Planning for an Innovative & Inclusive Future in Ontario Ed. through the CUPE Strike

Throughout the frameworks that I have been developing for this course, inclusivity and culturally responsive teaching remains at the forefront of my curriculum planning.

During my practicum experiences in undergrad, I was not placed in very diverse communities. That did not mean I did not try to create an innovative and inclusive curriculum with my host teacher, but it did come with a few challenges as some of these educators struggled with how to approach topics like social justice in the classroom. When we hesitate to approach these topics mindfully and openly as educators, our students recognize that.

All this has changed since I started my professional teaching career and moved back to the big city. I have discovered a community of educators in Toronto that pride themselves on taking risks, looking at things through a critical-thinking lens, and reflecting on methods of inclusive planning. Battiste (2013) challenges us to consider "who is stereotyped and represented” and why. Dismantling systemic racism in schools requires “educational commitment and responsibility” (Battiste, 2013). We must first consider our own privilege (or lack thereof), and be willing to put in the work. While there is still a lot for me to learn, I am comforted knowing that I am surrounded by other educators who strive towards an innovative, inclusive future for our students.

Many of my students in Toronto are refugee students, and Barber (2021), stated that these are students that suffer higher levels of trauma. Teachers have an interesting position, because they can create ongoing, safe relationships with refugee students and their communities in order to give them a sense of belonging. However, there are many factors that stand in the way of achieving this, such as emotional and mental states as well as interrupted schooling. I think that this month’s events regarding the Government of Ontario and the Canadian Union of Public Employees (CUPE) is a strong example of that. Many school boards across Ontario were affected and had to close facilities for in-person learning. Students were moved back to the online learning platform. Since the pandemic, all students, but particular those in Ontario, have not had an uninterrupted school year. Without getting too much into politics, the decisions that the Government of Ontario have made regarding education in Ontario have caused major disruption in school systems and left many students, educators, and families fearful that things can change at any given moment.

CTV News Toronto

Barber (2021) describes that in order for refugee students to transition to a more “ordinary life”, daily routine, consistency, and safety is key. My students have constantly been forced to adapt to situations on the fly and have had their routines disrupted throughout the pandemic. It is my job as an educator to make the best of the situation, acknowledge their frustrations, and work towards a “humanitarian response” (Barber, 2021), that will allow each student to progress, achieve success, and thrive in their environment.

References

Barber, S. (2021). Achieving holistic care for refugees: The experiences of educators and other stakeholders in Surrey and Greater Vancouver, Canada. British Educational Research Journal, 47(4), 959–983. https://doi.org/10.1002/berj.3730

Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Purich Publishing Limited.

Kingston Coffee House, Kingston, November 2020