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The ATA News welcomes letters to the editor from ATA members. We do not publish open letters or third-party letters. Letters should be no longer than 300 words, must refer to an article that has appeared in the ATA News, and must include the writer’s address and phone number(s). We reserve the right to edit letters for content and length and to not publish letters submitted. We do not return or acknowledge unpublished letters. Send a letter to the editor by e-mailing Jonathan Teghtmeyer at jonathan.teghtmeyer@ata.ab.ca. You may also mail your letter to Jonathan Teghtmeyer, Editor-in-Chief, ATA News, 11010 142 Street, Edmonton, Alberta, T5N 2R1.
Inclusive education must be part of our daily practice
Re: “Boldly going where no board has gone before—Edmonton Public School Board passes landmark policy,” ATA News, January 17, 2012
In light of Edmonton Public’s new policy to protect sexual minorities and Minister of Education Lukaszuk’s “Make It Better” message and his “Diversity in Alberta Schools: A Journey to Inclusive Education” message (both available on YouTube through the Alberta Education channel), it is clear that the topics of sexual orientation and gender identity play out in public schools. Although fears over what can and can’t be said in the classroom are an ever-present concern because of the Bill 44 amendment to Alberta’ s Human Rights Charter, this is even more reason to educate ourselves about our role as public educators.
Everyone has a sexual orientation, everyone has a gender identity; they are a part of the fabric of who we are; we bring them into the classroom each day as teachers and students. Each time we use the men’s room or the ladies’ room, we declare our gender identity. Each time we refer to a person as “he” or “she,” we make a declaration about someone else’s gender identity. Each time we share an anecdote about our family life and mention our husband or wife, we make a declaration about sexual orientation and family structure.
We need to educate ourselves about sexual orientation and gender identity in order to include and embrace all students, staff and families. The ATA has a wealth of resources on its website under the heading Diversity, Equity and Human Rights. We need to follow Edmonton Public’s lead and come out of the closet, not in terms of our own sexual orientation, but as people who are willing to take up sexual orientation and gender identity in public spaces. We need to take up the task of inclusion as part of the fabric of our daily practice.
—Deanne Barrett, teacher, Lester B. Pearson High School, Calgary Board of Education
History of residential schools is taught in our schools
Re: “Legacy of residential schools should be taught to students,” ATA News, March 13, 2012
We wholeheartedly agree that more can and should be done to increase Canadian awareness of residential schools. Alberta has been a leader in regard to education on Aboriginal issues, including the impacts of residential schools, and has been implementing the same recommendations laid out by the Truth and Reconciliation Commission since 2007. A wide variety of Canadian Aboriginal issues are addressed in the Grades 9–12 curricula. Residential schools and their effects on communities across Canada are an essential component of the Grade 10 social studies curriculum.
Many high schools in Alberta are using resources about residential schools, including “Where Are the Children? Healing the Legacy of the Residential Schools” (www.wherearethechildren.ca); the CBC’s 8th Fire episodes and multiple resources (www.cbc.ca/doczone/8thfire); FNMI’s Walking Together Digital Resource, currently under development in Alberta (www.learnalberta.ca/content/aswt); and Project of Heart (www.projectofheart.ca). Residential schools are also covered in all recommended provincial textbooks.
Here at Winston Churchill High School, [in Lethbridge] 120 students recently took part in Project of Heart, which commemorates students who died in residential schools. Project of Heart’s mission statement specifies the importance of residential schools in Canadian history. As part of the project, students commemorated St. Mary’s Indian Residential School, in Standoff. Elders from our community served as advisors on cultural traditions, Aboriginal rights and contemporary social justice issues. Upon completion of the Project of Heart, Aboriginal leaders will lead a smudging ceremony celebrating students’ achievements.
—Social Studies Department, Winston Churchill High School, Lethbridge
