Process Post 3: What Can We Do?

This process post is meant to inform us about what expectations for diversity and decolonization already exist within the learning environment, as well as how they are implemented in the classroom. This process is meant to encourage educators not to be afraid to implement diversity into the classroom, even if they are not sure how, because, as both this post and the previous post show us, many of the resources and much of the information we need to get started are already out there.

Professional Standards Implementing Decolonization and Diversity:

I used the BC curriculum to find already existing standards that are placed within the education system to ensure diversity and decolonization are included in student learning. I tried to find an example of decolonization and diversity within the curriculum for elementary, middle, and secondary years. 

Elementary School:

• Social Studies 5 – Canadian Issues and Governance
• Big Ideas include:
  • Canada’s policies and treatment of minority peoples have both negative and positive legacies
  • Immigration and multiculturalism continue to shape Canadian society and identity  
• Content includes:
  • levels of government (First Peoples, federal, provincial, and municipal), their main functions, and sources of funding 
  • participation and representation in Canada’s system of government 
  • First Peoples’ land ownership and use 
• How it can be implemented in the classroom:
  • Discussions such as “think, pair, share”
    • “What is First Peoples governance?”
    • “What within your community is the responsibility of band councils”
  • Interactive activities such as “Four Corners”
    • The instructor will read out a series of responsibilities of different levels of government, and students will then move to the corner with a poster representing said level  (First Peoples, federal, provincial, and municipal)
• Why this is important:
  • Educates students on the differing responsibilities of both the community and the government in decolonization
  • Emphasizes students’ diversity being represented both in and out of the learning environment

Middle School:

• Arts Education 8 
• Big Ideas include:
  • Artists often challenge the status quo and open us to new perspectives and experiences 
• Content includes:
  • a variety of national and international works of art and artistic traditions from diverse cultures, communities, times, and places 
  • traditional and contemporary Aboriginal arts and arts-making processes
  • Ethical considerations and cultural appropriation related to the arts
• How it can be implemented in the classroom:
  • Exploring international and cultural works of art
    • This can be done by simply researching different cultural art; however, it would be more impactful if students had the opportunity to find/create pieces that represented their culture
  • Global art gallery walk
    • Throughout a semester, experiment with different art styles from around the world, and at the end of the year, hold a gallery walk to display student work
  • Culture fair
    • Have students create posterboards about where they come from and share them with their classmates
      • Posters can include flags, pictures, fun facts, etc
• Why this is important:
  • Encourages students to explore their cultural identity
  • Builds appreciation for the beauty and diversity within each culture
  • Educates students about how to learn about other cultures ethically (appreciation vs. appropriation)

Secondary School:

• Comparative Cultures 12
• Big Ideas include:
  • Understanding the diversity and complexity of cultural expressions in one culture enhances our understanding of other cultures
  • Interactions between belief systems, social organization, and languages influence artistic expressions of culture   
• Content includes:
  • interactions and exchanges between cultures 
  • elements of culture and cultural expressions 
  • the role of value systems and belief systems in the development of cultures 
• How it can be implemented in the classroom:
  • Have students explore similar occasions in cultures and their differing ceremonies and traditions
  • Explore the “why” behind these traditions, their origins, etc.
    • This can be done through exploring events such as:
      • Weddings
      • Coming of age ceremonies 

Why this is important:

• Encourages deeper thinking from students
  • Having students explore the “why” and the history behind traditions helps them appreciate the culture and eliminate the bias
• Allows students to understand the important connection between history and cultural expression

This part of the exploration of my free inquiry topic was really interesting, seeing what was already implemented into the school system to encourage students to think critically and openly about diversity is a difficult topic, and as a future educator it is encouraging to know that there are resources set up to help us succeed.