might explore the messaging of masculinity embedded in representations of soldiers and the subsequent construction of femininity through omission. In looking at representations of masculinity, one can consider the narrative fragments that are ignored in the generally heroic representations—those of fear, vulnerability, loss, injury, and PTSD. Moreover, omission extends beyond representation, narrative, and storyline.

BCTF Social Justice Newsletter, Summer/Fall 2019

The abundance of battle narratives dismiss and ignore stories of global suffering. In turn, we might consider how this fixation on war and disregard of global suffering contributes to a lack of empathy for others. Overall, we need to consider how media contributes to the prioritization of fear and militarism rather than peace and community. For examples of lessons to address militainment in your classrooms, download the Media Military Complex lesson plan on the Peace and Global Education Lesson Plans page of the BCTF website. Suggested reading Lenoir, Tim. “All but War Is Simulation: The MilitaryEntertainment Complex.” Configurations, vol. 8 no. 3, 2000, pp. 289–335. Project MUSE. Robin Andersen and Tanner Mirrlees, Democratic Communiqué 26, No. 2, Fall 2014, pp. 1–21. Stahl, Roger. “Militainment, Inc.: War, Media, and Popular Culture, 1st Edition (Paperback) Routledge.” Routledge.com, Routledge, 24 Nov. 2009.

Electric Cars— The smart choice By Shelley Serebrin, CASJ Environmental Justice Action Group and Nanaimo teacher

Climate crisis The 2018 Intergovernmental Panel on Climate Change released a special report stating that the global greenhouse gas emissions limits set under the Paris Agreement will not reduce global warming to 1.5 degrees. To avoid catastrophic events stemming from global warming, CO2 emissions must be cut in half by 2030. This leaves us with less than 12 years to make early and significant changes in areas that have the greatest impact. One of these is transportation.

This report warns of an increase in temperature extremes, with increased frequency and intensity of high temperatures. The result will be an increase in the severity of heat waves, which will contribute to increased drought and wildfire risks—something we have experienced in BC for two years in a row with no sign of abatement this year. Furthermore, there is strong evidence of increased risk of water supply shortages in summer, primarily due to smaller snowpacks and loss of glacier ice producing lower summer stream flows. On the other hand, the report anticipates increased flooding due to earlier spring snowmelts, ice jams, and rain falling on snow. If these warnings are not enough to motivate us to change our behavior, consider the predicted increase in ocean acidification and loss of oxygen in warming waters, which threaten the health of marine ecosystems. In addition, coastal flooding and damage to coastal infrastructure and ecosystems are expected to increase in Canada due to local sea-level rise and larger storm surges and waves. iStock

bought my electric vehicle (EV) in 2015 for various reasons. First and foremost, I understood the urgency of reducing greenhouse gas emissions and avoiding runaway climate change by keeping the average temperature rise below 1.5 degrees Celsius. I realized that it would take millions more like-minded people to effect the necessary change, but it was a start in that direction. In addition, the cost of driving even a very efficient internal combustion engine vehicle solely fueled by gasoline had become untenable for my financial situation. By transitioning at an early date to an EV, I was able to benefit from the provincial incentive and SCRAP-IT Program, making my purchase more affordable. My decision also allowed me to expand my opportunities to participate in conversations with others about the climate crisis and how the collective “we” could effectively take action. Finally, I looked forward to experiencing the subtle lifestyle changes that are inherent in operating an EV, including being more mindful of how I use my vehicle and having fun charging my car’s battery with the regenerative braking system. Almost four years after my purchase, I know I made the smart choice.

Canada’s Changing Climate Report, released in April 2019 by Environment and Climate Change Canada, sends us the serious message that Canada is warming at double the magnitude of global warming. Only by following a low-emission scenario and eliminating greenhouse gas emissions by the middle of the 21st century will Canada succeed in maintaining the rise in global average temperatures to below 1.5 degrees Celsius.

BCTF Social Justice Newsletter, Summer/Fall 2019

Is this the future we want to experience and pass on to our children and other living creatures? It is urgent that we reduce greenhouse gas emissions quickly and that we begin doing so now. Many people are mobilizing to take action to ensure a sustainable and hopeful future. City councils in Canada and around the world are declaring “climate emergencies.” At the time this article was written, some 40 million people were focusing their attention on actions to mitigate and adapt to climate change. Townhall sessions are popping up in city after city, motivating people through discussions on the Green New Deal. I decided four years ago to take one of my climate actions in an area that would have significant impact: my mode of transportation.

Cost savings of EVs An important benefit of an EV is that electricity costs are vastly lower than gasoline and tend to have fewer fluctuations. At the present rate of 8.3 cents per kilowatt hour, it costs just under 1.6 cents per kilometer to charge my Nissan Leaf. In other words, I pay about $2 to travel 100 kilometers. According to Plugin BC, the cost to power an electric car is one-eighth of the cost of driving a comparable gas-run vehicle. I have found that I save about $1,500 in energy costs annually simply because I never need to visit a gas station to fuel my car. I charge my car overnight at home using a 120-volt wall socket and then top up my battery when needed at a Level 2 (240-volt) public charging station. I can also access 440-volt quick-charging stations for longer trips that I may make. Maintenance is a breeze. I have said goodbye to oil changes, and since there are very few moving parts, the yearly maintenance check focuses on the tires, regenerative break system, and battery charging capacity, which costs about $100 annually. I don’t worry about replacement costs for the battery because vehicle manufacturers provide a warranty on the lithium ion battery pack for eight years or 100,000 kilometers, whichever comes first. While EVs tend to be in the higher price range for new cars, the average cost of all vehicles bought in Canada is about $30,000. EVs are definitely available at this price. If you are interested in buying a pre-owned EV, you can certainly get a very good deal, since EV depreciation rates are still fairly high. Incentive programs in BC also make these cars more affordable.

BCTF Social Justice Newsletter, Summer/Fall 2019

Environmental cost savings of EVs One incredible fact about EVs, which can be found in the 2015 report Environmental Assessment of a Full Electric Transportation Portfolio, is that “electric vehicles are the only vehicles that get cleaner as you drive them.” I recommend that you read this report and watch the videos Are Electric Cars Worse for the Environment? Myth Busted and Electric Cars: Myths vs Facts for an in-depth discussion on this topic. Both videos document their claims with credible scientific research. Now it’s time to do some math! To assess the environmental impacts of EVs and cars with internal combustion engines (ICE), we need to compare the CO2 emissions involved in vehicle production, vehicle use, and lithium ion mining. End-of-life emissions are the same for both vehicle types. An assessment of CO2 emissions from vehicle production shows that 10 metric tons of CO2 are emitted in the production of both EVs and ICEs. However, the processes involved in mining, extraction, and production of lithium ion batteries produce CO2 levels ranging from 2 to 17 metric tons for a 100-kilowatt-hour battery. As a result, EVs start out with a larger CO2 footprint. But wait! It gets interesting when we consider what happens during vehicle use. Based on the average use of vehicles—20,000 kilometers per year—cars with ICEs emit about 5.2 tons of CO2. Depending on the source of electrical energy (coal, natural gas, hydro-electric or nuclear) driving an EV can be extremely clean. Because of this, it can take as little as 1.67 years of driving to compensate for the excess CO2 emissions resulting from the production of an EV. After this has been achieved and for the life of the vehicle, the EV produces far lower CO2 emissions than the 5.2 metric tons of CO2 produced each year by vehicles with internal combustion engines. Even if coal is the principal source of electricity, the amount of CO2 emissions is less for an EV than an ICE vehicle. This is a result of the CO2 emissions produced through the extraction, processing, and distribution of gasoline, in addition to the burning of this fuel. In contrast, in the case of EVs, the only source of CO2 emissions is from the burning of coal to generate electricity to power these vehicles. As energy production of electricity becomes greener, there is no question that the reductions in emissions will improve and the electric vehicle will become an even better option.

Affordability of EVs with incentive programs The long-awaited Clean BC Plan will require all new cars to be zero-emission vehicles by 2040. In the meantime, to make it more affordable to make the shift to cleaner modes of transportation, the province has extended the funding for the rebate program from $2,500 to $5,000 for the purchase of a new battery EV, plug-in hybrid, or fuel cell EV. At the time this article was written, only $3 million of the original $40 million remained, enough for approximately 1,000 more EVs before the funds are exhausted. The BC SCRAP-IT Program further incentivizes the removal of internal combustion engine vehicles from the roads. When you scrap your old car, you can receive $6,000 for the purchase of a new EV or $3,000 for a pre-owned one. Other scrapping incentives include: • an 11-month BC Transit EcoPASS • rebates of $600 for a mobility scooter, $850 for of an electric bike, or $750 in car share credits • or $200 in cash. You may also receive $100 to scrap a car that does not qualify for the program. BC residents were offered rebates for the installation of a ChargePoint Level 2 home charger in 2019. All 1,000 rebates have been allocated, but it is expected that more funding will be available in 2020. Put yourself on a waitlist with ZAPBC. If you live in a multi-unit strata, you could be eligible for an incentive program through the Clean Energy Vehicles for British Columbia program.

Reports and articles available online • Canada’s Changing Climate Report • Intergovernmental Panel on Climate Change (IPCC) Special Report, October 2018 • Environmental Assessment of a Full Electric Transportation Portfolio • How much does it cost to fuel an electric vehicle? Globe and Mail

Websites • Provincial Incentives Program for the Clean Energy Vehicle Program: BC Government website • SCRAP-IT Program: www.scrapit.ca • Electric Vehicles: www.pluginbc.ca • Green New Deal: www.theleap.org • Climate Emergency Campaign: www.theclimatemobilization.org • Clean Energy Vehicles for British Columbia program: www.cevforbc.ca • ZAPBC home charging program: www.zapbc.ca

Videos • The Disarming Case to Act Right Now on Climate Change: Greta Thunberg, TEDxStockholm • Are Electric Cars Worse for the Environment? Myth Busted • Electric Cars: Myths vs Facts. 24

BCTF Social Justice Newsletter, Summer/Fall 2019

1.5 DEGREES

2OO %

Limit in global temperature increases needed to prevent catastrophic impacts.

Current rate of climate warming in Canada compared to the average global rate.

$162 MILLION

Limit in global temperature increases set by the Paris Agreement.

2 DEGREES 2030

2 METRES

Predicted rise in sea levels by 2100.

2050s

Amount the BC government spent on flood emergency response in 2018. Canada’s yearly contribution to the clean energy sector.

$5 BILLION

$3 BILLION

Annual amount Canada spends on tax credits, deductions, and grants for search and production of fossil fuels.

Date greenhouse gas emissions must be cut by 50% to prevent catastrophic impacts.

Decade when greenhouse gas emissions must be cut to 0 to prevent catastrophic impacts.

147–216 MILLION

Number of people who will lose their homes to sea-level rises by 2100.

$101 MILLION BC’s 2019 budget for wildfire management.

$10 BILLION Canada’s investment in foreign oil production in 2017. BCTF Social Justice Newsletter, Summer/Fall 2019

$1 BILLION Estimated annual amount BC spends on fossil fuel subsidies. 25

The First Caravan of Asylum Seekers from Central America By Violette Baillargeon, Surrey teacher

hile in Mexico as part of a 15-person Canadian delegation to the Tri-national Conference, myself and five other delegates decided to use our one day in Mexico City to visit the caravan of asylum seekers (often referred to as migrants) who had stopped to rest in one of the city’s sports stadiums. This group of about 8,000 people—the first of three caravans—had set out on October 12, 2018, fleeing persecution, poverty, and violence in their home countries of Honduras, Guatemala, and El Salvador. Their desperation was as palpable as their courage was inspiring. Rosario, a teenage girl from Honduras travelling with her older brother, told me she was tired and felt lost. Despite this, she was thankful to have made the trek among others and determined to continue walking until she reached Tijuana, on the border with California, where she planned to seek asylum. “But don’t they know the United States does not want them?” people have asked me. They do know, but we must also understand what it means to have no other option. It is a privilege to never have known such desperation. Let us not forget this.

services for free, dentists doing emergency procedures, members of different churches who had put their differences aside and combined under one large tent to distribute food, and barbers who were offering free haircuts and shaves for people who had already been on the road for a month. We remained humbled by this lesson in generosity and compassion for days to come, and we shared our impressions with our Mexican and American colleagues at every opportunity. The next day, our delegation left the city for the interior of the country, where we spent the next three days at the Tri-national Conference, just as the caravan left Mexico City to travel the remaining 2,736 kilometers to the border with the United States. At dawn, they boarded the same subway we had taken the day before to reach the outskirts of the Mexican capital. From there, they continued on foot. There were children and elders— some in wheelchairs, too many in flip flops—pushing strollers, pulling suitcases, and clutching bottles of water. Undeterred, yet certainly not unafraid, they walked on with heavy hearts, uncertain of what awaited them. What has become of us? How have we come to this? This, we could not answer. When we returned, we shared our story with others as much as possible. My Grade 11 Spanish classes had been following news of the caravans since they set out, so they were excited to see the photos and hear the stories of my trip. They were eager to do something to help the asylum seekers, but the reality is that beyond raising awareness of the situation and increasing people’s compassion for those who must face such challenges, their route was so nebulous and their futures so uncertain that it was hard to think of an action that would adequately address the challenges they would face.

What struck us was the sheer amount of aid and support from organizations, churches, businesses, medical personnel, and Mexican citizens along with the evident solidarity displayed by the warm and grounded people of this beautiful country. There were doctors offering their 26

My students were full of questions regarding what was at the root of such a large migration of people. Over and over, our research pointed to climate change as a major contributor. It was discovered that Central America had already been experiencing a six-year drought, and the rains had not come again this year. The people of that part of the world are mostly farmers, and when they could no longer gain sustenance from the land, they were forced to move to the cities. Once in the cities, farmers and land workers found it difficult to find work. City dwellers—including gang BCTF Social Justice Newsletter, Summer/Fall 2019

members—who had already been struggling with a lack of opportunity began to resent their presence. This invariably led to conflicts that continued to escalate. In the end, my students and I settled on actions meant to raise awareness around climate change and those most significantly impacted by it. We joined a climate strike march with other students from schools around the Greater Vancouver area: #ClimateStrike, #FridaysForFuture. We met with newly elected Vancouver Mayor Kennedy Stewart to express our concerns around the environment, and we also occupied the offices of the Honourable George Heyman, Minister of Environment and Climate Change Strategy, until he heard our concerns. Both officials told my students that they were proud of their activism and that they should continue to be such committed advocates for the environment. Through our research, we found out that the United Nations (UN) Conference on Climate Change (#COP24) was taking place in early December in Poland. We spent the next two weeks making signs in support of the proceedings in multiple languages. We used a multitude of social media platforms to raise awareness around the need to keep global warming to below 1.5 degrees Celsius. We sent encouraging messages in Spanish, French, and English to UN Secretary General Antonio Guterres. We also contacted Swedish secondary school student Greta Thunberg, the original activist behind the climate strike initiative and honoured guest at the UN.

There is no doubt that my trip to Mexico and the caravan of migrants impacted me both on a personal and professional level. After having met mothers who had walked along unlit Mexican highways with their children for weeks at a time, I came back changed—convinced that I must use my voice and privilege to better the conditions of others, intent on acting in response to the climate emergency facing our youth, and deeply grateful for my union for having provided the opportunity to do such meaningful work. BCTF Social Justice Newsletter, Summer/Fall 2019

The term “migrants” has been replace by “asylum seekers” and “people” in this article because the former term has been increasingly used pejoratively to imply that people are fleeing a country by choice rather than for their own safety. For more information, visit the Refugees and Migrants FAQs page on the UNHCR website: www.unhcr.ca. A number of “push factors” are responsible for the large numbers of people fleeing El Salvador, Guatemala, and Honduras. The webinar Migrant Caravan: Dispelling the Myths provides an excellent resume of these push factors along with suggestions for actions Canadians can take. The webinar is posted on the CoDev Canada YouTube page. Push factors include: • structural violence within the military • impunity for perpetrators of domestic violence • international support for oppressive regimes • contamination of rural water sources by mining (85% Canadian) • tourism industries forcing landowners off their land. Recommended actions: • Call on the government of Canada to end its support for oppressive regimes. • Ask the federal government to fulfill its commitment to appointing a Canadian Ombudsperson on Responsible Enterprise with independent oversight. • Advocate for increased numbers of government-sponsored refugees from El Salvador, Guatemala, and Honduras. • Support organizations that help people along the caravan route, including Pueblos sin fronteras, Rights Action, and La Red Dh Migrantes, who provide shelters along the route. • Counter the prevailing myths about the caravans by raising awareness of the real push factors.

Pedagogia 2019 By Anjum Khan, Catherine Quanstrom, Anonymous, and Marcus Nipp

very two years, Cuba hosts a large international conference on pedagogy attended by educators, administrators, and education researchers largely from the Americas. In February 2019, the BCTF’s partner in international solidarity, CoDevelopment Canada, led a delegation that included five BCTF members. The goals of this delegation were to deepen the understanding of the Cuban education system, collaborate with the leadership of the Cuban Teachers’ Union towards possible future projects, engage in formal meetings with other BCTF international solidarity partners from Latin America, and learn about innovative pedagogical work and challenges faced around the Americas. The following article is a coauthored piece written by the BCTF delegates.

Cuba in Transition Anjum Khan, Vancouver Elementary teacher From the first moment of landing in Cuba, it is hard not to be captivated by the magic and passion of the soulful melodies and the pulsating beats that invigorate the streets of Havana. The music speaks not only to the rhythms of the history, struggles, and victories of the past, but also embodies Cubans’ current position at the verge of creating something new and unknown for the future. When former President Raúl Castro stepped down in April 2018, six decades of Castro rule in Cuba came to an end. Although Castro resigned as president, he remains head of the Communist Party and the unofficial leader of the military—the two most important institutions in the country. Other family members also maintain powerful positions. The appointment of Cuba’s former Education Minister and First Vice President Miguel Díaz-Canel as the new Head of State has shifted the power towards a younger generation that is more diverse in terms of gender and race. For the first time, the Cuban leadership team of five people includes three women as well as the first Afro-Cuban member, a former head of the trade union federation. Even though Díaz-Canel was one of the first Cuban leaders to use a laptop in the 1990s, the internet is still slow and

expensive for the local population, and connectivity is among the lowest in the world. Food continues to be in short supply on the island, with the government using a plan in which each citizen receives a ration book allowing them to buy only a certain amount of food each week. With many goods in short supply, condoms have taken on a wide range of use, including slingshots for children, floats for fisherman, and hair ties for ponytails. Lubricated condoms are even used by drivers to shine the dashboards of their vintage cars. Cuba is a country in transition. For some elderly Cubans, it is hard to imagine a Cuba without Fidel or Raúl Castro. Many still feel a need to follow these leaders’ ideas. Some Cubans, however, are ready to move forward with a new system that is less tethered to the past: a system that is not based on capitalism, but is searching for something new that has not yet been determined. Whatever shape this new system takes, in order to create a better Cuba for all its citizens, any change must embrace a system that incorporates respect for human rights and democracy.

Visit to La Escuela Cinco de Septiembre (Fifth of September Elementary School) Catherine Quanstrom, Local President, Bulkley Valley Teachers’ Union In crisp white shirts and caramel-coloured skirts and trousers, the students of La Escuela Cinco de Septiembre bend to their tasks. The filtered afternoon light reveals classrooms of between 25 and 30 students, snugly placed in narrow rows, while the teacher scratches a lesson on a faded, green blackboard. For BC teachers who are used to high ceilings, bright fluorescent lights, glossy textbooks, and Smartboards, the Cuban classrooms seem cramped and dim. Yet the animation of both teachers and students offsets the subdued spaces. This urban school provides lunch and dinner to 700 students. Lunch ensures that all children are able to learn, while dinner relieves working parents from the need to rush to the school and then home to prepare a late meal.

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BCTF Social Justice Newsletter, Summer/Fall 2019

Students stay at the school after formal classes are done and use the time for homework, games, sports, and other extracurricular activities. La Escuela Cinco de Septiembre is a Cuban pilot school, and its teachers are following students for two years—first in Grades 1 and 4, and then in Grades 2 and 5. Teachers maintain a log of their observations and evaluations informed by occasional interviews with their students. They also record interviews with parents, asking them what they are seeing at home, such as whether homework is being completed. The goal of the pilot project is to standardize teaching, curriculum, and methodology. Once the pilot is complete, teachers’ findings will inform a revised national curriculum and a national set of standards. A startling exhibit at the school’s entrance pays tribute to the father of modern Cuba, Fidel Castro. The thoughts and teachings of the deceased Cuban president imbue all facets of Cuban pedagogy. To underscore the importance Cubans place on their former leader, the entire school turned out to say goodbye to the Pedagogia 2019 delegation, waving Cuban flags and singing “I am Fidel,” a heartfelt tribute that left us in awe of Castro’s lasting influence on Cuban education.

to receiving hours of intensive music training. It was striking to observe young individuals singing and playing instruments at such a high calibre. Also evident was the passion and pride of the teachers. If we had closed our eyes, it would have been easy to imagine ourselves in a professional concert hall. Before exiting the school, three students timidly approached us and asked if we had enjoyed their performance and our visit to the school. We spent a few minutes chatting with them about it. The informal interaction with Cuban youth really confirmed the common traits young people share across different cultures and political environments, such as enthusiasm and curiosity. Likewise, the heart of an educator remains rather constant no matter where one resides. We also had the opportunity to visit an elementary school. Although the outing had been designed as a visit from international delegates, creating the impression that students were performing for us, there was still a high degree of care, dignity, and reflection evident at the school. It was clear that students achieved numerous learning outcomes while preparing for and participating in the event. In addition, the children were visibly enthusiastic about showcasing their talents and skills to visitors. It was a charming and touching experience. An additional outing involved visiting the Latin American School of Medicine, where youth from 110 nations receive fully-funded training to become certified doctors before returning to their respective communities to practice medicine. We had an opportunity to chat with young students from Iran and Chile. It was wonderful to observe the inner workings of an institution that is essentially Cuba’s contribution to the world. Our time in Cuba was eye-opening and served to unravel some preconceived notions of this nation. Similarly, we had the opportunity to engage with other Latin American delegations, in particular the Peruvian and Puerto Rican Teachers Unions, both BCTF partners. These interactions also served to round out our knowledge of education in Latin America.

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An Educational Experience Marcus Nipp, Prince George teacher

Inspirational Places of Learning Author wishes to remain anonymous A highlight of Pedagogia 2019 was the excursions to various educational institutions. First we had the pleasure of visiting a music school where students take fundamental courses like math and history in addition BCTF Social Justice Newsletter, Summer/Fall 2019

As one of five BCTF teachers fortunate enough to attend the Pedagogia conference, I returned home to BC with several profound takeaways that will stay with me for a very, very long time. One significant experience that struck me from the conference is the amount of times I heard other

delegates and presenters state that we, as educators, share the same struggle regardless of geographic location: the struggle of continuously having to fight for public education as a basic human right. This fight commonly occurs under governments that are bent on stripping away every resource possible from their respective education systems and insistent on attacking teachers’ autonomy and collective bargaining rights. As a Canadian, I take for granted that we have a respected, honest, and transparent justice system at both the provincial and federal levels. This established mechanism helped enable the BCTF to win the Supreme Court victory against the Liberal government. Unfortunately, in many countries in Central and South America, governments work with impunity and control their justice systems, forcing educators to resort to unbelievable measures to make their voices heard. Often these activists knowingly put their own lives at risk in doing so. Stories such as the ones I heard from several colleagues at the conference put my days of walking the picket line back in BC into perspective. Another impression that will stay with me for a very long time—one I think about almost daily when I am in my own classroom—stems from the achievements the Cuban education system has accomplished since the 1953 revolution. Essentially trapped in time since the 1950s by the American embargo, Cuba has made it a priority to eradicate illiteracy and put education at the forefront of government investment. Despite the limited availability of goods and services, Cuba boasts a literacy rate of almost 100%. Education is free for all Cubans, even at the postsecondary level. After visiting several schools, as well as their flagship international medical school, I came to understand that Cubans place a priority on the fundamentals of teaching practices and methodologies over physical resources 30

and technology. Not once did I see a teacher using a computer, a document camera, or a Smartboard. Based on my observations and conversations with Cuban educators, even the internet is not a part of their daily or weekly teaching practice. This brought me back to my own practice in my school where teachers are provided with astounding

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levels of material resources, training, and professional development compared to the conditions I observed in Cuba. I reflected upon my own teacher training over 20 years ago, when my first practicum teacher ingrained in me the mantra, “Good teaching has always been good teaching and always will be good teaching.” I have always interpreted this to mean that teaching basic fundamentals will always be more effective than the latest “educational trends” and material “bells and whistles.” As a result of the embargo, Cubans have relied on teaching with basic resources since the 1950s, and it has clearly served them well. Is Cuba or its education system perfect? Of course not. However, much can be learned from a country where not a single computer or electronic device exists in most classrooms, yet students are happy, engaged, and successful. For more information on the BCTF International Solidarity Program, visit the International Solidarity web page, under Social Justice, on the BCTF website. BCTF Social Justice Newsletter, Summer/Fall 2019

COMMITTEE FO R

E (CASJ) TIC US

N ON SOCI TIO AL C A J

Antiracism Action Group Nimfa Casson Linda Frank Andre McDowell Chanelle Tye

2019–20 Committee for Action on Social Justice (CASJ) • advises the BCTF on social justice issues • facilitates and promotes social justice workshops • liaises with community groups and NGOs • develops policy on emerging issues • reviews and develops materials for classroom teachers • develops and supports networks of social justice contacts in the following action group areas: Antiracism, Antipoverty, Status of Women, LGBTQ2S+, Peace and Global Education, Environmental Justice • co-ordinates the work of the six action groups.

Environmental Justice Action Group Mary Hotomanie Shelley Serebrin Lauren Wright

Workshops • Bafa Bafa Rafa Rafa • Incorporating Antiracist Strategies into BC’s Revised Curriculum • Responding to Racism in the Workplace and the Classroom

Status of Women Action Group Angela Marcakis Serena Mohammed Trish Mugford Sheena Seymour Workshops • Engaging Men and Boys to Prevent Gender-based Violence • Promoting Healthy Youth Relationships: Educating against gender-based violence

Economic Justice Action Group

Workshops • Teaching Green: Integrating Environmental Justice Issues across the Curriculum (five modules available: Climate Justice Heroes, Food Security, Sustainable Resource Use, Sustainable Transportation, Water Rights)

Peace and Global Education Action Group Regie Plana-Alcuaz Anjum Khan Shailly Sareen Amy Wedel Workshops • Creating Cultures of Peace • Global Education: Bringing global perspectives into your classroom

Cheryl Carlson Tyler Emoff Richard Pesik Kati Spencer

LGBTQ2S+ Action Group

Workshops • Help End Child Poverty in BC’s Classrooms, Schools, and Local Communities

Workshops • Creating a Gender-Inclusive School Culture • Promoting Healthy Youth Relationships: Educating against gender-based violence • Reach Out, Speak Out on Homophobia and Transphobia • Sexual Health Education: It’s fun!

Kamaron Birkett Heather Kelley Trevana Spilchen

Disability Rights Action Group Formed in June 2019. Members to be determined.

Intersectional Workshops • Advancing Equity and Inclusion in Our Schools and Community” to “Intersectional Workshops • Creating Inclusive Spaces: Applying an equity and inclusion lens • Strategies for Discussing Controversial Issues • Developing Allyship Skills to Break the Cycle of Cyberbullying • In the shoes of the bully, the bystander and the victim

Important SJ dates to celebrate Sept 30 Orange Shirt Day November Antipoverty Month Dec 6 National Day of Remembrance and Action on Violence Against Women Jan 20–24 No Name-Calling Week February Black History Month

Please note: The BCTF is not responsible for the content or links found on any external website. Opinions expressed in this newsletter are those of the author.

BC Teachers’ Federation 100–550 West 6th Avenue Vancouver, BC V5Z 4P2

Editors: Barb Ryeburn, Todd Patrick Copy editing: Lynda Tierney Design: Jennifer Sowerby

BCTF Social Justice Newsletter, Summer/Fall 2019

This newsletter is available online at bctf.ca/SocialJustice.aspx?id=6352 Summer/Fall 2019 PSI19-0095 31

BCTF Social Justice Program 2019–20 Calendar of Events SEP 2: 8:

Labour Day International Literacy Day 15: International Day of Democracy 21: UN International Day of Peace 22–28: National Forest Week 26: International Day for the Total Elimination of Nuclear Weapons 30: Orange Shirt Day

OCT

NOV

DEC

International Day of Older Persons 2: Mahatma Gandhi’s Birthday 7: World Habitat Day 5–11: National Family Week 16: World Food Day 17: International Day for the Eradication of Poverty 18: Person’s Day 24: World Development Information Day

5–11: Veteran’s Week 11: Remembrance Day 17–23: BC Multiculturalism Week 20: National Child Day 20: Transgender Day of Remembrance 25: International Day for the Elimination of Violence Against Women—16 days of action begins 27: Buy Nothing Day

1: World AIDS Day 2: International Day for the Abolition of Slavery 3: International Day of Persons with Disabililities 5: International Volunteer Day 6: National Day of Remembrance and Action on Violence Against Women 10: Human Rights Day 18: International Migrants Day

JAN 17:

Raoul Wallenberg Day, credited with saving 100,000 Hungarian Jews during the Second World War 20: Martin Luther King Jr. Day 20–24: No Name Calling Week 29: National Day of Remembrance and Action on Islamophobia

FEB

6: International Day of Zero Tolerance for Female Genital Mutilation 17–21: BC Heritage Week 20: United Nations Social Justice Day 23–March 1: Freedom to Read Week 26: Pink Shirt Day

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MAR

8: International Women’s Day 8–14: International Women’s Week 21: International Day for the Elimination of Racial Discrimination 21–27: Week of Solidarity with People Struggling Against Racism and Racial Discrimination 22: World Water Day 25: International Day of the Remembrance of the Victims of Slavery and the Transatlantic Slave Trade 31: Transgender Day of Visibility 31: Equal Pay Day

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JUN

Antipoverty Month Women’s History Month image from Winnipeg Free Press

APR

Refugee Rights Day 5–11: National Wildlife Week 15: International Day of Pink 22: Earth Day 24: Day of Silence (against LGBTQ name calling) 28: National Day of Mourning April: Prevention of Violence Against Women Week

MAY

JUL

12: BCTF incorporated as a benevolent society (1919) 18: Canada Parks Day 18: Nelson Mandela International Day 30: World Day Against Trafficking in Persons

AUG

9: International Day of the World’s Indigenous People 12: International Youth Day 15: National Acadian Day 19: World Humanitarian Day

parks day

Asian Heritage Month iStock/ Anna Kosheleva

Black History Month

Canada’s Aboriginal History Month

iStock/ Tanya St

Nobel Foundation [Public domain]

1: International Workers’ Day 3: World Press Freedom Day 9: World Fair Trade Day 17: International Day Against Homophobia and Transphobia 19–22: Aboriginal Awareness Week 21: World Day for Cultural Diversity for Dialogue and Development

Injured Workers’ Day 1–5: Canadian Environment Week 5: World Environment Day 8: World Oceans Day 12: World Day Against Child Labour 20: World Refugee Day 21: National Indigenous Peoples’ Day 27: Canadian Multiculturalism Day

Adapted from iStock/bulentgultek

LGBTQ2S+ pride Month

WORLD HUMANITARIAN DAY image adapted from the UN