Faith can move mountains, Darling, you will see I can move mountains If you have faith in me. –Nat King Cole

aith is a word that is often bandied about with Faith often comes into conflict with science. The F abandon, but what does it really mean? For quirky and brilliant and sometimes subversive poet Nat King Cole, faith is about love and trust, and he Emily Dickinson nicely sums up this tension uses it in the context of romantic love. But faith (sometimes delicate, sometimes violent) in an has been around a lot longer than Nat—Saint Faith 1860 poem: (Sainte Foy in French; Santa Fe in Spanish) is said Faith is a fine invention to have been a young Christian woman from For gentlemen who see— Aquitaine who was arrested by the Romans But microscopes are prudent sometime around 290 CE. She reportedly refused In an emergency. to make pagan sacrifices and was tortured to death Whatever you might think of faith, whether you with a red-hot brazier. And Faith, along with her have it or don’t, whether you use it to cheer on sisters Hope and Charity, was a martyred your favourite hockey team in the race for Lord Christian. Stanley’s Cup or whether you use it just to cheer For the 19th-century American poet and ardent on the Lord, you cannot deny that it is a powerful abolitionist John Greenleaf Whittier, faith is the force, and as such, our kids need to know a little sine qua non of a person’s existence. To wit: bit about it. When faith is lost, when honor dies To this end, then, this edition of Just in Time The man is dead! tackles the sometimes thorny topic of faith and its place in public . Religion—What’s It About?

The following is an excerpt from Safe and Caring shaped important institutions, influenced laws and Schools for Students of All Faiths, a joint provided guidance for principled living in virtually publication of the Society for Safe and Caring all cultures. There is archaeological evidence of Schools and Communities and the religious beliefs and practices from the dawn of Interfaith Society for Education and Action. The civilization. Early people created artifacts such as goal of the publication is to provide teachers with fertility goddesses, painted caves to ensure helpful tips for dealing with religion and questions successful hunting and buried their dead in ways of faith in the classroom. The entire booklet can be that indicate a belief in life after death. From the downloaded at no charge from beginning, humans have believed that divine and www.sacsc.ca/Resources_School.htm#booklets. inexplicable forces are responsible for the cycles Historically, religion has been a powerful force in of nature, the complexities of creation and the shaping both religious and secular societies. It has mystery of death.

September 2009 Volume 6, Issue 1 www.teachers.ab.ca/diversity Knowing more about religion in general is a good Faith is an place to begin to help students understand how essential religion can be an enriching, positive influence character of rather than one that causes people to focus on religion. It differences. Problems and misunderstandings can recognizes a be resolved when students understand that all transcendent religions have unique expressions of faith, most sacred order and evident in outward appearances and different offers ways to customs and rituals. ... deal with the The ultimate aim of each religion is the same—to inexplicable help people live meaningful and fulfilling lives. elements of All religions attempt to answer profound questions human related to the human condition: Where did we experience in come from? Where are we going? What is the this world and meaning of life? Religion can be a quest for beyond. Faith touches our senses and innermost salvation, enlightenment, perfection, fulfillment feelings. People express faith and spirituality and joy. It can help people cope with or overcome through song, dance and prayer. Religious faith is suffering and loss. also reflected in artifacts such as religious art and All religions encourage people to respect others, to architecture. Most religions recognize a god, share and to cooperate. Each teaches compassion, creator or supreme being—a deity or divinity justice and peace. responsible for creating life and the universe. How these ideals Many religions recognize and worship more than are interpreted and one god. Some people do not practise any religion practised has or believe in any god. Though it is important to resulted in a great recognize that specific beliefs, practices and rituals variety of religious are different, the ultimate purpose of all faiths is faiths. Ironically, the same—to address the mysteries of existence. sometimes Helping students understand others’ religions is an differences in important step in helping them understand others’ religious teachings world views, increasing respect and defusing have also led to potential conflict. It is also important to recognize conflict and that many people who do not practise any religion disharmony. are moral, ethical and responsible.

DIVERSE THOUGHTS

What Makes Our School Catholic? plans and hopes for the new school year, and sit By Dawn Duffy together as a community to focus on our faith. very year at St Joseph’s High School in Three questions—who are we? what do we say? EGrande Prairie, teachers, support staff, what do we do?—guide our teaching and administrators and the trustees from across the interactions with our students throughout the entire district convene to celebrate the start of a school year. We also hold a Faith Development new school year. We are greeted by our Day, when the whole district gets together to superintendent, our ATA local president, the CEP reflect, discuss and build upon our faith. Then we local president and a trustee. Everything—from all go off to our respective schools to bring the the mass, choir, , altar service, hope and faith that we have just celebrated to our communion and homily—is conducted by an students. At least, that’s the plan. employee of the district. At this meeting, High schools are incredibly busy places, and St 2 principals introduce new staff, and we all share Joseph’s is no exception. We’ve got important

September 2009 Volume 6, Issue 1 things to do and lots of other questions to ask in subjects. The few who are strong in their faith addition to three cited above—questions that relate usually keep quiet about it either because they are to the day-to-day running of the school and that uncomfortable about publicly professing it or deal with student marks and school policies. For because they worry about being teased. It has example, where did our students place in the never been cool to be the religious kid; “Come to province on provincial achievement and youth group with me” isn’t what most teenagers exams? What are we doing wrong? What are we would use as a pick-up line. I have had the doing right? What do we need to improve? How opportunity to teach a few classes in which the do we keep students in class? Should we amend students had been together for years and found our attendance policy? What’s the latest AISI that because they knew each other so well they plan? Who’s coaching what? Who’s supervising at were more open, honest and respectful with each lunch and how should they do it? The list of other. As a consequence, we were able to discuss questions is lengthy and has little has to do so many things that I couldn’t discuss with my directly with faith, but we do have a school to run. other religion classes, such as gender issues, At the same time, as a Catholic school we family/social roles, abortion and birth control. We incorporate programs and events that directly also watched a documentary that discussed how address faith. Some of these things are simple, like the Jesus story has similarities with an old starting and ending all meetings (staff, IPP or Egyptian story about a sun god. When we covered transition, local council and so on) with a prayer. most of these topics in the other classes, the We have a religious discussions were a leadership rep at each little one-sided, but school, and we when the kids knew celebrate each other well, we Thanksgiving, were able to explore Christmas, Easter, the the issues and share Feast of St Joseph our different and the end-of-the- perspectives and ideas year masses together in a much deeper way. as a school. We also I always felt as occasionally hold though I’d youth rallies, where accomplished the district invites something at the end someone to sing and of those classes; that celebrate with our I’d actually got my students. In the last students to think! few years we’ve And then there are the hosted both Jesse students who question Manibusan and Steve faith; some of them Angrisano, Catholic could play a role in speakers and musicians who are well known the film Religulous, an indictment of religion and throughout the US and for their influential faith written by US comedian and commentator work with young people. We also do things that Bill Maher that played in cinemas in 2008. You are so ingrained that we don’t even notice them, might be surprised to learn that these sceptical such as putting up Advent wreaths at Christmas students are my favourites because they keep and crucifixes in every classroom. We start each asking why and trying to disprove beliefs, and as a class with a prayer and also have a daily morning teacher I know that it is important for kids to prayer for staff, but sometimes we get so caught question given truths. At the same time, as a up with life’s little details that our time for prayer Catholic teacher, I have found that by supporting and reflection becomes more of a planning session their questions and helping them find answers they that ends with a prayer. Such is life in a modern develop a respect for Catholicism. They may not Catholic high school. become active members of the Church, but they Every student at St Joe’s must complete Religious aren’t as dismissive or even scornful of those who Studies 15, 25, and 35. These classes are always do believe. I count that as a success; through challenging because we have students from one investigation those students have learned how to end of the faith spectrum to the other, though most ask good questions, how to think and how to be are somewhere in the middle, and for them tolerant of others with whom they might not agree. religion isn’t really any different from other I should also point out that St Joe’s has lesbian and 3

September 2009 Volume 6, Issue 1 gay students and sometimes single-mum parents— Catholic isn’t the overt signs, such as crucifixes all these kids are accepted and made to feel and pictures of saints and the pope; rather, it’s how welcome at our school, and I believe it is precisely we treat our students with respect, how we pray because we encourage tolerance as part of our together and for each other, how we are free to faith education. show our students how to use faith to get through Over the last few years, we have been told that difficult times, and how to celebrate the good Catholic education is under threat and that we times. The point of a Catholic school was best said therefore must be more Catholic in our schools, by Saint Francis of Assisi: “Preach the Gospel at but I believe that it is all too easy to forget what all times and when necessary use words.” faith is about and to be distracted by how it Dawn Duffy is a member of the Diversity, Equity Teachers and appears to others. Fortunately, we can ignore most and Human Rights Committee; she teaches Grades of these external demands when we are in our 9–11 at St Joseph Catholic High School, in guidance classrooms. What makes a Catholic school Grande Prairie, . counsellors provide information and advice on Interfaith Awareness Is Key to Understanding Diversity many of the complexities of human behaviour. Part of that discussion often includes faith and diversity.

By Hope Maurice curriculum does a commendable job of preparing teens for graduation, transitions to higher The following article appeared in Volume 86, no 3, education and the workforce. Teachers and of the ATA Magazine. guidance counsellors provide information and In the ever-growing sea of multiculturalism and advice on many of the complexities of human religious diversity, the waters can become behaviour. Part of that discussion often includes muddied with stereotypes and intolerance. Today’s faith and diversity. teens may swim in the same school of fish, but With today’s pluralism, some teachers may face they have bigger worries than acne, what was in challenges of religious and cultural discord in the last week or a broken heart. classroom or school community. With the Although many teens are accepting and open- assistance of interfaith and cultural groups, which minded, not all students are able to go with the strive to create environments of positive change flow. Some teens struggle to see beyond what through understanding and acceptance, a new seems different or have difficulty recognizing that initiative has been created to provide resources for they really do share many of the same plights, teachers and students. dreams and interests. Sometimes, a lack of Through funding from Canadian Heritage, the awareness about the benefits and contributions of Meeting the Intercultural Challenge in Schools religion, belief and faith can lead to intolerance. Project: Respect for Faith and Diversity (the Fortunately, teachers strive to guide teens through Project) was established in partnership with the those growing pains and teach them skills to get Society for Safe and Caring Schools and 4 them through the challenging times. The Alberta Communities, the Edmonton Interfaith Centre for

September 2009 Volume 6, Issue 1 Education and Action, and the United Nations on the site to help encourage dialogue within the Association in Canada, Edmonton Branch. The classroom. There are downloadable PDF files of purpose of the Project is to increase awareness and two posters and the Project brochure. understanding of cross-cultural and inter-religious By providing teens with practical strategies within diversity, providing assistance to teachers and schools, the Project hopes to achieve increased students alike. awareness in inter-religious and multicultural The objective is to help students become more understanding through dialogue, cooperation and accepting and open-minded people who are able to sharing knowledge. see that their differences are as important as the Informed students are more able to appreciate, things they share in common. Students are respect and recognize the values and contributions encouraged to learn from one another by focusing of their peers, neighbours and community on the strengths and assets each possesses. members. When these concepts are encouraged to Interfaith awareness can be a key strategy to help flow conscientiously on the path to maturity, youth address misguided views, half-truths and are more able to absorb the richness of life’s stereotypes. tapestries woven from myriad thoughts, ideals, goals and pledges of the world’s citizens. Learning about ethnocultural topics and various religions in our pluralist society helps teens Young adults who understand the benefits of comprehend various traits that are inherent to religious diversity and multiple world views are human behaviour. The Project provides tools and more likely to work collaboratively and creatively interactive resources to help teachers and students to find solutions to life’s complexities. work together to create positive interactions in the Considering the points of view of people who have school and community. particular perspectives of the world allows teens to think outside the mainstream. Teacher and student The Safe and Caring Schools for Students of All resources are available Faiths teachers’ guide developed by the Society for Safe and Caring Schools and Communities, Teaching tools and interactive resources are helps educators reinforce the concept of religion, available on the Project’s website faith or belief in daily life. Religion contributes to www.ibelievein.ca. Under the Teachers page, find the way a person dresses, eats, talks and walks. links to lesson plans for elementary, junior high Students need to understand the many aspects of and high school levels, links to educational religion to better understand the world around resources and interfaith websites, a PowerPoint them. Awareness in the area of faith and culture presentation that can be customized for use in helps teens grow as people and strengthens their schools, and a multimedia video created for teens relationships. The booklet provides ideas on that highlights interfaith concepts. The video is conflict resolution, critical thinking, character specifically designed to appeal to students and education, encouraging dialogue and bias there are a series of discussion questions suggested awareness.

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September 2009 Volume 6, Issue 1 Issues

Bill 44

Early in the spring of 2009, the Alberta government introduced Bill 44, which amended Alberta’s Human Rights, Citizenship and Multiculturalism Act by requiring that advance notice be given to parents about instruction on religion, human sexuality or sexual orientation. Teachers accused of violating the terms of the bill could conceivably be hauled in front of a human rights tribunal. Many groups saw this as provocative and unnecessary legislation, and some suggested that the bill was introduced as a sop to certain conservative pressure groups in the province. The bill certainly succeeded in raising many eyebrows and hackles across the province, Teachers’ obligations inspiring many letters to the editor, and uniting the Teachers have an obligation under the School Act, ATA, the Alberta School Boards Association and section 18, to “teach the courses of study and the of Superintendents, all of whom education programs that are prescribed, approved vocally opposed the bill. or authorized pursuant to this Act” and to “encourage and foster learning in students.” Why do we need Bill 44? Parents who provide notice that they want their child excused from explicit instruction on religion, The School Act, section 50, already has a provision human sexuality or sexual orientation must have for students to be exempt from religious or their wishes honoured. patriotic instruction or exercises. The onus is on Teachers who provide instruction in courses parents to provide a written request to the teacher dealing with religion, human sexuality or sexual that the student be excluded from the particular orientation are advised to review the Guide to subject matter. In most cases, it should be Education: ECS to Grade 12, which includes sufficient for the board to provide notice to the information on teaching controversial issues. The parents in the form of a course outline or syllabus guide states: identifying the materials or program that deal Studying controversial issues is important in explicitly with religion, sexuality or sexual preparing students to participate responsibly in orientation. a democratic and pluralistic society. Such study provides opportunities to develop the ability to think clearly, to reason logically, to open-mind- edly and respectfully examine different points of view and to make sound judgements. ... Controversial issues that have been anticipated by the teacher, and those that may arise incidentally during instruction, should be used by the teacher to promote critical inquiry and/or to teach thinking skills. Teachers who have questions about how Bill 44 will be implemented in their school division should seek clarification from their principal. If a parent complains about a teacher’s instruction, the teacher should contact ATA Member Services in Edmonton or Calgary immediately. The Association will ensure that teachers are 6 represented in the face of any such complaint.

September 2009 Volume 6, Issue 1 A Teacher’s Take on Bill 44 Bill 44 in a Catholic School

—Lynn Smarsh (a) to leave the classroom or place where the instruction, course of study or educational Since 1888, the Edmonton Catholic School program is taking place or the instructional District has been a publicly funded faith-based materials are being used for the duration of the school district. How fortunate we are to live in a part of the instruction, course of study or province that was brought into confederation with educational program, or the use of the instruc- two types of publicly funded school systems— tional materials, that includes the subject-matter public and separate, both of which follow Alberta referred to in subsection (1) Education curriculum. or At Edmonton Catholic Schools (ECS), we meet (b) to remain in the classroom or place without the academic needs of students by integrating taking part in the instruction, course of study or education with faith, life and culture. Students are educational program or using the instructional encouraged to discern and materials. develop their God-given talents to reach academic Will Bill 44 make a success. All children in difference in Catholic our schools are required to school classrooms? This take religious studies question was put to Sandy courses and participate in Gillis, president of the all religious celebrations. Edmonton Catholic In today’s Catholic Teachers’ local no 54 at schools, there are many the council meeting on students of various faiths June 2, 2009. Gillis said receiving a quality that the first challenges to Catholic education. the school boards would probably not be from the Recently, the Alberta Catholic system but from government passed Bill the public. Because 44, which amended the parents in the Catholic Human Rights, Citizenship system sign an agreement and Multiculturalism Act about and could affect how when their kids enter the teachers work in the classroom. Here is the text of school system, it is unlikely that parents would act the bill in question: on the religious clause. Bill 44 section 11 reads: Superintendent Joan Carr and Edmonton Catholic Notice to parent or guardian Schools hope to hear from the Alberta Catholic 11.1(1) A board as defined in the School Act School Trustees’ Association so that all Catholic shall provide notice to a parent or guardian of a boards will use the same interpretation. ECS student where courses of study, educational spokesperson Lori Nagy said that the ECS will programs or instructional materials, or instruc- review the new wording of the act in a Catholic tion or exercises, prescribed under that Act context to see how it might affect Catholic include subject matter that deals explicitly with education. religion, sexuality or sexual orientation. (2) Where a teacher or other person providing And what about the effect of Bill 44 on science instruction, teaching a course of study or educa- classes? The following response came from Kevin tional program or using the instructional Engel, department head of sciences at Edmonton’s materials referred to in subsection (1) receives a St Joseph High School: written request signed by a parent or guardian This is the bone of contention. As both a of a student that the student be excluded from teacher and parent, I always knew that a the instruction, course of study, educational mechanism already existed for a parent to find program or use of instructional materials, the out what was being taught to their child, and teacher or other person shall in accordance with that they could pull their child from class when- the request of the parent or guardian and ever they wanted; they would then depend on without academic penalty permit the student the professionalism of the teacher and school to 7

September 2009 Volume 6, Issue 1 not penalize the child. While this never has respond. Below are some excerpts from his happened to me as a teacher or parent, I know website. that it has with others. So I guess my first Let’s be perfectly clear right from the start. reaction to Bill 44 is, why do we need it in the Alberta is not turning back the clock! Alberta Human Rights Act? students will continue to take a full robust I also have a concern regarding the human curriculum examining all aspects of modern sexuality and evolution taught in high school science, including biology, chemistry and biology. That material is tested on standardized physics. Bill 44 (the Human Rights, Citizenship government tests throughout Alberta, not the and Multiculturalism Amendment Act) is not a least of which is the Biology 30 diploma get-out-of-class-free card for anyone who finds It is a exam. All students need to learn that type of molecular biology difficult. Geology is not material to maximize their chances on the religion—even if you claim to worship rocks. blessing that exam, which has large implications for their Bill 44 simply continues the current law and postsecondary acceptance. Will Bill 44 encour- children are practice in Alberta where parents are entitled to age parents to use the opt-out clause in large know when their children study religion and sex far more numbers, thereby affecting the diploma results ed, or sexuality. ... accepting of significant numbers of students? Will their scores be significantly Some argue that by putting these of each lower? The answer to that provisions into the Human other and question is unknown. Rights, Citizenship and Multiculturalism Act there is a Why do we need an amendment respectful of significant change—elevating to the Human Rights Act? The them to the status of “rights.” difference original intent of the bill is now Surprise! These already are clouded. The bill was meant to than some rights. Parents have the right to amend the human rights know what their children are adults are. legislation of Alberta to be in line being taught. They have the right with the rest of Canada and to —Lynn Smarsh to review curriculum with include a statement of support for teachers—and in fact are all families, no matter their encouraged to do so. ... circumstances. However, with the addition of Section 11, parents ... there is particular sensitivity may be endangering the about specifically teaching about education of their children. religion and religious doctrine. While I want my children to Section 11 also refers to sexual understand the spectrum of orientation, and this puts many religions in the world, I may not Catholic educators ill at ease. How do we treat our want you to interpret for my child what the fellow teachers and parents who have a different doctrines of my religion are. ... It is for these sexual orientation? How do we react to our reasons that notification is provided to parents, students when they are questioning their own and the opportunity is there for a parent to say, orientation? Will Bill 44 make a difference in how “I would rather my child does not participate.” we teach our classes? It gives one pause to consider the many questions that inform our Simply put, Bill 44 is not about making false practice. In a Catholic school, we strive to respect choices—tolerance or intolerance, ignorance or all people regardless of any differences they have intelligence, Darwin or Jesus—but about from the norm. It is a blessing that children are far parents’ awareness of what is taught in religious more accepting of each other and respectful of or human sexuality classes. Instruction about difference than some adults are. The new Canada religion and human sexuality have always been has many faces and ways of living and there is no areas of sensitivity for some parents. Parents room for intolerance. The more we learn from have always had the right to exempt their each other, the stronger a country we will be. children from instruction in these areas. Parental rights include being informed about and given Let me be perfectly clear— the chance to opt out of explicit religious instruction and exercises, and instruction about the minister responds human sexuality. Parental rights do not include The passage of Bill 44 caused a firestorm of allowing religious interpretation of the broader protest across the province. Alberta’s phlegmatic program of studies as grounds for opting out. 8 education minister, , was quick to

September 2009 Volume 6, Issue 1 Faith or microscopes reflected in the act which deals with human rights. Which piece of legislation it is included Mr Hancock goes on to say; in does not change the fact that parents are Public education in Alberta will unequivocally ultimately responsible for their children, that continue to include evolution. ... Teachers are society has an interest in making sure children required to teach the programs of study, and are appropriately educated, and that in some therefore are required to teach evolution when areas there is inevitably going to be a clash of it arises in the programs of study. Evolution is values that needs rational discussion and presented as a widely accepted scientific theory resolution. on origins based on many well-tested lines of evidence. ... Science looks at how the world is; For more, go to the minister’s website at religion is one way of understanding what the www.davehancock.ca/2009/05/the-origin-of-the- A cohesive, world means. Science programs may include specious.html pluralistic discussion of other explanations of origins, Lynn Smarsh teaches ELL at St Joseph High including creationism, but these explanations School, in Edmonton, and is a member of the society will not be given equal time and emphasis, or Diversity, Equity and Human Rights Committee. requires recognition as scientific theories. Teachers are expected to respect students’ religious beliefs informed and allow them to express views based on their Postscript—Bill 44 citizens who personal values and beliefs. ... implementation delayed understand A cohesive, pluralistic society requires Although Bill 44 passed third and was informed citizens who understand both science given royal assent in June, it does not come both science and religion, even if some of these citizens into effect until it is proclaimed by an order of and religion, choose not to believe in aspects of one or the provincial cabinet. Culture and Community other. While not all students take courses Spirit Minister Lindsay Blackett unilaterally even if some specifically about religion, topics related to declared earlier this month that he would of these religion may be explored in other programs of proceed with proclamation in October or citizens study, like social studies. Bill 44 will not November; however, Minister of Education change that. Students should be learning about Dave Hancock has since called upon his choose not beliefs they do not necessarily agree with, colleague to further delay proclamation of to believe in whether scientific or religious. Thinking those sections of the bill that would affect through personal beliefs is an important part of education. aspects of developing judgment and character. Some Hancock’s request is consistent with the advice parents prefer to rely on religious traditions like one or the provided by the Alberta Teachers’ Association prayer to develop character. and the Alberta School Boards Association that other. The Alberta Human Rights Commission is not section 9 not be brought into effect before –Education there to take teachers and school boards to task more explicit direction can be provided to Minister Dave for failing to inform parents. Its role is teachers and boards about its interpretation and Hancock significantly more important than that. This implementation and, preferably, not in the concept that teachers will have to fear any middle of the school year. This would utterance—that discussion in class will effectively delay proclamation until September “freeze,” that there can be no utilization of 2010. In the interim, other sections of the bill “teachable moments” when a topic touches on could be proclaimed separately. religion or homosexuality—is bizarre. Social Among the issues under consideration is the studies classrooms must and will be able to exact meaning of primarily and explicitly discuss current events—even when, especially within the context of section 9 and, therefore, when, they involve a clash of cultures, values what curriculum content, resources and and even religions. That is not teaching instructional practices might be deemed as religion—that is acknowledging the reality of dealing primarily and explicitly with religion, today’s society and developing students who human sexuality or sexual orientation. In are global citizens. ... addition, it will be necessary to determine what Should these changes be in the School Act would constitute adequate notice to parents and rather than the Human Rights, Citizenship and what, if any, alternative processes might be Multiculturalism Act? Probably. That is established to forestall the need for parents to certainly my view. The School Act is where one take their complaints to the human rights would expect to look for school-related matters. commission. However, some argue that rights should be 9

September 2009 Volume 6, Issue 1 Resources

Teaching Tolerance Magazine ATA Staff Officer and DEHR he Teaching Tolerance magazine, which is Committee Member Honoured Tpublished by the Southern Poverty Law Barb Maheu, recently retired staff officer in Center to accompany its free Teaching Tolerance Professional Development and former educational program, is available online on the secretary to the Diversity, Equity and website dedicated to the Teaching Tolerance Human Rights Committee, was recently program. The magazine features information and creative ways to teach tolerance. To access, click awarded the Sheryl McInnis Award, which Go on the right side of the page, www.tolerance. recognizes a person who, through long-term org/teach/magazine/index.jsp. At the end of each scholarship, teaching and/or academic article is a resource list of all the materials pursuit, has enriched the LGBTQ mentioned in the article. If the thoughtful content community. and depth with which the Southern Poverty Law Maheu counts herself as one of the fortunate Center supports its Teaching Tolerance program few teachers who had a career opportunity isn’t enough to convince visitors that it’s a superb that involved her in bringing about greater program, check out this quote from their About Us equality for sexual minority teachers and section: “Scientific surveys demonstrate that our students. programs help students learn respect for In her acceptance speech she noted that “ten differences and bolster teacher practice.” years ago the Alberta Teachers’ Association initiated policies designed to protect students Edmonton Interfaith Centre and teachers from discrimination based on for Education and Action sexual orientation in schools. The Association has since developed extensive The Edmonton Interfaith Centre for Education and policies that include gender identity; we also Action is a unique cooperative of faiths working have programs, promotions and activities together for a common purpose. The faiths that reflect those policies. It has been represented are Aboriginal, Baha’i, Buddhist, heartening to watch teachers respond to what Christian, Eckankar, Hindu, Jain, Jewish, Muslim, was once a controversial or unmentionable Sikh, Scientology, Taoist, Unitarian and issue—identifying sexual minorities and Zoroastrian. recognizing that they were most often www.edminterfaithcentre.ca silenced and invisible in our schools—to a Walking Together: A Program to Teach place where we do what we can to address Religious Diversity from the Edmonton homophobia and transphobia. I was in the Interfaith Centre for Education and Action privileged position to be able to help foster Walking Together is a program for Grade 7 the Association’s work along with the students and their parents. Its aim is to teach dedicated members of the Sexual Orientation appreciation of the religious and other differences and Gender Identity Subcommittee, one of of people in the community. The program also the most active, passionate and action- aims to create positive relationships between oriented groups in the Association. It is adults and because of the strong advocacy of all children from subcommittee members that we have been different religious able to make significant progress to help expressions, and teachers and school administrators address between parents the unique needs of sexual minorities. This and children as does not mean that we are there yet. There is they learn the still much work to do, but rest assured—the importance of Alberta Teachers’ Association has picked up tolerance and the challenge and will continue to do so. I understanding. am really accepting the award on behalf of 10 the Association. Thank you.”

September 2009 Volume 6, Issue 1 Why is Walking Together needed? workshops to help adults create safe spaces for One of the most important unmet needs of youth. children in Canada is the teaching of empathy, All SACSC work is based on the following ideals: appreciation and understanding of ethnic, racial, • Nonviolent behaviours must be taught and sexual, gender and religious differences among reinforced consistently by the important members of the community. This lack of adults in a child’s life. understanding and tolerance can lead to violent • Children and youth learn more effectively acts and hate crimes. Walking Together focuses when they feel safe and cared for. on the values of appreciation and respect, creating • Children and youth are the responsibility of positive reinforcement and tools to help students all adults in a community. avoid the pitfalls of intolerance and hatred as they reach their teen years. SACSC Faith-Related Walking Together is hosted in churches, synagogues and mosques throughout the Publications and Workshops community. The entire program lasts nine hours Safe and Caring Schools for Arab and Muslim and is divided into three three-hour sessions, Students—A Guide for Teachers usually held over three weeks. This guide provides teachers with suggestions on For more information on Walking Together, dealing with issues that affect Arab and Muslim contact the Edmonton Interfaith Centre for students, and basic information on Arab culture and Education and Action. Tel: 780-413-6159; the Muslim faith. The guide also lists strategies website: www.edminterfaithcentre.ca. teachers that can implement to counter the harmful effects of stereotyping and discrimination. The Society for Safe and Caring Safe and Caring Schools for Students of All Schools and Communities Faiths—A Guide for Teachers Faith Workshops This guide provides teachers with suggestions on The Society for Safe and Caring Schools and how to help students respect religious diversity Communities (SACSC) is a not-for-profit and appreciate each other’s world views and organization dedicated to violence prevention and customs. character education for children and youth. Hard copies of both booklets are available from SACSC offers many programs, resources and the SACSC office at 780-447-9487.

The Edmonton Interfaith Centre for Education and Action’s multifaith calendar provides information on 140 religious and cultural occasions and insights into 14 major world faiths. This year’s theme is Cherishing Earth’s Bounty. The cover depicts Dance of Thanksgiving by Bert Monterona, a Filipino artist living in Vancouver, who has organized art workshops in schools and communities, and who pursues a lifelong passion of working for peace and understanding between people. According to Monterona, “Indigenous people in different countries are always interconnected with rituals, asking or thanking the Supreme Being in the form of chants, music and dance. The Dance of Thanksgiving is inspired by Canada’s Thanksgiving Day. I believe that art as ritual has healing capacity and that the artist as healer has valuable contributions to balancing the mind and the planet.” To obtain a multifaith calendar, contact the Edmonton Interfaith Centre for Education and Action. Tel: 780-413-6159; e-mail: [email protected]. 11

September 2009 Volume 6, Issue 1 North American Interfaith Network The North American Interfaith Network is a nonprofit association of interfaith organizations and agencies in Canada, Mexico and the United States. www.nain.org/

Parliament of the World’s Religions The Parliament of the World’s Religions was created to cultivate harmony among the world’s religious and spiritual communities, and foster their engagement with the world and its guiding • the world’s most powerful and influential institutions to achieve a just, peaceful and institutions work towards the common good, sustainable world in which • the earth and all life are cherished, protected • religious and spiritual communities live and restored, and harmoniously, • all people commit to living out their highest • understanding and respect replace religious values and aspirations. and cultural fears and hatreds, • the richness of human and religious diversity www.parliamentofreligions.org/index.cfm is woven into the fabric of communal, civil, (See information under Notice and Events about social and global life, the upcoming conference in Melbourne, Australia.)

Notices and Events

October 10–11, 2009: St Mary’s the Catholic Principals’ Council of Ontario © 2009 by the College of California, Moraga, (CPCO) and the Catholic Association of Religious Alberta Teachers’ and Family Life Educators of Ontario Association, California. Visual Literacy and Faith- 11010 142 Street Based Education Conference. (CARFLEO). Theme: When Faith Meets NW, Edmonton T5N Pedagogy XIV Conference: Voices that Challenge. 2R1. An interdisciplinary and multidisciplinary The Association conference on issues related to visual literacy and For more information, go to www. encourages the free faith-based and . For more catholiccurriculumcorp.org/wfmp/XIVProgram.pdf copying and information, contact Anna Novakov at the Center dissemination of for Creative Pedagogy. information in this November 9–15, 2009: McMaster newsletter for http://creativepedagogy.ning.com purposes of , Hamilton, Ontario. supporting and Eighth annual conference on peace promoting diversity, October 16–18, 2009: Canmore, equity and human Alberta. Religious and Moral education. rights principles, Education Council of the Alberta provided that the Theme: Loving Teachers, Living Schools: Sharing original source is Teachers’ Association annual Our Paths of Peace. Hosted by the Canadian cited. Just in Time is conference. Centres for Teaching Peace and McMaster published several times per year by the Theme: The Journey to Meaning, to Belonging, to University Centre for Peace Studies. ATA for the Diversity, Justice. Equity and Human www.schoolpeaceprogram.org/2009-conference Rights Committee For more information, go to http://rmec.teachers. (DEHRC). Send all ab.ca/Pages/Home.aspx December 3–9, 2009: Melbourne, correspondence to the editor, Karen October 22–24, 2009: Toronto, Ont. Australia. Parliament of the World’s Virag, at karen. Religions annual conference. [email protected]. Conference sponsored in part by the Ontario English Catholic Teachers’ Association (OECTA), www.parliamentofreligions.org/index.cfm ISSN 121703-2962

September 2009 Volume 6, Issue 1