Equity and Inclusive Education

We need to share more
texts that share "positive"
cultural experiences as well as
the negative to form what Chinua
Achebe calls a "balanced" story

the opportunities to connect to
characters that they can culturally
identify with and at the same time
introduce new cultures to other
students

"My Two Blankets", "Four Feet
Two Sandals", "Playing War",
"Stepping Stones", "Adrift at Sea"
All great texts!
They deal with challenges of losing one's
identity, home, friends and family

It is the teaching of
multiple literacies that
give students the opportunity
to make connections and
find similarities within their lives,
other texts, world events and what
they see in the media

Chimamanda Ngozi states that we,
especially children, are "impressionable"
and "vulnerable" to the power of a story

An unintended consequence of only
listening or reading to "one story" is
that we begin to think that people of
different cultures don't belong in
literature

A single story "robs people of their identity" and
creates stereotypes by telling only part of the
story, and not giving the reader the entire story

By sharing a variety of literature, we
offer learners a whole story, which
humanizes the characters, which also
empowers our students - they can
see themselves in the diversity of the
characters we expose them to

TLs role to build the LLC with diverse
literature that reflects our diverse learning
community

Collaboration- teacher to teacher
Co-planning, Co-assessing, Co-teaching
taking place

Collaboration - Teacher to Student
Co-constructing criteria
peer and teacher feedback
using Google platform to collaborate before,
during, and after school hours

Making sure that all students have access to
technology as a tool during school hours (Recess Breaks,
Class Time) as well as before and after school

TLs meet with individual and Grade Levels
during common planning times, recess, before and
after school hours to plan curriculum and assessment
strategies

Through Co-planning and Co-teaching opportunities
TLs can expose students and teachers to a variety of media
that can spark discussion and critical thinking about
Social Justice and real-world issues

Having students reflect and connect to issues that
concern us presently nurtures their ability to be a
critical problem solver that can analyze information,
empathize for others and be active in taking action

Also, forming a Me to We Club has been effective
in teaching students how they can make a
difference in solving social justice
issues by being informed and taking action

A small group of Grade 5 students are selected to
participate in the Spotlight on Black Heritage during
Black History Month and the Spotlight on Asian Heritage
during Asian Heritage Month at the Peel District School Board
Central Office

Teachers and students then collaborate to create an
assembly that challenges the parents, students and teachers
to think about opening our minds and hearts to multiple
stories so that we get the whole story and can dissolve the
stereotypes that have been created over time

As a staff, we always consult
a faith calendar that indicates
when cultural and religious
holidays are celebrated or
recognized

We ensure that assemblies,
clubs and other events are not
taking place on these occasions
to ensure all students, teachers
parents or family members can
attend

Established School Council

"Every Voice Counts" Survey:
This is done by Parents, Students
and Teachers

Values Through Literacy and Music:
One Grade 5 Class works with Greg Lawless,
a musician to create a song about one of the
"isms" and presents it at The Living Arts Centre
in Mississauga - only 7 schools are selected to
create a song about:
- ableism
- heterosexism
- ageism
- racism
- sexism
- faith as an ism
- classism

At the school level
we have a number of
committees that discuss
equity and fairness in
education

School Succes Team:
Meet to discuss teacher/
student allocations

TL, Music, Phys-Ed, ISSP and ESL
teachers are encouraged to
participate in student placements
for the following school year

Climate Committee:
Works together to create
opportunities or experiences
for staff, students and parents
to get to know each other -
Card nights, Open Houses,
Sport Thursdays, Grandparents Day
and Tea, Writer's Workshops, Literacy/
Numeracy Nights, etc.
It's all about "being there" for
for one another and "making
someone's day"

Parent Council:
Parents, Admin and Teachers
work together to bring fairness,
equality and inclusion to the
learning community by
organizing special events to
help bring the community
together

Social Committee:
Help to organize Spirit Days for
Students, Staff and Parents, as well as
organize and collect funds from teachers
regarding gifts for births, funerals, departures
and other celebrations or recognitions