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TITLE Committr, N Tolerance and Understanding. Final DOCUMENT RESUME ED 258 739 RC 015 246 TITLE Committr ,n Tolerance and Understanding. Final Report. INSTITUTION Alberta Dtpt. of Education, Edmonton. PUB DATE Dec 84 NOTE 249p.; Prepared by the Minister's Committee on Tolerence and Understanding. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC1C Plus Postage. DESCRIPTORS *American Indian Education; Canada Natives; *Curriculum Evaluation; Elementary Secondary Education; Foreign Countries; Minority Groups; *Multicultural Education; Policy Formation; *Private Education; *Public Education; *Public Opinion; Textbook Bias IDENTIFIERS *Alberta TRACT Recommendations affecting the various aspects of public and private education in Alberta, Canada, and a summary of the events which led to the recommendations, are contained in this final report assembled by the Committee on Tolerance and Understanding. After a description of the need for public input, the brochures, personal letters, public hearings, responses to four discussion papers, and other processes used to gatherinformation are discussed. The committee's six principles are described, and the responses and recommendations elicited by four discussion papers are summarized. The public education section proposes a new conceptual model for the teaching profession and discusses the six principles in the context of public education. The private education section proposes a curriculum audit to determine the minority tolerance of its resources. The Native education section discusses failures and successes in terms of the committee's sixprinciples, recommending a major restructuring of Native education programs. The intercultural education section discusses special needs, recommending policy implementation. A complete summary of recommendations from the report follows a recommendation that Alberta establish a permanent Standing Committee on Tolerance and Understanding. Appendices include a list of individuals and organizations who made submissions to the committee, and a copy of an information-gathering brochure. (PM) ****. ****,%*,,,*************************************x******.-************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ***********************************************************w*********** (740MMI I FEE ON TOLERANCE AND UNDERSTANDING FINAL REPORT U.S. IMPAIMINENT OfEDUCATION NATIONAL INSTITUTE OFEDUCATION EDUCATIONAL RESOURCESINFORMATION VCENTER (ERIC) III,* document hashewn reofoctuCed es retor.red -PERMISSiON TOREPRODUCE THIS trorn the personoforgamtatran MATERIAL HAS BEENGRANTED BY orKprustmg MN-tor changes have beenmade to irr.prqvor KO reproduchon quekty Pont of vrelv o. opinionsmated RI thrs docu mem do not necossente represent offrceaNif poSibon or po4cv TO THE E;ATIONALRESO1RCES INFORMATION CENTERtERIC1* MN NMIMIMI MN UM INNNIS NMI Mill MN NI Ina NMI MIMI MilNMI' MINMIN Committee onTolerance and Understanding ti Ron Chiller Chairman Alt r. Mel Fenske Marlene Antonio Ralph NimglorothyHutton ".... tolerance and understanding cannot be dealt with in isolation, but are the threads that must be interwoven within the full fabric ofpublic education in the Province of Alberta." MIIMIN,M,M1110....ggmer, Susan Holt ken I .ow ccutiAssistant Research Consultant I ,ce Phipps Raffath Sayecd Ron Scrimshaw Alice Jean Smistiad 5 INDEX Page, LETTER TO THE MINISTER OF EDUCATION I Section I PURPOSE OF THE COMMITTEE 7 Process 9 Public Hearings and Tours 11 Brochure 14 Corrospondence 14 Curriculum Review 15 Discussion Papers 15 Section II PRINCIPLES OF THE COMMITTEE 16 Section III PUBLIC EDUCATION Preamble 18 Professionalism 24 Proposed Conceptual Model for Teaching Profession Act 27 New Model and its Implications 29 Recommendations 31 Principle #1- "Respectfor Diversity" 32 Recommendations 45 Principle #2 - "Parental Involvement" 47 Recommendations 52 Principle #3 - "Right of the Child" 54 Children as Participants and Stakeholders 54 Sexism and Stereotyping 54 Philosophy and Focus 57 Recommendations 59 Exceptionpl Children 60 Recommendations 66 Curriculum Audit 68 Recommendations 75 Principle #4 - "The Mission of Education 77 The Teacher 78 of Teaching 82 Principal as Educational Leader 85 Recommendations 86 Principle #5 - "Flexibiiiy d Strength of Public Schools" 87 1.braries 95 Recommendations 97 Principle 116 - 'Shared Experiences" 98 Recommendations 103 Section IV PRIVATE EDUCATION Overview 104 Curriculum Audit 111 Conclusions 114 Recommendations 115 Section V NATIVE EDUCATION Preamble 116 Overview of Native Education 119 Respect for Diversity 120 Parental Involvement 123 Right of the Child 126 Mission of Education 129 Role of Public Education 131 Shared Experiences 133 Achievements and New Directions 135 Responsibilities 144 Recommendations 151 Section VI INTERCULTURAL EDUCATION Preamble 155 Cultural Diversity and the Role of Education 159 Intercultural Education 166 Teacher Training 167 Language Instruction 172 Curriculum 174 Special Initiatives 176 Community Resources 180 Intercultural Education and the Needs of Immigrants 183 Recommendations 187 Section VII PERMANENT STANDING COMMITTEEOF MEMBERS 191 bF THE LEGISLATURE ON TOLERANCEAND UNDERSTANDING Section VIII 193 SUMMARY OF RECOMMENDATIONS APPENDIX "A" Submissions from Individuals andOrganizations 211 APPENDIX "B" Brochure: "Share Your Viewpoint" 225 December 15, 1984 THE HONOURABLE DAVID KING Minister of Education Legislature Building EDMONTON, Alberta Dear Mr. Minister: On behalf of the members of the Committee on Tolerance and Understanding, I am honou to submit our final report for your consideration. Over the past eighteen months, the members of the Committee have participated in a remarkable undertaking. Inour extensive travels throughout Alberta, we have met with thousands of Albertans who were anxious to share with us their particular perspectives on tolerance and understanding within our education system and our society generally. At our public hearings, in the schools, places of worship, community meeting places of Alberta and elsewhere, we experienced on a first-hand basis the dedication of Albertans to the enrichment of our education system, and to the creation of a society which is fair, just and responsive to the needs of all Albertans. The issues that we are dealing with in this report are sensitive; they are often philosophical, and they often touch a raw nerve, and can easily become emotional. The issues that we are dealing with strike at the very heart of the manner in which we conduct our education system throughout this Province. May I stress at the outset that our experiences have been positive and fulfilling.In community after community we experienced evidence of the daily conduct of Albertans which stand as beautiful examples of humanity in action. We have met with dedicated professionalteachers, administrators and trustees.We have met with individuals who unselfishly volunteertheir time to work with disabled people, build bridges of understandingwith Native people, help new immigrantsfind a place in our societyand work in special prograMs within ourschools. In so many varied ways, Albertans haveshown us that they are compassionateand caring for others. They make us all proud to be Albertans. That is not to say that we have not experienced, onthe fringes of Alberta society examples of injustice, intolerance and tension. This is not unique to Alberta, but unfortunately canbe found in any society. We he. e met with pose who, on a dailybasis, face the indignity of prejudiceand discrimina i on. We have met with those who, whetherthey realize it or not, display racist, prejudicial and bigoted attitudes that cause greatharm to innocent individuals. The history of Canada and this province is spottedwith events which should stand as examples to all of us of the dangers of intoleranceand prejudice, and a warning that we must not be smug or self-righteousin dealing with the freedoms which are now enshrined in our Constitution. There is clearly much to be done. Tolerance, understanding, and respect for others cannotbe achieved by resorting to stringent enforcement measures, penaltiesand jail sentences. Tolerance, understanding, and respect forothers occur when people learn to cherish, comprehend and enjoy each others' similaritiesand differences. Tolerance means a respectful attitude to others and to their inherently humanright to hold opposing viewpoints even though one may not agreewith those viewpoints. Intolerance is not the disagreement of one person with another,but is the damning of one person or group by another and the intent to subjectthat person or group to suffering. In order to further enhance our sense of tolerance, understandingand respect for others, it is clear that the education system can only do somuch to fulfill our aspirations. The family, the social and spiritual communities and the workplace allhave vital roles to play. However, the role of the school is immensely important in assisting ourchildren to become more understanding and aware of the basic conceptsof tolerance, understandingandrespectforallpeople,notwithstandingtheiroriginsor philosophical attitudes. Ns is often the case in a democratic society, shocking revelations canhecome the catalyst from which flow a myriad of positive responses. i sense that since the exposure of Mr.Keegstra's teachings, Albertans have responded in many different, positive ways which will prove, in thelong run, to be of immense benefit. rt Some of the issues raised by Albertans a* our public hearings andreflected in the four discussion papers
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