OUT IN THE CLASSROOM: LIVES, LESSONS, AND RESOURCES MINISTER OF EDUCATION WAYNE EWASKO TAKES HELM - The Manitoba Teachers' Society
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IT IDE
N
SPRING 2022 | VOLUME 100 NUMBER 2
IO
EDPR
OUT IN THE
CLASSROOM:
LIVES, LESSONS,
AND RESOURCES
MINISTER OF
EDUCATION WAYNE
EWASKO TAKES HELM
THERAPEUTIC BENEFITS
OF ARTMAKING
SUPER SUMMER
PODCAST PLAYLIST
CONTENTS
A NOTE TO THE READER:
You may notice a variety of acronyms in our Pride related stories. All the acronyms used are
directly quoted from our interviews. Per the position of the MTS Equity and Social Justice
Standing Committee and the MTS 2STLGBQIA+ Ad Hoc Committee, the Society encourages
SPRING 2022 | VOLUME 100 NUMBER 2 groups to decide amongst themselves what acronym best suits their needs and comfort.
BOOK
REVIEWS
PG.34
14
10 RAINBOW RESOURCE
CENTRE HERE TO HELP
12 ARQUIVES: KEEPING
2SLGBTQIA+ STORIES ALIVE
13 MTS 2STLGBQIA+ AD HOC
8 16
COMMITTEE REPORT
20
8 16 14 20
5 FROM THE PRESIDENT COVER STORY GROWING THE INCLUSIVE GENDER DIVERSITY NEW MINISTER OF
INCLUSION WORK IS NEVER CLASSROOM: MICHELLE IN CANADA: ONE EDUCATION WAYNE
7 FROM THE GENERAL SECRETARY
DONE: THE NEED FOR ONGOING JEAN-PAUL DRIVES STUDENT VOICE AT EWASKO: FORMER
24 THE THERAPEUTIC BENEFITS EDUCATION REMAINS SYSTEMIC CHANGE A TIME TEACHER TAKES HELM
OF ARTMAKING As ‘out’ teachers and spouses, Chantelle Cotton Last January, Jean-Paul left her role The Canadian Teachers’ Federation’s With the growing challenges in the
(she/her) and Kim Brown (she/her) know firsthand as principal of Ecole Templeton, joining new resource Affirming Gender K-12 public education system and
28 MENTAL HEALTH RESOURCES the importance of making a school a safe and open Louis Riel School Division to advance Diversity booklet supports teachers the many opportunities for positive
FOR TEACHERS space for everyone. And while schools have made a comprehensive progress on diversity, in raising awareness and addressing change, the appointment of Wayne
lot of strides in inclusion in the past few decades, as inclusion and anti-racism services. questions from students around Ewasko, MLA for Lac du Bonnet,
30 THE PRINCIPAL OF THE THING language and thinking shifts, the need for ongoing She’s still teaching, but her classroom diversity of gender, as well as social a former teacher, as Minister of
education remains. looks different today than it has concepts such as cisnormativity, Education and Early Childhood
32 GREAT SUMMER PICKS FOR throughout her career. cissexism and transphobia, through Learning is a welcomed move.
the students’ own experiences.
YOUR PODCAST PLAYLIST
CONTRIBUTORS
SPRING 2022
FROM THE
PRESIDENT
EDITOR
Anne Bennett Wes Delve
abennett@mbteach.org PAGE 14
ART DIRECTION AND DESIGN
NOT AN EASY
Wes Delve is a program officer with the International
Krista Rutledge and Social Justice Program at the Canadian
krutledge@mbteach.org Teachers’ Federation (CTF/FCE). Before joining the
CTF/FCE in 2018, Wes was a classroom teacher and
PHOTOGRAPHY
Matea Tuhtar
mtuhtar@mbteach.org
a member of ETFO for 25 years, where he served
as an equity representative, LGBTQI+ staff alliance
facilitator, and delivered many ETFO equity-themed
SCHOOL YEAR
workshops.
CIRCULATION James Bedford
Jennifer Nasse
jnasse@mbteach.org Christine Deckert We have struggled, we have
ADVERTISING
PAGE 24 learned, and we have made it
Matea Tuhtar
advertising@mbteach.org
Christine Deckert has worked as an art specialist
and educator since 2005 in both the private and
to the finish line.
public sectors, while establishing herself as a visual
SUBSCRIPTIONS artist. A teacher at Frontenac School and member
The MB Teacher is published three times of the Louis Riel Teachers’ Association, Christine
a year by The Manitoba Teachers’ Society. always enjoys sharing her love of art and culture Summer is almost here. We can see it—just ahead—like the find feelings of abandonment, mistrust, even loneliness. All of it
Articles and views published herein do not with students. longed-for destination of a weary traveller. Like its predecessor, growing in the fertile ground of negativity and unsubstantiated
necessarily represent the policies nor this school year has not been an easy one, for us or for our storytelling, a vicious cortisol-fueled cycle that perpetuates
the views of the Society. students. We have struggled, we have learned, and we have isolation.
©2022 by The Manitoba Teachers’ Society. Cynthia Thoroski made it to the finish line. Even as restrictions lift, we find ourselves stuck at times,
Unauthorized use or duplication without PAGE 28 So, with our sunny destination in sight, what happens now? struggling to reforge the connections that have fed us. Repairing
prior approval is strictly prohibited. The cumulative effects of the pandemic are undeniable, with such significant damage is no easy feat. That, my friends, is why
Cynthia Thoroski is the communications and
extensive impact on both our personal and professional lives. this summer matters more than almost any other.
THE MANITOBA TEACHERS’ SOCIETY marketing coordinator with the Canadian Mental
Try as we might, there is no way to uncouple the two. We are But back to that pesky question: What happens now?
Health Association, Manitoba and Winnipeg. She
191 Harcourt Street human beings—who teach. And we bring all of our humanity into
has worked in communications for over 17 years,
the classroom.
ACKNOWLEDGING THE GRIEF
Winnipeg, Manitoba R3J 3H2
supporting large-scale initiatives in healthcare, In acknowledging the grief and frustration we have felt these
Phone: 204-888-7961 Fax: 204-831-0877 mental health, and environmental stewardship. BUILDING RELATIONSHIPS past two years, Jennifer Abrams has cited Margaret J. Wheatley’s
/manitobateachers /mbteachers Education, like life, is all about relationships; whether they be Who Do We Choose To Be: Facing Reality, Claiming Leadership,
rooted in building trust with students, engaging with parents, Restoring Sanity. The essence of what Wheatley says, according
www.mbteach.org
Curtis Lowton partnering with colleagues, or working with government. And to Abrams, is that: “1) things will fall apart, and 2) we can still
PAGE 34 one of the biggest casualties of this pandemic has been the be humane with each other when that happens, and 3) it starts
health of our relationships. with our inner work so we can show up in our outer life as the
Curtis Lowton is a grade 7/8 teacher at Samuel
When relationships are strained, we can be diverted from our generous and compassionate individual we want to be.”
Burland School. Prior to teaching in Winnipeg,
true purpose, and the withering impact of that diversion cannot So, this summer, take time for that all-important inner work.
he taught in Waskada, Manitou, and northern
be overstated: we are teachers, first and foremost. Our ability to Make it a priority. Don’t feel like you have to be the life of the
BC. He is a member of the MTS Equity & Social
PUBLICATIONS MAIL AGREEMENT do what we do is predicated on our concerted, intensive efforts party and “fake it ‘til you make it”, but don’t claw your way to
Justice Standing Committee and member-at-large
to build, maintain and experience connection. Like a hand the beach and remain in a state of languishing inertia, either.
40063378 ISSN 002-228X for the Louis Riel Teachers' Association. An avid
sweeping across a mandala of sand, the pandemic testifies to You’ve come this far and deserve to move forward stronger,
Return undeliverable Canadian addresses reader, Curtis enjoys books that expand both his
the fact that what takes so much time and care to build can be and softer, too, rightly celebrating accomplishments and
to Contact Services at The Manitoba professional practice and personal enjoyment.
quickly destroyed. learning opportunities alike, within a context that provides as
Teachers’ Society.
The distance we have experienced over these two years is much compassion and love for yourself as you would provide
the force of that destruction, eroding much of what we had to your students.
come to rely upon, much of what gives us joy. In their stead we Enjoy your summer.
SPRING 2022 | THE MB TEACHER 5
FROM THE
GENERAL
Keep updated with the SUB SECRETARY
DEEP INCLUSION
IS AN INSIDE
(AND OUTSIDE) JOB
Danielle Fullan Kolton, Ph.D.
We have work to do beyond learning
and expressing a commitment to equity,
diversity, and inclusion (EDI).
We have work to do at The Manitoba Teachers’ Society to bring June is PRIDE month, and in this issue we’ve curated content
us beyond learning about and expressing a commitment to equity, that reflects perspectives and resources that help action EDI work.
diversity, and inclusion (EDI), to actively changing how the work In our cover story, Inclusion Work is Never Done, MTS members
is done, whose voices are privileged, by what means decisions and spouses Chantelle Cotton and Kim Brown, describe being
are made, where priorities lie, and the visible and invisible ways ‘out in the classroom’ and reflect on the importance of making a
oppression finds its way into how we engage in the work. school a safe and open space for everyone.
In a recent learning session with Local presidents, Dr. Robert Bringing this work to the classroom, Gender Diversity in
Mizzi, from the University of Manitoba, described this shift from Canada, One Student Voice at a Time details a teaching resource,
portraying inclusion with performative actions to a conscious developed by educators for educators — including MTS Provincial
intention towards deep inclusion. Executive member-at-large Catherine Hart — which provides
To do this work, we need to educate ourselves about our own multiple entry points to facilitate work with students.
privilege, how we benefit from systems of oppression, and how Our journey toward deep inclusion is an inside and outside
to be vulnerable and open about our biases and knowledge gaps. job. This is why MTS has enlisted the support of Dr. Catherine
Listening, reading, experiencing, and not expecting members of McGregor and Dr. Grace Wong-Sneddon in an EDI organizational
The Manitoba Sub is a monthly e-newsletter with breaking news, equity-seeking groups to do this heavy lifting are critical ways to scan. In this capacity, they will review staffing, leadership, and
learn. Check out the book review on Me and White Supremacy: membership demographics; organizational polices, practices,
upcoming events and much more delivered right to your inbox. Combat Racism, Change the World, and Become a Good Ancestor and documents; and experiences of staff and members to help
by MTS member Curtis Lowton (page 34), or listen to the podcast, us identify systemic inequities, barriers, and other forms of
Didn’t get the email? Call Contact Services to update your email Anti-Racist Educator Reads, recommended by member April oppression in the external and internal work of the Society. They
will also put forward recommendations to advance the principles
address. Still didn’t get the email? Check your spam folder! Waters (page 32).
Dr. Andrew Ibrahim describes the need to make that learning of equity, diversity, and inclusion in our work.
This is an email worth reading. actionable by promoting and advocating, speaking out, educating If we are not discomforted along this journey, we are probably
others, taking a learning stance, and yielding positions of power. not on the right track. One hundred and three years of history and
I cannot think of a more tangible way of actioning this commitment colonial practice have anchored deep roots that we must tend to.
than in the work of the MTS 2STLGBQIA+ Ad Hoc Committee, Our vision for an MTS with safer spaces, a sense of belonging and
Contact Services featured (page 13). Thirty-five recommendations were included in engagement, and representation from the membership will propel
can be reached at: a report to the Annual General Meeting of Provincial Council, and our continued learning and growth going forward.
1-800-262-8803 while the recommendations focused on queer and trans members,
the equity work will promote deeper inclusion of all members.
SPRING 2022 | THE MB TEACHER 7
INCLUSION WORK IS
NEVER DONE WE NEED TO MOVE TO
A SPACE WHERE IT’S
By Matea Tuhtar, MTS Staff
NOT JUST STUDENTS
CONSTANTLY LETTING
While schools have made a lot of strides their lives with their students - they are
in inclusion in the past few decades, as married and have a daughter - and answer
THEIR TEACHERS KNOW
language and thinking shifts, the need for any questions that might arise, but for the WHAT THEIR PRONOUNS
ongoing education remains. most part they’re just themselves.
“I’ve had people ask me, ‘Are we kind of “I try to create a space in my class where
ARE. IF ADULTS ARE
done with all this inclusion? Are we good everyone can just be who they are,” says FINDING IT HARD, IT’S UP
now with LGBTQ?” But no, we’re not. We’re Cotton. “If I can be an ‘out’ educator and
never finished,” says Cotton, who teaches incorporate my life and who I am openly
TO ADULTS TO OVERCOME
at Argyle Alternative School. and honestly into what I do, it allows THEIR HARD, NOT UP TO
Cotton has taught workshops for others space to bring who they are to
educators and Brown presents to pre- the table. It doesn’t have to be within the
THE CHILD TO REINFORCE
service teachers in the Diversity in LGBTQ+ spectrum, it can be any aspect of AND CORRECT.
Education class at the Université de Saint- themselves.”
Boniface (USB). In the presentations they CHANTELLE COTTON (SHE/HER)
share their own personal journeys and offer PRONOUNS AND NAMES TEACHER
ARGYLE ALTERNATIVE SCHOOL
resources and ideas on how to maneuver MATTER
certain situations. Cotton and Brown say that language
“I’ve noticed a lot has changed over the around inclusion is constantly shifting and
years with the university students,” says evolving, and teachers should be training
Brown who teaches Choir and English at to keep up.
Kelvin High School. “But we still get some “We need to move to a space where it’s
students for whom it might be their first not just students constantly letting their
time speaking to an openly out gay person. teachers know what their pronouns are,”
As ‘out’ teachers and And then there are other students who
are very excited because they’re maybe
says Cotton. “If adults are finding it hard, Another aspect of pronouns that has
evolved is the term ‘preferred’ pronouns.
“Right now we’re dealing with non-binary
and transgender realities and that where
“It’s time for PD that’s so much beyond
the anti-homophobia training that we used
it’s up to adults to overcome their hard, not
spouses, Chantelle recently identifying themselves in the up to the child to reinforce and correct.” “For me, I know pronouns aren’t preferences, maybe gay and lesbian realities were 10-15 to do,” says Brown.
Cotton (she/her) and queer community and wondering how that
will work with being a teacher and queer.”
And how teachers handle pronouns and they’re a reality,” says Cotton. “It’s a shift in
thinking, especially when you thought you
years ago,” says Brown. “There is definitely
progress and better understanding, but I
Cotton recalls a workshop where
everyone had to talk about their weekend
names matters.
Kim Brown (she/her) USB is home to a lot of international “We hear students being asked to fill were already doing it the right way.” think with any human rights you’re never without using any identifiers and keep
know firsthand the students who are coming from other
French speaking countries and for some,
out a form on their pronouns and teachers Brown says educators should also be
mindful of ‘deadnaming’, which occurs
‘done’ – there are always next levels and
areas, and there’s also regression. Look
their language as neutral as possible.
After a few minutes, one person in the
will say don’t worry we won’t tell anybody,
importance of making a the culture in Canada is very different than and while that teacher is respecting when someone, intentionally or not, refers at what’s happening in Florida and Texas. room complained that the exercise was
school a safe and open their country of origin. Brown says this can
lead to some interesting questions and
confidentiality and trying to protect the to a person who is transgender by the
name they used before they transitioned.
Canada is not immune to regressions.”
“How many educators are talking about
‘too hard’.
“They said that it makes them feel
child, what the student is hearing is that
space for everyone. dialogues. pronouns are a secret,” explains Cotton. what is happening in the States?” says silenced, and I said ‘exactly’. If using
“One time someone asked me ‘Who is
WITH HUMAN RIGHTS Cotton. “Because to our family that’s a pronouns makes you feel silenced, imagine
“A few years ago we were using ‘she’s’
the man in the relationship?’ and there and ‘he’s’ and then we moved everything
YOU’RE NEVER ‘DONE’ pretty big deal.” being that person who doesn’t fit the
was an audible gasp in the room,” Brown to ‘they’. But now we know that those Cotton says another way to be inclusive Brown and Cotton are part of Winnipeg pronouns they were born into. Then they
laughs. “But it was just a question about who are ‘they’ are ‘they’ for a reason. is to always be looking at what’s being School Division’s “Inclusion Across the are silent. Do we, as educators, want our
gender roles and about how we manage Some people have gone from a ‘she’ to taught and who is being represented Rainbow” committee whose mandate is kids to be silent?
our life, and it’s not malicious. People are a ‘he’ and they want to be a ‘he’. To them and who is not. “Using names that are to keep the division supporting staff and As teachers it’s now time to move away
just trying to openly understand and learn.” the ‘they’ is a slap in the face. We can no gender neutral when creating examples students on everything LGBTQSIA+. They say from safe spaces to brave spaces. We need
Cotton and Brown take this philosophy longer just use ‘they’ and mean that to be and resources is something that allows for they would recommend that every school to move away from just talking to doing
to their own classrooms. They openly share inclusive.” inclusion in a really simple way.” division have a similar advocacy group. and being.”
8 THE MB TEACHER | SPRING 2022 SPRING 2022 | THE MB TEACHER 9
RAINBOW RESOURCE
CENTRE HERE TO HELP WHEN I FIRST STARTED
TEACHING THE MAJORITY
By Matea Tuhtar, MTS Staff
OF PEOPLE WOULD
CONTACT US BECAUSE
The Rainbow Resource Centre began to notice our school needs more help,
as a student group at the University and our students need more support,
OF INCIDENTS, SO A LOT
of Manitoba in the early 1970s. It has and we don’t feel like we’re addressing OF THE CALLS WOULD
evolved and changed names over the it as well as we could.’
years until it became the Rainbow The programming has been virtual
BE REACTIVE, BUT NOW
Resource Center in 1999. Today it is over the last couple of years due to I’M HAVING A LOT MORE
the longest, continuously running the pandemic, but that’s come with a
2SLGBTQ+ resource center in Canada silver lining. “We have found that with
PEOPLE REACHING OUT
and has been located in Winnipeg’s these virtual workshops we can now TO BE PROACTIVE. WHICH
Osborne neighborhood for almost 30 reach so many more schools across
years. the province,” says Guillas. “I can do
IS GREAT TO SEE.
two schools a day virtually whereas DENE GUILLAS (HE/HIM)
CENTRE OFFERS before when I had to travel I could only SCHOOL EQUITY & INCLUSION COORDINATOR
PROGRAMMING FOR manage one.” RAINBOW RESOURCE CENTRE
EDUCATORS The virtual sessions are composed
of discussions, interactive activities
The Centre offers programming for
and videos. The group sizes are
educators including the ‘Awareness,
kept to 30-40 maximum to promote
Inclusion, and Affirmation in Schools’
engagement. According to Guillas,
workshop, a 3-4 hour seminar that
another unexpected perk of virtual
helps to guide teachers, EAs, staff
programming has been the Zoom
and administrators in creating safe(r),
chatroom. “There are some people who
more inclusive schools and classrooms.
are super shy or anxious and don’t
The workshop addresses the present
If you’re looking to experiences, barriers and realities of
want to ask questions in person, but
in the chat they can just type out their
stories and to me that means so much
because it means I’ve created a safe
truly empower the adults so they feel
confident in addressing day to day
who was part of the community, and
they were saying we need education
develop a deeper 2SLGBTQ+ youth in schools, and covers
topics such as 2SLGBTQ+ identities,
thoughts. A lot of people find that space where they feel comfortable situations. like this to continue in schools because
understanding about discrimination, and intersectionality.
easier.” enough to do that. It’s powerful for
other teachers to see that as well
“I want teachers to feel empowered
because they’re the ones who will
of kids like their own.
inclusion in your “When I first started teaching the
majority of people would contact us
SAFE SPACE IN because here is a co-worker that I’ve make the most difference in students’ FIGHTING SYMPTOMS
WORKSHOPS OF OPPRESSION
own school or need because of incidents, so a lot of the
known for a while and I had no idea
what they were dealing with.”
lives.”
Guillas tries to build relationships
Guillas strives to create a safe space We’re really talking about symptoms
strategies for creating calls would be reactive,” says Dene
in the workshops and assumes everyone with schools and is seeing a lot of of oppression that affect everyone.
Guillas (he/him), the School Equity and CENTRE OFFERS
a safe space for Inclusion Coordinator for the Rainbow has the best intentions. “Some of the
WORKSHOPS FOR YOUTH
forward momentum, even in places in
the province that previously may have
There are so many things in this world
topics we cover can be uncomfortable that can hold us down, that dismantling
students and staff, Resource Center. “But now I’m having
a lot more people reaching out to be for some people, or go against their The centre also offers workshops been resistant. Besides the workshops some of these things will be better for
Dene Guillas at the proactive. Which is great to see.” beliefs, but we would much rather you for youth to support them in starting he’s created a mailing list anyone can
sign up to that includes events and
everybody.”
ask your ‘inappropriate’ questions in or developing a GSA (Gay-Straight For more information on the
Rainbow Resource Guillas
organizations,
works with
daycare
youth
facilities, our space because we are prepared to Alliance) club in their school, as well workshops, as well as an extensive Rainbow Resource Centre please visit
Centre is happy to help. schools and families, anyone who answer it and address it. as more personalized sessions to library of Google Docs resources that’s
constantly updated and that he’s
rainbowresourcecentre.org or email Dene
is trying to make a more safe and I’m a big believer that if I can share address school concerns such as how at deneg@rainbowresourcecentre.org.
my story to help you connect with what to respond to families who do not happy to share.
inclusive space for youth. “I have
I’m talking about, I’m willing to do that. support 2SLGBTQ+ programming. But “In one of the recent workshops I’ve
people from all levels of education
I often get people sharing their own Guillas says his main position is to done, I had someone who had a kid
contact me and say ‘Listen, I’m starting
10 THE MB TEACHER | SPRING 2022 SPRING 2022 | THE MB TEACHER 11
KEEPING 2SLGBTQIA+
The lessons in the unit are independent “This is one of the reasons it’s easiest communities, had their lives destroyed.”
from each other and include links to videos to start with high school students because A group of veterans from that era
and resources. Teachers can teach the they’re a little bit more mature and it’s attended the film screening in Ottawa
STORIES ALIVE
entire unit at once or split it up throughout easier for them to understand the context in 2018. “There was not a dry eye in the
the year. of where some of this stuff comes from.” house,” says Bickford. “It was shocking what
The ArQuives contain a disclaimer about Bickford says she finds it interesting how they were put through. I think a lot of people
language, citing that because their records the narratives have changed over the years. don’t know that this kind of stuff went on
go back to the 1850s, many items in their “One of my favorite 2SLGBTQIA+ films in Canada. This is why it’s so important to
By Matea Tuhtar, MTS Staff collection may be considered offensive or I’ve seen is called the Fruit Machine. It’s teach this stuff.”
unacceptable by today’s standards. However, about the purge of homosexuals from Teachers can access the ArQuives
preserving the language of each individual the Canadian civil service and federal mini unit at https://www.mbteach.org/
Understanding and accessing the history of the struggles and wins of artifact reflects how 2SLGBTQIA+ individuals government throughout the ‘80’s. They mtscms/2022/04/25/the-arquives-
2SLGBTQIA+ people in Canada is an important part of creating a world and communities defined themselves and were subjected to a polygraph type of test lesson-plans/ or contact the ArQuives
provides uncensored depictions of darker to determine if they were homosexual. at queries@arquives.ca for any research
where those people are accepted, valued, and celebrated. And that’s chapters in Canadian history. They were outed from their jobs and related queries.
exactly what the ArQuives aspire to do.
THE MTS 2STLGBQIA+
AD HOC COMMITTEE
The ArQuives were established to aid in the
recovery and preservation of 2SLGBTQIA+
people and to preserve their histories.
Located in downtown Toronto, the ArQuives
is celebrating their 50th anniversary in
RELEASES RECOMMENDATION REPORT
2023, making them one of the oldest LGBTQ Thirty-five recommendations for equity
organizations in Canada. will be presented by the MTS 2STLGBQIA+
“The ArQuives were really founded by ad hoc committee at the 2022 MTS
the gay liberation movement of the 70s,” Provincial Council meeting, following a
says Deanna Bickford (she/her), Senior year long investigation on barriers faced by
Development Officer at the ArQuives. “It was 2STLGBQIA+ members in their engagement
a product of necessity - there was no one with the Society, as well as their locals and
else who was going to document the lives of schools.
queer people except themselves. So it was The resolution to create the MTS
very much a volunteer run project through 2STLGBQIA+ Ad Hoc Committee came out
the 70s and 80s, and through the AIDS crisis of the 2021 MTS Annual Provincial Council
it was a really important resource.” meeting, as part of the work presented
The ArQuives are open to the public and by the Equity and Social Justice standing
maintain a research library, international committee.
research files and a international collection “We felt as a committee we could speak themselves represented before, and how this
explaining that as a community collection ARQUIVES LESSON PLANS spoke about some of the recommendations
of queer and trans periodicals. individually to what some of these barriers made them feel that their union cares about
they’ve had a lot of donations over the years. in that document.
“We are definitely one of the world’s FOR MANITOBA CURRICULUM were, but we knew we weren’t getting all the “We started developing some of those them.”
Collections are also being digitized all the
largest independent 2SLGBTQIA+ archives,” Out of this planning the ArQuives has stories,” says Lindsay Brown (they/them), Though the recommendations are focused
time with the hope of making the materials recommendations and realized we wanted
says Bickford. “While some archives are in created a mini unit for educators, including chair of the ad hoc committee. on queer and trans members, Brown says
accessible to a wider audience. more outreach, so we put out a call for a
partnerships with universities, what makes a Manitoba curriculum version. Entitled The group was composed of members from that equity work will benefit all members,
The ArQuives have worked with local virtual consultation which happened in
us different is that community members “Stories Matter” the collection of lessons across the province, and across different even those not part of the community.
Ontario teachers, schools and school boards January,” says Brown. Members across the
can come in, and researchers, teachers, and can be used for either an English Language identity groups. The first meeting was spent “We’d love to see some of the
over the past 15 years and have seen the province attended the Zoom meeting to look
filmmakers can come and visit and use the Arts or Social Studies secondary school talking about their own experiences, as well recommendations operationalized and see
demand and need for resources growing at the drafted recommendations and share
resources here for free. course in Manitoba. The unit contains three as different issues they were hearing about this become part of the fabric of what we
across the country. “Teachers have often their input.
VIEW ARTICLES, BOOKS, reached out to us asking for materials to 75-minute lessons on language related to in their schools. Guest speaker Dr. Robert “We had some great discussions and do as a union. Ultimately, we’d love to see
help plan lessons, and we wanted to create queerness, learning about 2SLGBTQIA+ his/ Mizzi from the University of Manitoba spoke feedback,” says Brown. “After the virtual more of the queer and trans folk get involved
POSTERS AND MORE her/hirstories, and covering 2SLGBTQIA+ to the committee about his own research in some of the leadership roles within the
something that teachers outside of this meeting we had people sticking around,
ArQuives visitors can see primary source province can also use,” says Bickford, adding icons. around queer and inclusive education, while asking how they can get involved further, union. We want to send the message to
materials and get their hands on articles, that they also did focus groups and surveys “We wanted to build something into the Chris Campbell, PhD student and one of and that was really affirming that our work our members that we want to support this
books, posters, buttons and t-shirts. “We have to gauge what teachers are really needing, curriculum, so it wasn’t just an add-on for the lead researchers on the ‘Every Teacher’ is important. In some of the comments population of our membership and that
a full library with thousands of artifacts, it’s including getting feedback from Manitoba pride month,” says Bickford. “We want to project which was done with MTS in 2015, people were saying that they had never seen they’re important and valued.”
a pretty extensive collection,” says Bickford, teachers. encourage deeper conversations.”
12 THE MB TEACHER | SPRING 2022 SPRING 2022 | THE MB TEACHER 13
GENDER DIVERSITY IN 5 STUDENT VOICE
BOOKLETS ARE:
CANADA, ONE STUDENT • POVERTY, WHAT IS IT? (2014)
• MENTAL HEALTH STIGMA: AFFIRMING GENDER
VOICE AT A TIME CHALLENGING IT TOGETHER!
(2016)
• TRUTH AND RECONCILIATION:
DIVERSITY SHOWS
STUDENTS’ EXPERIENCES
Based on the CTF/FCE Perspectives article WHAT IS IT ABOUT? (2016) AND UNDERSTANDING
• L’INSÉCURITÉ LINGUISTIQUE:
COMMENT LA VIVONS-NOUS?
AROUND GENDER AND
By Wes Delve (2019) SEXUALITY IN THEIR
Program Officer, International and Social Justice Program
Canadian Teachers’ Federation • AFFIRMING GENDER OWN WORDS, ACROSS
DIVERSITY (2021)
GRADE LEVELS. IT’S
How do we define gender today? Well, understood very little about the topic, status quo societal response, and to take Day, and that this new resource was in
A GREAT STARTING
there exists a wide variety of genders and the realization was disconcerting and action to increase awareness among the Canadian classrooms in time for Canada’s POINT FOR DISCUSSION
beyond the boy/man – girl/woman humbling. On a deeper level still, and even school population and the local community. national Gender Equality Week, which
binary. And even though here in Canada more disturbing, lay the harsh realities and “With a lesson plan in hand,” Morse takes place annually during the third full
WITH STUDENTS, BUT
great strides have been made to uphold the painful, daily truths lived by gender indicates, “our members are supported week of September.” ALSO WITH ADULTS AS
the rights of those who experience, for diverse people in Canada, a country to tackle the issue of affirming gender
example, feelings of attraction in all its renowned for its equitable treatment of diversity without having to start from STUDENTS SPEAK OUT, WE REFLECT ON THE
forms beyond the heterosexual, those all citizens. As he learned more about scratch. At the same time, the lesson plans INSPIRE AND DEFEND CHANGES NEEDED IN OUR
strides have yet to be made where these truths, Wes was disheartened and offer a starting point from which educators
gender identity and gender expression are somewhat embarrassed. can easily adapt the material to the needs
This generation of students is indeed POLICIES AND PRACTICES.
prepared to speak out, to inspire and to
concerned. When he began reading the submissions of their students.” defend. And it is our job, as educators CATHERINE HART
This is why the Canadian Teachers’ received from Canadian students, in Affirming Gender Diversity, developed who have the privilege of teaching and PROVINCIAL EXECUTIVE MEMBER-AT-LARGE
Federation’s (CTF/FCE) new resource, response to the focus questions the by educators for educators—including MTS learning alongside budding advocates for THE MANITOBA TEACHERS’ SOCIETY
Affirming Gender Diversity, the latest in CTF/FCE developed and which had been Provincial Executive member-at-large gender equality, to inspire them in return
the series of Student Voice booklets, is implemented by volunteer teachers in Catherine Hart—provides multiple entry to foster safe environments for them to
so important. Not only does the booklet their classrooms, Wes was buoyed by the points to facilitate work with students. ask questions, engage in open and honest
support teachers in raising awareness candour, the energy, the knowledge and The Advisory Committee on Diversity and discussions, and encourage them to raise
and addressing questions from students the wisdom they contained. Human Rights, of which Catherine was a their voices to interrupt and challenge
around the diversity of gender, as well as part, played a crucial role in bringing the the injustices they encounter in the world
social concepts such as cisnormativity, VOICES OF STUDENTS classroom teacher perspective to the work. around them.
cissexism and transphobia, it does so FORM CONTENT “It was such a privilege to collaborate Even now, a teaching and learning
through the students’ own experiences. “Truth be told, I teared up several times, with people who bring a wealth of resource as rich as this does not begin
Past President CTF/FCE Shelley Morse and enthusiastically shared occasional experience and perspectives on identity to do justice to the suffering experienced
felt strongly about creating a booklet on gems with others involved in the project,” and intersectionality,” says Hart. “Affirming by some of our most oppressed and
gender diversity. he explains. “I came to realize that this Gender Diversity shows students’ marginalized people, or to the change
“When I became chair of the CTF/FCE generation of Canadian students is not experiences and understanding around that needs to happen when it comes to
Advisory Committee on Diversity and only blessed with insights which far gender and sexuality in their own words, the acceptance and inclusion of gender
Human Rights, I felt this topic would fill a surpass what I understood when I was across grade levels. It’s a great starting diverse individuals.
much-needed gap in our classrooms,” says their age, but it is well equipped and ready point for discussion with students, but also It is hoped that this resource will rally
Morse. “The work just took off from there.” to fight against the discrimination it sees with adults as we reflect on the changes all educators to engage in this work—work
As a program officer with responsibilities in the world around them.” needed in our policies and practices.” that is vital to including, valuing, and lifting
for the CTF/FCE Social Justice Program, The voices of students form the content Wes is grateful to have been immersed up individuals of all genders in our society.
Wes Delve thought he already knew from which lesson plans were developed. in the creation of the booklet and for the You can find Booklet #5: Affirming
quite a bit about the issues, but quickly And those lesson plans are essential to many individuals who accompanied him Gender Diversity, and its lesson plans at
recognized that his initial expectations bringing the content alive in the classroom. on the journey. “I am happier still that we Initiatives - Imagineaction imagine-action.ca
were but an inkling of what awaited him. They help teachers encourage students to released this booklet on July 14, 2021, or for more information contact:
He came to discover that he discuss important issues, to challenge the the International Non-Binary People’s info@imagine-action.ca.
14 THE MB TEACHER | SPRING 2022 SPRING 2022 | THE MB TEACHER 15
GROWING THE
INCLUSIVE
CLASSROOM:
MICHELLE JEAN-PAUL ON
DISCOMFORT, HUMILITY, AND
PHOTO BY MIKAELA MACKENZIE / WINNIPEG FREE PRESS
THE COMMITMENT THAT
DRIVES SYSTEMIC CHANGE
By Anne Bennett, MTS Staff
She’s still teaching, but Jean-Paul’s classroom is
bigger now, as she carves pathways for progress
on diversity, inclusion and anti-racism services Michelle Jean-Paul speaks to students at Collège Jeanne-Sauvé
in the Louis Riel School Division.
From the time she was a child, there equity, inclusion and anti-racism She dove into her new role fueled “Beginning the work at this time “Hearing the stories of internationally many forms, including the building of
was never much doubt that Michelle services. While she’s still teaching, her by the potential to put into practice all certainly limited the ways in which I educated teachers and other racialized teacher capacity to engage students,
Jean-Paul would become a teacher. classroom looks different today than it she’d learned throughout her career. could connect, but it also gave me the educators over the past 13 years has colleagues and community in critical
Singularly focused, she’d gather her has throughout her career. “Issues around diversity, equity and opportunity to be more intentional given me a better understanding of conversations and learning.
siblings and neighbourhood friends For one thing, it’s bigger. A lot bigger. inclusion have informed my educational in the relationships that I’m building. how systemic some of the issues—and
together to review times tables and philosophy since I was a teacher candidate. These conversations helped me develop our subsequent responses—must be.” BRINGING COMMUNITY INTO
lessons she’d planned just for them. EXPANDING DIALOGUE As a principal, I supported colleagues and a great sense of the commitment folks Originally created as a space for THE CLASSROOM
Jean-Paul credits her father, a teacher AROUND ISSUES OF EQUITY community in a variety of ways, but my have to this division and to creating an Black educators, other minoritized “I’m really encouraged by the number
in Haiti and Canada, for instilling in her “I’ve gone from a classroom with first responsibility was always to my own even stronger sense of belonging among teachers soon saw the EoCN’s of people who have already sought me
a love of education and its role in the dozens of students, to a school of school community. This role really gives me members of our community.” potential. Membership continues to out to talk through an issue or deepen
creation of a vibrant, compassionate hundreds, to a division of thousands. the opportunity to hone in on this work in In 2009, Jean-Paul founded the expand, as do opportunities to learn their understanding. My title and my
and just society. It’s really an opportunity to expand the very intentional ways. It gives me the space Educators of Colour Network (EoCN). The and network in support of diverse identity seem to be an invitation of
“Teaching,” she said in a 2018 Manitoba important dialogue around issues of and time to commit to the work.” group meets — virtually, since COVID — representation and perspectives in sorts for people to have the tough
Teachers’ Society ad campaign, “is what equity. It can be easy to feel like you’re The work, she says, is essentially to share perspectives, experiences teaching. conversations with me.”
I was born to do.” always the one sounding the alarm on relational, and trying to create and resources. The intent is to build Establishing those connections Success, she says, looks like increased
Last January, Jean-Paul left her certain issues, which can silence you connections in the midst of a pandemic belonging and peer support among is critical to the overall goal of diverse representation in lessons,
role as principal of École Templeton in sometimes. But here, part of my role was no easy feat. Even so, virtual meetings educators doing the often-exhausting manifesting change in the classroom decentring dominant ideologies,
Seven Oaks to advance the Louis Riel is to offer those critiques, which feels with colleagues have led to meaningful work of advancing change to deeply and the larger school community. bringing community into the classroom
School Division’s work on diversity, very empowering.” dialogue needed to build trust. entrenched systems. To Jean-Paul, that impact can take to learn from and walk beside people to
16 THE MB TEACHER | SPRING 2022 SPRING 2022 | THE MB TEACHER 17
develop allyship.
FOLLOW US
“It also looks like teachers making
mistakes along the way, and using those
opportunities to grow and do better. And PLAYSAFE:
Rebecca Don’t Let It ON SOCIAL MEDIA
to do so knowing they have the support
of their division as they work to create
more inclusive spaces within their Adam Happen to You
classrooms.”
For teachers aiming to advance equity
and social justice in their classrooms The War Amps “kids-to-kids”
today, look no further than your
safety video, featuring stories
students and their families for support,
says Jean-Paul. from young amputees who
“They are your most valuable have lost limbs in accidents,
“resource”. Build strong relationships delivers the hard-hitting but
with them, extend the invitation positive message: “Spot the
continuously, and approach your work
danger before you play!”
mbteachers
with humility. You will make mistakes
along the way, but that is all a part of mbteachers
learning. It is how you respond to those
mistakes that will demonstrate your
Visit waramps.ca/playsafe for the manitobateachers
video and safety resources.
commitment to equity.”
With colleagues demonstrating
no shortage of enthusiasm for the
Make sure our news follows you by
following us on social media. You’ll find
work, developing a plan of action and
fun, inspiration and collaboration with
measurements of success become key. colleagues who’d love to share with you.
“What I hope to see is a strong
response from school communities that
show us we’re making gains and better
And for systemic change to occur, schools—particularly those the school
representing diverse groups that live here.
it must be rooted in a commitment to system has oppressed, ignored and
Louis Riel does a phenomenal job of data
shared priorities. underserved for generations. And on my
collection, so whether we’re looking at
“One of the things that attracted me last day, my students reminded me of
qualitative or quantitative measurement,
to the job was the understanding that the responsibility I have in this role. They
growth or success will be found in more
this is not the work of one individual or have been my best teachers.”
stories that celebrate belonging.”
department. It’s the work of everyone
HUMBLED AND REFLECTIVE
QUESTIONS.
ROLE REPLICATED IN OTHER
RE
across the entire division. There will
SCHOOL DIVISIONS always be resistance to any kind of
change; I think that’s human nature. But
ON NEW APPOINTMENT
The reaction to her appointment both MORE CONFIDENCE. MO
Jean-Paul would like to see her role naming forms of oppression and openly
W.
within the division and beyond has left
KIDS GRO
replicated in other school divisions. A
HERE
engaging in discussions about it as a
SCHOOL IS W
her both humbled, and reflective.
genuine desire for change, however, division is how we move forward in our “It’s made me feel proud of how I’ve
coupled with acceptance of the understanding. We need to be ready built on the legacy that my dad and
messiness inherent in tackling long-held to wade through the messiness of this his generation of Black educators set
perceptions and entrenched systems, important work.” for me. They are the ones I modeled
are non-negotiable. While it wasn’t easy to leave her myself after as an educator. The
“This type of role is essential, but it École Templeton school community, overwhelmingly positive response I’ve
must be authentic and purposeful. I Jean-Paul sees her new role as a received demonstrates how willing and
would absolutely love to see more school natural progression of work that’s been open people are to this work—they
divisions creating similar roles, but it foundational to her career. understand its importance and the
needs to be more than just a tokenistic
act. Infrastructure to support the work
“I am grateful for everything I learned urgency behind it. They’re eager to mbteachers
both with and from my students and contribute to positive change within the
in deep and meaningful ways, and a colleagues. There are so many great school system. And that is the power of
mbteachers
willingness from leadership to model
discomfort and humility are required to
people out there who share the vision of education.” manitobateachers
creating spaces of belonging within our
create true systemic change.”
18 THE MB TEACHER | SPRING 2022 SPRING 2022 | THE MB TEACHER 19EDUCATION PORTFOLIO
GETS A FAMILIAR FACE
By Samantha Turenne, MTS Staff
With the growing challenges in the K-12 public education system and the
many opportunities for positive change, the appointment of Wayne Ewasko,
MLA for Lac du Bonnet, a former teacher, as Minister of Education and Early
Childhood Learning is a welcomed move.
“It has been almost a decade since a something he had his sights set on. as an Aboriginal Academic Achievement
public school teacher was at the helm of “I left teaching when I was loving it,” he leader for the school that I taught at. I
Manitoba’s education department,” said said. “Running for MLA was about taking was also on the Aboriginal Education
MTS President James Beford. “Teachers the opportunity to go out of the school, Committee for the school division,” he said.
like to see teachers in this role because it which was about 700 students, and then “Well as you can see, I am Polish-Ukrainian-
usually means, at the very least, that there raise it up a notch.” Czechoslovakian.”
is an understanding of what works well and As education minister, Ewasko supports Ewasko said that it was his “thirst for
where there is room for improvement.” a system of more than 200,000 students knowledge about things that I did not
Ewasko started off his career in education and 36,000 school staff. The education know” that drove him to get immersed in
as an educational assistant working with portfolio was also expanded to include early Indigenous education.
students with additional needs in the Sunrise childhood learning, a move that the minister “We need to keep moving forward, in this
School Division, following completion of his applauds. respect, because our Indigenous population
Bachelor of Education degree. “This move was absolutely spot on,” he is growing,” he said.
“It was my EA position that contributed said. “The synergy between the two levels In Manitoba, there is limited student and
to me being in this chair today because definitely hit the mark and I know that there teacher disaggregated data available on
it opened up the door for me by working is a lot of good work that we're all going to equity-seeking groups, however, according
with kids with special needs,” said Ewasko. do together.” to the 2021 MTS membership poll, fewer
“I worked 12 of my 17 years in student Ewasko has kept in touch with education than one in eight members (12%) identify
services, either as a guidance counselor or colleagues over the years and continues to as being of Indigenous ancestry. This is an
as a behavior support teacher.” be amazed by their abilities. increase of four points from last year, but
“They can adapt and pivot and then still below the total number of Indigenous
EXPERIENCE IN THE come up with great ideas to motivate and individuals in Manitoba’s general population
CLASSROOM BIGGEST challenge students to learn. This has been (17%).
PHOTO BY RUTH BONNEVILLE / WINNIPEG FREE PRESS
STRENGTH TO ROLE proven especially during the pandemic,” he There is even less representation for
said. “These are the people who are seeing People of Colour (POC), with less than one
He also taught Grades 7 and 8 as well
our kids for the majority of the day, and in 10 (9%) of MTS members identifying
as pre-calculus at the high school level, and
we know that the past couple years have as being in a visible minority, about half
points to his experience in classrooms and
been very stressful on all of them, but they the total number of individuals from this
schools as one of the biggest strengths he
continue to excel.” group in the general population (19%) and
brings to this role.
unchanged since 2020.
“I've been there,” he said. “I've seen many DIVERSITY, EQUITY In the case of sexual or gender minority,
different sides of the educational world and
AND INCLUSION MTS members are higher than in the general
I think just knowing, to a certain degree,
Turning the conversation to diversity, population (4%). One in 14 (7%) MTS
what people have gone through or are
equity and inclusion Ewasko agrees that it members identify as being in a sexual or
going through especially over the last two
is important for students to see themselves gender minority, up two points since 2020.
years is extremely valuable.”
reflected in their teachers. “I know that part of the workforce
When Ewasko decided to run for MLA
“I had the pleasure of being selected strategy on recruitment and retention of
in 2011, the education minister post was
20 THE MB TEACHER | SPRING 2022 SPRING 2022 | THE MB TEACHER 21school staff, typically in rural and northern He said that the new model will be
regions, is prioritizing reaching French and
Indigenous language educators,” he said.
introduced for the 2023/24 school year
and will “improve equity and accountability EMPOWERING
EDUCATORS
“We're looking for some opportunities as well as provide some flexibility to
on how we also remove some of those school leaders to really take a good look
barriers for internationally educated at what they need locally.”
teachers.” Ewasko is looking forward to working
He said that the education department with education partners and getting out to
is working with the Université de Saint- speak with students, teachers and school
Boniface on permanently expanding its staff.
Bachelor of Education degree program to “My door is always open,” he said. “I
help address the French language teacher want to get out there and hear about the
shortage in Manitoba. challenges and the good things that are
“As a rural teacher, I know that this has happening within our school system.”
been a challenge for many years. I think He said that an excellent school is
this is going to help alleviate some of the one where the teacher and the staff are
pressures,” he said. “This is definitely not supported and the students are engaged,
going to be a quick fix, but I think it's one excited and challenged to reach their full
of the things where we're planting the grumblings about funding inequities potential and do their best.
tree that will bear good fruit for years and before I even decided to get into politics,” “It is also important that schools are
years to come.” he said. “The funding model is now being very accessible and have a safe and
Being immersed in the public education reviewed for the first time in almost 20 healthy environment,” he said.
system for 17 years, and having kids go years. We have begun consultations with When asked to share any final thoughts
through the system, Ewasko acknowledges key education stakeholders and school or comments with Manitoba teachers,
that supports can vary depending on divisions, and I am ecstatic that MTS is Ewasko had two words, “thank you.”
where students live. part of this group because you have a
“As a teacher, I heard rumblings and huge voice.”
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22 THE MB TEACHER | SPRING 2022 SPRING 2022 | THE MB TEACHER 23THE
SO MANY GREAT THINGS THERAPEUTIC
HAPPEN WHEN WE’RE
ENJOYING THE PROCESS. BENEFITS OF
WE BECOME LOST IN THE
ACT OF ARTMAKING, WE
GET SO CAUGHT UP IN THE
ARTMAKING
MOMENT THAT OUR FOCUS By Christine Deckert, LRTA
IS HEIGHTENED ONLY ON
WHAT WE’RE DOING AND
The guiding question for my teaching
CREATING AT THAT TIME
practice after March 2020 was, ‘how
AND WE'RE NOT THINKING
can I best help my students during this
ABOUT ANYTHING ELSE.
incredibly challenging time?’ I‘ve always
THIS IS WHERE THE
been aware of the therapeutic benefits of
MAGIC HAPPENS. THE
artmaking and the positive effect it has
ARTWORK BECOMES
had on my own life during stressful times.
HIGHLY INDIVIDUALIZED,
It wasn’t until the pandemic that I realized
AND THE PROCESS CAN BE
how essential it was as a collective to
TRANSFORMATIVE.
prioritize mental health and wellbeing,
while sharing our tools with others.
When we engage in creative activities not only do we nurture our
true selves, but we increase dopamine levels and reduce cortisol as we
lose ourselves in the process of exploration and discovery. By creating
new experiences and possibilities through artmaking we expand our
awareness and develop new insight. For me, creating art can be a highly
meditative process as it slows down the overactive mind and relaxes the
nervous system.
As an artist, my ‘go to’ approach when I need to calm my mind, tune
out the world, gain clarity, or center myself is to draw, paint, collage and
journal—if you combine all of these you get art journaling. It’s a natural,
heathy, and cost-effective way to access the therapeutic benefits
of artmaking. Tapping into our creative side is an invaluable resource
in times of need or when other avenues are restricted or limited. Art
journaling can be used by students at home to express themselves
more deeply and privately if they’re looking for an outlet to release their
thoughts and feelings through combined writing and imagery. At school
we keep it more general since the artwork is viewed by other classmates.
Teaching during a pandemic has taught me to be ‘lighter’ in my
approach when teaching technique and content. I try to place more
emphasis on enjoying the process, experimenting, and having fun. I know
that technique and skill development will follow and I don’t want to add
24 THE MB TEACHER | SPRING 2022 SPRING 2022 | THE MB TEACHER 25You can also read
