Spring 2017

The official magazine of the Manitoba Association of School Superintendents

Educating for ACTion:

Our Human Rights Journey

Canada Post Publications Agreement Number: 40609661

Spring 2017 Volume 18, Number 1 MASS Journal MASS Published For: The Manitoba Association of School Superintendents 375 Jefferson Avenue Winnipeg, Manitoba R2V 0N3 Phone: (204) 487-7972 Fax: (204) 487-7974 E-mail: [email protected] Journal Web: www.mass.mb.ca Messages Published By: Matrix Group Publishing Inc. 7 A Message from the President of MASS / Return Undeliverable Addresses to: Message du président du MASS 309 Youville Street Winnipeg, MB R2H 2S9 9 A Message from the Minister of Education and Training / Toll free: (866) 999-1299 Message du ministre de l’Éducation et de la Formation du Manitoba Toll free fax: (866) 244-2544 www.matrixgroupinc.net Canada Post Mail Publications Agreement 11 MASS Executive 2017 Number: 40609661 President & CEO Jack Andress THEME: Our Human Rights Journey Operations Manager Shoshana Weinberg [email protected] Features Publishers Peter Schulz, Jessica Potter 12 The Story Behind Educating for ACTion: Our Human Rights Journey Editor-In-Chief Shannon Savory 14 A Culture of Care and Compassion for Refugee Students [email protected] By Jan Stewart Editor Alexandra Walld 18 The Voice of Youth in Reconciliation [email protected] By Charlene Bearhead Finance/Administration Pat Andress, Nathan Redekop, 20 Complex Poverty and Urban School Systems Lloyd Weinberg By Duane Brothers, Ph.D. [email protected] Director of Marketing & Circulation 26 Our Human Rights Journey, Agenda Lloyd Weinberg [email protected] 30 Walking the Walk and Joining the Dance Sales Manager By Laura Sims, and Raymond Sokalski Neil Gottfred 32 Sex Trafficking is Happening in our Schools! Matrix Group Publishing Inc. By Diane Redsky Account Executives Andrew Lee, Ashley Jenkins, Bonnie Petrovsky, Brian MacIntyre, Cheryl 37 Project 11 Brings Metal Health Strategies to Students in Manitoba Klassen, Chris Smith, Colleen Bell, Dan By Suzi Friesen Brennan, David MacDonald, Devyn Taylor, Frank Kenyeres, Jeff Cash, Jim Hamilton, 41 A Community of Well-Trodden Paths Kallie Herod, Kevin Harris, Krystal Miller, By Vinh Huynh Matt Potts, Renée Kent, Rob Gibson, Roxanne LaForme, Sandra Kirby 44 Disability, Social Justice and Manitoba’s Public Education System Advertising Design By Anne Kresta James Robinson Layout & Design 48 Teaching an Indigenous Language Spring 2017 Cody Chomiak By Celina Dumas The official magazine of the Manitoba Association of School Superintendents For advertising information contact Matrix Group Publishing Inc. at (866) 999-1299. 50 Buyer’s Guide Educating for ACTion: ©2017 Matrix Group Publishing Inc. All rights reserved. Contents may not be reproduced by any means, in whole or in part, without the prior written permission Our Human of the publisher. The opinions expressed in On the cover: This issue’s cover features Leaving School, created by Rights Journey this magazine are not necessarily those of Loral Hildebrand. Learn more about its meaning, and how you can win the

Matrix Group Publishing Inc. original and/or one of five full-sized signed prints, on page 26. Canada Post Publications Agreement Number: 40609661

Manitoba Association of School Superintendents 5

A Message from the President of MASS / Message du président de la MASS

“This event—which will take place April 20 to 21 at the Victoria Inn in Winnipeg, Manitoba—promises to be an all-encompassing conference a Manitoba Association of School Su- perintendents (MASS) est ravie de highlighted by nationally recognized vous présenter son numéro printa- keynote speakers.” nier du the MASS Journal, qui porte tout particulièrement sur le congrès à venir Educating for ACTion: Our Hu- he Manitoba Association of School Superintendents man Rights JourneyL, coparrainé par The Manitoba Teachers’ Society (MASS) is pleased to present our spring issue of the (MTS). L’événement, qui se tiendra les 20 et 21 avril prochain au MASS Journal with a special focus on the upcoming Victoria Inn de Winnipeg, au Manitoba, promet d’être un congrès Educating for ACTion: Our Human Rights Journey de très vaste portée mis en valeur par la présence des conférenciers et conference, co-sponsored by The Manitoba Tea- conférencières d’honneur de réputation nationale John Ralston Saul, chers’ Society (MTS). This event—which will take Raheel Raza, le chef Wilton Littlechild et Cindy Blackstock. Ce nu- Tplace April 20 to 21 at the Victoria Inn in Winnipeg, Manitoba—pro- méro du the MASS Journal fait découvrir certains des conférenciers et mises to be an all-encompassing conference highlighted by nationally conférencières invités au congrès. recognized keynote speakers John Ralston Saul, Raheel Raza, Chief Cet événement très attendu réunira quelque 1 000 participants; les Wilton Littlechild and Cindy Blackstock. This edition of the MASS divisions scolaires y délègueront des équipes d’enseignants, des commis- Journal highlights some of the speakers who will be presenting at the saires, des administrateurs et des élèves. Environ 200 élèves prendront conference. part aux deux journées de congrès. Bon nombre d’entre eux font partie There will be about 1,000 participants in attendance at this highly du Youth Cohort Program (programme de cohorte des jeunes), qui les anticipated event with school divisions sending teams of teachers, amène à participer aux côtés d’enseignantsguides à des ateliers de prépa- trustees, administrators and students. Approximately 200 students ration (octobre 2016 et mars 2017) axés sur des questions touchant aux will take part in the two-day conference. Many of them are involved droits de la personne. Le programme culmine avec leur participation au in the Youth Cohort Program that has students working with teacher congrès ainsi qu’à des séances pour élèves organisées au Musée canadien advisors in two lead-up workshops (October 2016, February 2017) pour les droits de la personne durant le congrès. that are focused on issues around human rights. The program culmi- Un événement de cette ampleur ne peut avoir lieu sans le travail ap- nates in their involvement as participants at the conference in addition préciable de nombreuses personnes. Le groupe de planification du pro- to student sessions at the Canadian Human Rights Museum during gramme — constitué de chefs de file d’organismes communautaires de the conference. défense des droits de la personne — a joué un rôle essentiel pour faire en An event of this magnitude does not happen without the signifi- sorte que le programme donne la parole à un large éventail d’individus cant work of many individuals. The Program Planning Group—made cheminant sur la voie des droits de la personne. Par ailleurs, on ne saurait up of leaders from agencies that are community advocates for the trop insister sur fait que le rôle mobilisateur joué par la MTS et la MASS, rights of individuals—has been critical to ensuring the program reflec- qui ont travaillé en collaboration au profit des enseignants et des élèves, ted a wide array of voices in our human rights journey. It also cannot a été déterminant pour la mise sur pied d’un programme qui soutient les be overstated that the leadership demonstrated by MTS and MASS, domaines d’intérêt de la MASS liés à notre travail en matière d’équité et both of which worked collaboratively for the benefit of teachers and de droits de la personne pour l’année scolaire 2016 à 2017. students, has been instrumental in bringing together a program that Nous remercions tout particulièrement Terry Price (MTS), supports MASS’s focus areas related to our work in equity and human James Bedford (MTS), Brian Gouriluk (MASS) et Ken Klassen (direc- rights for the 2016 to 2017 school year. teur administratif de la MASS) de leur détermination infaillible à organi- Special thanks to Terry Price (MTS), James Bedford (MTS), Brian ser un événement d’envergure internationale qui met en relief les efforts Gouriluk (MASS) and Ken Klassen (MASS executive director) for their déployés par ceux et celles qui travaillent dans le secteur de l’éducation tireless commitment to putting on a world class event that highlights publique au Manitoba. the ongoing work of those involved in public education in Manitoba. J’attends avec impatience de vous voir en avril prochain à l’occasion I look forward to seeing you all in April at this very special event! de cet événement très particulier!

Brett Lough, President Brett Lough, président Chief Superintendent Surintendant en chef St. James-Assiniboia School Division Division scolaire de St. JamesAssiniboia

Manitoba Association of School Superintendents 7

 A Message from the Minister of Education and Training / Message du ministre de l’Éducation et de la Formation du Manitoba

“Working together, we can ensure “En travaillant ensemble, nous a first-rate education system that pouvons assurer un excellent systeme is inclusive and responsive to d’education inclusif qui s’adapte aux the changing needs of students, besoins en evolution des eleves, des teachers and parents.” enseignants et des parents.”

s Manitoba’s Minister of Education and n ma qualité de ministre de l’Éducation et de la Training, I am pleased to bring greetings Formation du Manitoba, je suis heureux de présenter to the members of the Manitoba Associa- mes salutations aux membres de la Manitoba tion of School Superintendents (MASS) and Association of School Superintendents (MASS) et de commend you for your continued leader- les féliciter pour leur leadership et leurs efforts soutenus ship and dedication to our provincial ed- dans le milieu de l’éducation de notre province. Notre ucationA community. Our government recognizes the value of gouvernementE reconnaît l’importance d’une éducation et d’une forma- quality education and training in promoting personal empow- tion de qualité dans l’accès à l’autonomie personnelle et la préparation erment and paving the way to a brighter economic future for d’un avenir économique meilleur pour l’ensemble des Manitobains. all Manitobans. En travaillant ensemble, nous pouvons assurer un excellent sys- Working together, we can ensure a first-rate education system tème d’éducation inclusif qui s’adapte aux besoins en évolution des that is inclusive and responsive to the changing needs of students, élèves, des enseignants et des parents. Nous travaillerons à améliorer teachers and parents. We will work to improve numeracy and lit- les taux de numératie et de littératie, à augmenter les possibilités de eracy rates, increase scholarship and bursary opportunities, and bourses d’excellence et de bourses d’études, et à renforcer la position empower teachers and parents as partners in the education of our des enseignants et des parents en tant que partenaires dans l’éducation province’s children. des enfants de notre province. Of course, education is not the sole domain of youth. Our Il est évident que l’éducation n’est pas la chasse gardée de la jeu- province will continue to offer quality, lifelong learning oppor- nesse. Notre province continuera d’offrir aux Manitobains de tout âge tunities that help Manitobans of all ages expand their horizons, d’intéressantes possibilités d’apprentissage la vie durant qui les aide- personally and professionally. ront à élargir leurs horizons sur les plans personnel et professionnel. My staff and I look forward to a continued, successful collabo- Mon personnel et moi comptons sur la collaboration continue et ration with MASS members, and all educational stakeholders, to fructueuse des membres de la MASS et de tous les intervenants du mi- ensure the best possible education system for Manitobans, today lieu de l’éducation pour offrir le meilleur système d’éducation possible and for years to come. aux Manitobains, aujourd’hui et pour les années à venir.

Honourable Ian Wishart Ian Wishart Minister of Manitoba Education and Training Ministre de l’Éducation et de la Formation du Manitoba

Manitoba Association of School Superintendents 9 10 MASS Journal Spring 2017 MASS Executive 2017

TABLE OFFICERS: DIRECTORS:

Pauline Clarke, Metro Gwen Birse, Metro Susan Schmidt, Lorie Henderson, Krista Curry, Chief Superintendent Assistant Superintendent Metro North South Central Brett Lough, President Mike Borgfjord, Winnipeg School Division Seven Oaks School Assistant Superintendent Superintendent Superintendent Chief Superintendent Past President Division Pembina Trails School School District of Border Land School St. James-Assiniboia Superintendent Division Mystery Lake Division School Division Seine River School Division

Jason Young, Randy Dueck, Celia Caetano- Leanne Peters, Southwest Southeast Interlake Gomes, At-Large At-Large Superintendent Superintendent/CEO Superintendent of Assistant Superintendent Beautiful Plains School Hanover School Division Education Services Lakeshore School Donna Davidson, First Duane Brothers, Division Winnipeg School Division Division Vice-President Second Vice-President Superintendent Superintendent of Mountain View School Schools/CEO Division Louis Riel School Division

Cyndy Kutzner, Treasurer Assistant Superintendent Western School Division

STAFF:

Ken Klassen Karen Wohlgemuth MASS Executive Director Executive Assistant Watch for lesson plans, resources, and promotional activities along with more details at mbteach.org, on social media and in the Manitoba Teacher. Order your shirt at mts.unionproud.com

Manitoba Association of School Superintendents 11 The Story Behind Educating for ACTion:

Our Human Rights Journey

Human rights is a universal journey that everyone in every sector of our society is

travelling together. It is not an end to be attained someday or something achieved mainly through legislation, but a continual and daily series of acts and intentions that recognize the equality, dignity and human rights we all share by virtue of being human, but which can only be achieved through purposeful Educating for ACTion.

By Ken Klassen, Manitoba Association of School Superintendents, and Terry Price, The Manitoba Teachers’ Society, Conference Executive Committee

ducating for ACTion: Our Using this raw material, the program was that everyone in every sector of our society is Human Rights Journey, be- developed over the course of the last year to- travelling together, rather than an end to be at- ing held April 20 to 21, gether with the Program Planning Group, tained someday or something achieved mainly 2017 at the Victoria Inn which was made up of representatives from through legislation. It is a continual and daily in Winnipeg, Manitoba, MTS and MASS, as well as the Council of series of acts and intentions that recognize the is a large provincial confer- School Leaders (COSL), Manitoba School equality, dignity and human rights we all share Eence co-hosted by The Manitoba Teachers’ Boards Association (MSBA), Manitoba Asso- by virtue of being human, but which can only Society (MTS) and the Manitoba Association ciation of Parent Councils (MAPC), Manitoba be achieved through purposeful educating for of School Superintendents (MASS). The Ex- Association of School Business Officials (MAS- ACTion. ecutive Planning Committee includes James BO), Student Services Administrator’s Associa- Each half day of the conference was then Bedford, MTS Vice-President; Bobbi Taille- tion of Manitoba (SSAAM), Canadian Mu- assigned a sub-theme, ensuring that the two- fer, MTS General Secretary; Terry Price, MTS seum for Human Rights (CMHR), National day conference would build towards a mean- Staff; Brett Lough, MASS President; Brian Centre for Truth and Reconciliation (NCTR), ingful and powerful whole. The first morning Gouriluk, MASS Professional Learning; and UNESCO Schools, and Manitoba Education anchors the theme with consideration of the Ken Klassen, MASS Executive Director. and Training, including the Healthy Child, purpose and urgency of action and the pos- Although hosted by these two educational School Programs and Bureau de l’education sibilities we have to make a difference. The partners, the planning and facilitation of this française department and the Indigenous In- afternoon of the first day follows up with ex- event has involved representatives from a clusion Directorate. ploration of how we can respond and act col- broad range of educational and community The Executive Planning Committee quickly lectively, and the possibilities created when we partners. Planning for the conference officially agreed that this would be another conference in work together. commenced with a community inter-sectoral the Education for ACTion series, which over the Our second day starts with a focus on life forum in November 2015 where representa- years has brought educators and the community in the learning environment and what it tives from our universities, police forces, health from across the province together with themes and mental health services, social agencies, vol- such as the Engaged Learner, Social Justice, Sus- unteer organizations and the interfaith com- tainability and Mental Health. It was the desire munity shared their understanding of human of both MTS and MASS to bring these and rights and how it impacts each of the groups other themes back and address them head on as they represent. This was a very fruitful start and part of Our Human Rights Journey. provided a rich list of critical areas of human This subtitle was chosen after a discus- rights concerns in the broader community, sion about our purpose and our under- potential themes and topics for presentations, standing of human rights. We all and local and national speakers or presenters agreed that human rights is a we should pursue. universal journey

12 MASS Journal Spring 2017 means to teach and to live out a commitment A hallmark of our Educating for ACTion response to the Calls to Action. Finally, these to human rights in the classroom. Finally, we series has been our planning for strong partici- students will attend the conference in April, look outward to how we all can support those pation from students. In each conference, we taking in all of the plenary sessions and some who confront these issues on a daily basis in have increased the integration of students into of the workshops, and hosting a student-led every sector of our society. Together, these sub- the conference, including them in divisional evening with their superintendents and teach- themes contribute a rich and comprehensive teams and inviting them to share our keynote ers at CMHR. perspective on Our Human Rights Journey and speakers and some of the workshops. In the MASS and MTS have enjoyed a special our mandate of Educating for ACTion. 2017 Our Human Rights Journey conference, working relationship with the Indigenous In- Ultimately, we have been able to put to- we have taken this a step further with a partner- clusion Directorate, CMHR and the National gether the program in the centrefold of this ship in a year-long Student Leadership Cohort Centre for Truth and Reconciliation in the special issue of the MASS Journal, Spring that feeds into the conference itself. Thirty-six planning and facilitation of the Student Lead- 2017, which serves as our Conference Guide. teams of students and advisors from across the ership Cohort and the student portions of the The conference is anchored by four powerful province have committed to taking part. April conference. plenary speakers: John Ralston Saul, Dr. Cindy A separate Student Executive Committee On behalf of the Executive Planning Com- Blackstock, Raheel Raza and Dr. Wilton Lit- planned and facilitated an orientation day in mittee for Educating for ACTion: Our Human tlechild. Together, they represent the people of October at the CMHR, where students had Rights Journey, we wish you all a very power- Indigenous, settler and newcomer status who the privilege of hearing a keynote presenta- ful and meaningful experience during the two make up our celebrated Canadian mosaic. tion by Buffy Ste. Marie, followed by a tour days of the conference. It is our hope that you In addition, we have national, provincial of the museum, and participation in training will take your learning into the organizations, and local expert voices speaking to human sessions on Holding Difficult Conversations divisions, schools, classrooms, and hearts and rights in the areas of cultural competency; about Racism and Diversity, and Responding to minds of all of our children so that together we Indigenous culture, language, history and the Calls to Action in the Truth and Reconcili- can make a difference now and in a future full education; sexuality and gender; immigra- ation Report. of possibility for all. n tion, newcomers and refugees; poverty and In February, these students met for a two- socio-economic inequities; mental health and day forum to further develop their cultural Ken Klassen and Terry Price are on the wellbeing; accessibility and disability; policy proficiency and enhance their leadership skills, Educating for ACTion: Our Human Rights and practice; advocacy; and distribution of re- and they started work on developing a group Journey Executive Planning Committee. sources. Throughout, there will be a focus on the teaching and learning required to embed a wide-spread commitment to human rights in Raffle, in support of Artbeat Studio! our society now and for the future. Another exciting initiative that has become part of this conference is our partnership with Win the original signed and framed Artbeat Studio and artist Loral Hildebrand. Leaving School, by Loral Hildebrand, Her painting, “Leaving School” was purchased valued at $1,200. to be the visual metaphor for our conference and appears on the cover of this journal. Pre- OR one of five full-sized signed prints. senters will receive numbered and signed prints of this painting as a thank you and a memento All proceeds go to Artbeat Studio programs. of the conference. Some lucky conference par- Buy tickets at the Artbeat booth in the foyer. ticipants will be able to take home the original framed painting or one of the full size prints Individual Tickets: $5.00 • Package of Five Tickets: $20.00 that will be raffled off at the end of the confer- Draw to be made Friday, 12:45 p.m., Victoria Inn ence. Look for the ticket table and make sure From the artist, Loral Hildebrand you don’t miss your chance to win and to sup- In my Grade 2 report card my teacher de- As a mental health advocate, I see the port the critically important work of Artbeat! scribed me as a day dreaming doodler. Art has importance of bringing visibility to this been a constant in my life ever since those early largely invisible struggle by sparking dia- years. As a mixed medium artist, I try to illus- log and creating awareness through my trate a spark of the human condition through art. I am proud to be a supporter of Art nature, capturing a sense of wonder in the Beat Studio as a space for people to have blink of the eye. Amy Kenny has said, “Art a voice, who may never have had this op- speaks to the viewer without saying a word.” portunity otherwise. I would like to thank My piece, Leaving School, was created at a time the Manitoba Association of School Su- of transition for me. Since then it has taken on perintendents and the Manitoba Teach- a life of its own, becoming meaningful for oth- ers’ Society for selecting Leaving School to ers and speaking to them in a variety of ways. be featured at this conference.

Manitoba Association of School Superintendents 13 A Culture of Care and Compassion for Refugee Students

“We have to be connected together as human beings. We have to spend time working side-by-side with each other, talking to each other, having connections that link the head to the heart … Once you have that, then you can reveal a good space to receive the learning.” – Tam Dui

By Jan Stewart, University of Winnipeg

e are living in a desperate search for safety can have perilous some refugee children and their families is punc- time of unprec- consequences as families risk everything to flee tuated with feelings of hopelessness and uncer- edented mass danger. Children are frequently separated from tainty about the future. Barriers such as discrim- displacement due their families, denied access to education and ination, limited employment opportunities, to conflict, perse- health care, and targeted with violence and hu- poverty, lack of appropriate housing and low cution and natu- man rights violations. Literature documenting educational achievement are just a few of the is- ralW disasters. As the United Nations Refugee the refugee experience records loss, trauma, sues complicating adjustment. Agency reports on its website, there are 65.3 violence and an overwhelming sense of uncer- million displaced people worldwide—the tainty. Adjusting to schools in Canada highest number since World War II—and Studies relating to refugees and mental From 2005 to 2014, Canada settled a total 21.3 million of them are refugees who are health indicate a prevalence rate of 30 per cent of 233,861 refugees,1 making it one of the top fleeing conflict, violence or persecution. Most for post-traumatic stress disorder. While not all countries of resettlement. The demographics alarming, however, is that more than half of refugees have a traumatic past, it is generally as- of Canadian classrooms are changing and be- the world’s refugees are children. sumed that there is a degree of adversity simply coming increasingly more diverse, but diversity The experiences of refugees are diverse as a result of forced displacement. itself is not a guarantee that different cultural and complex, and the situations they have Relocation to a host country such as Canada groups are included in a system. While some left may be riddled with violence, fear, loss represents hope for a better future, but the chal- schools and school districts in Canada have im- and extremely stressful living conditions. The lenges and obstacles persist and the trajectory for plemented exemplary programs to encourage

14 MASS Journal Spring 2017 social inclusion and intercultural understand- knows first-hand the reality of what it means to they have what it takes. Dui notes, “When it ing, there are others that offer little in the way be relocated to another country. Referring to comes to inviting staff into our community, of practical or pedagogical accommodations himself as an old newcomer, Dui says 35 years they have to have compassion. The heart has to for some of Canada’s most recent citizens. ago, when he first arrived in Canada, his family be there and there needs to be a trusting rela- While some refugee students excel and stayed at the Memorial Hotel just two blocks tionship that creates a safe place where conver- thrive in their new host country, others expe- down the street from where he now serves as sations can occur. And you cannot always see rience great difficulty with adjusting to a new the principal. this in an interview.” school system. Academic difficulties may be a He states, “So, the route is really circu- Dui believes providing a safe place where result of language barriers, disrupted school- lar. It’s the cycle of life, in some way. It’s a students feel respected and honoured is essen- ing, distress from forced migration or financial series of opportunities. Just as I received a tial for learning to take place. “We know the difficulties. For example, they may experience lot of service and a lot of opportunities, this trauma is there. We recognize that students food insecurity or having to work long hours is now part of that circle that I give back have had horrific experiences and it is our job while also attending school. to the next generation of people.” Guiding to create a space where they can be safe, feel Research has also identified significant gaps his practice is a desire to build a solid con- cared for and be open to learning,” he says. in both teacher preparation and school readi- nection with students, their families and ness to support successful integration for new- the community. That is why each morn- Guiding principles for supporting comers, particularly children who have come ing, staff and students know where to find refugee students from conflict-affected countries.2 Teachers Dui: at the bus drop-off at the front door of A trauma-sensitive school is not intended may even inadvertently contribute to the con- the school where he personally greets each to be therapy-focused; rather, it is an environ- tinuing struggles of students or their re-trau- student, staff member and visitor, even in ment that acknowledges the potential for trau- matization simply by not knowing about their -40˚C degree temperatures. matic experiences in the lives of students and pre-migration or trans-migration experiences. Dui and the Anthony Graham staff have creates universal supports that are sensitive to For students who have experienced trauma, created a culture of care and compassion that the unique needs of each student while being something as simple as displaying a poster that informs their day-to-day interactions. They attentive to avoiding the possibility of re-trau- triggers past memories may result in distress. aim to provide a welcoming and safe space matization. When we took a closer look at the Although identifying all of the potential trig- where refugee youth and their families come activities, support programs and teaching strate- gers would be difficult, there are certain pre- together to learn, interact and engage with each gies offered at Anthony Graham, and combined cautions teachers and school leaders can take to other and their new culture. When Dui learned these with the literature on supporting refugee create trauma-sensitive classrooms and schools. that many of his newcomer families missed eat- students, we uncovered some unique approach- ing certain vegetables from their homeland and es and best practices that we believe are necessary Nhân o: Trauma-sensitive schools that many were in need of activities to keep for creating safe, trauma-sensitive schools. and safe classrooms them busy, Dui’s family donated farmland. Know your students: Take the time to The Vietnamese term “nhân o”—used There is now a robust gardening club where learn about where your students come from as an overarching phrase to capture the state students and parents farm together and learn and acknowledge their past. Be open to hear- of being humane in caring for and loving about growing food from around the world. ing their personal story, but remember that others—is an axiom guiding the practice of Each weekend, a school bus transports par- behind the trauma story is the story of survival. inner-city middle school principal Tam Dui. ents and students to a farm south of the city to See students with an asset perspective instead In a three-year research program carried out in work together looking after the crops. While of a deficit perspective. Help reorient students Manitoba, Alberta and Newfoundland, we ex- doing this, newcomers practice speaking Eng- to focus on the skills, resources and power they plored best practices for supporting the integra- lish and learn about local farming practices. have to get through difficult times. View each tion of refugee students. During phase one, our Through Dui’s connections in the city, local student who comes to school as having unique participants frequently told us to go and talk to organizations and businesses have donated experiences and backgrounds that are worthy Tam Dui* and to see what his school, Anthony seeds, equipment and start-up funds to help of celebrating. Graham Middle School* in Winnipeg, was do- assist the gardeners. Know and build your community: ing to support refugee students. Within the school, staff and students are Teachers, school staff, students and the com- We decided to take a more in-depth look at uniquely divided into four teams: Team Hu- munity need to collaborate with each other, how Dui and the staff created a culture where mility, Team Wisdom, Team Courage and have a willingness to hear different perspec- all students feel connected to the school com- Team Truth. Each team has three homeroom tives and a readiness to take risks to try new munity and where families feel welcome to teachers and specific core teachers who teach approaches. Invite community members in to come into the building to share and collaborate the same students from Grades 7 to 9. Dui be- organize after-school clubs or lunch-hour ac- with school staff. The school, and Dui’s unique lieves this organization allows teachers to form tivities. Have a designated community room leadership style, provide an exemplar model more meaningful relationships with students where staff, students and the community can on which to guide future practice and inform and to monitor more closely students who are come together to discuss current issues and school improvement to better meet the needs dealing with adverse situations or challenges. plan future events. of refugee youth. With carefully chosen staff and school lead- Know the signs: Students who are coping Dui was himself a Vietnamese refugee who ers, Dui stresses the need to have teachers try a with distressing events and experiences might arrived in Winnipeg as a child in 1979. He term or two at his school before he is convinced display hyper-arousal, avoidance, withdrawal

Manitoba Association of School Superintendents 15 or disassociation. They might be easily over- when the student talks or writes about death, your personal signs of stress and distress, and stimulated and lack a readiness to learn. Com- dying or suicide. Significant substance abuse know when and how to look after your own municating and self-expression may be dif- and heightened aggression or protectiveness are mental health. n ficult, and problem-solving and decision- also signs that the student needs more support. making may be compromised. Students who Work with the student’s family or caregivers Dr. Jan Stewart, Ph.D., is a professor in have experienced trauma may have difficulty and ensure that you are working together to the Faculty of Education at the University of regulating emotions. You might see a state of support the student. Winnipeg. She is the author of Supporting calmness one moment and anxiety or anger the When there are cultural issues you may not Refugee Children: Strategies for Educators next. Fear and concern for their own safety or fully understand, seek out the help of a cultural and a lead researcher in a national research the safety of their family members may occupy broker or support worker. Settlement agencies program investigating best practices for their thoughts. If a student is feeling threatened and community groups can be a tremendous building welcoming communities for new- in your classroom, there will be little learning. support to school staff. When the various sys- comer and refugee children. Her research As a colleague once said, “You can’t teach tems work together, a more holistic and sup- was supported by the Social Sciences and away trauma.” A sense of security and trust portive environment is created. Humanities Research Council of Canada, are the foundation for providing support to Know yourself: Working with refugee stu- Mitacs, and the Canadian Education and students. Once safety has been established, dents can be rewarding and also extremely dif- Research Institute for Counselling. the process of healing can begin. Healing takes ficult. There is a personal impact from hearing This article first appeared in Education time and the process of settling and adjustment about the trauma, torture, violence and perse- Canada, Vol. 57 (1), 2017, by the Canadian can take years. Listen to what students and par- cution inflicted on others. It is common to feel Education Association (www.cea-ace.ca). It ents tell you they need, and know that some helpless and overwhelmed. It can be extremely is reprinted with permission. will talk and others will not. distressing to hear about violations to children Know who can help: If you have concerns and the impact this has had on a child’s life. about the safety of a student or the safety of For many teachers, it can seem like an over- Three required characteristics others, refer to the next level of care. If you have whelming task to support the increasing num- Supporting children from refugee a gut feeling that something is wrong, trust bers of students who are dealing with various backgrounds can be a challenging journey your instincts and get additional support. A forms of trauma. In some cases, you may be the and it can also be a process of renewed counsellor or therapist may need to be involved only support in a student’s life and this can be hope and opportunity. According to Tam when you see serious changes in behaviour or a tremendous feeling of responsibility. Know Dui, you need three things to do this kind of work: “Competence, character and chemistry. Can you do the work? Do you have the character and compassion to do the work? Do you have the chemistry to get along and trust each other to get the work done?” A new start offers refugee students hope and promise for a better future. If we do the work, schools can provide an environ- ment of care and compassion that fosters acceptance and supports the successful in- tegration of Canada’s newest citizens.

*The names of both the principal and the school in this article have been changed, in accordance with the ethical requirements of Dr. Stewart’s research.

References 1. “Facts and Figures,” Citizenship and Im- migration Canada (2015). www.open. canada.ca/data/en/dataset/052642bb- 3fd9-4828-b608-c81dff7e539c?_ga=1 .36645155.2008133524.1243358834 2. Jan Stewart, Supporting Refugee Children: Strategies for educators. (Toronto: Univer- sity of Toronto Press, 2011), 131-150.

16 MASS Journal Spring 2017 Manitoba Association of School Superintendents 17 The Voice of Youth in Reconciliation By Charlene Bearhead, Co-chair of the Downie-Wenjack Fund, and member of the Pathways to Education Canada Indigenous Education Advisory Circle

o often we hear the ex- have been gathered by the Truth and Rec- Relationship is key. We spend so pression “The children onciliation Commission of Canada. Survi- much time redesigning programs in edu- are our future.” We know vors and intergenerational survivors coura- cation as though that is going to change this to be true, but what is geously sharing their stories paints a clear the dynamics in our classrooms and lead our responsibility to that picture of the misguided and devastating ac- to student success. Maybe what we need future? I believe as we put tions of “educators” of Indigenous children to redesign is our definition of student thatS responsibility on to our children and right here in Canada in the not so distant success. Maybe rather than thinking youth, we must remember that, for now, we past. Their stories show us clearly what hap- of the success of a student in terms of are their future. So, before we look to the pens when youth are disrespected. grades and information learned, we need youth for their support and care for us in The film We Can’t Make the Same Mis- to think about the perspectives of young the future, we have to ask ourselves, what is take Twice shows what happens when we people in our schools regarding their own our action for them right now? What are the take children from their families and com- lives and future. youth asking of us? I believe their actions munities, and disregard the path given to Maybe we need to ask ourselves why are calling to us and what they are calling them by a power much greater than our- so many young people don’t see school for is our eyes and our ears and our hearts. selves. So, what will our actions be as we as a place for them to thrive and flourish Then we can offer them words. But, what learn from the mistakes of our predecessors as a human being. Rather, they see it as a will those words be? in education? How do we reconcile with place where they are expected to achieve Other than the family, education holds our past, with our current approach to our certain pre-determined goals that may not the most significant opportunity to engage interactions with youth in education and even have any relevance in their own lives and support our children and youth in rec- with the reality that many of our youth face and their own journeys. Maybe we need onciliation. In fact, in many cases it will be within the education system? to ask ourselves why we push issues of the children and youth that lead their fami- aggression, disagreement and sometimes lies to this path of understanding, trust and even violence between students over to openness in the relationship between Indig- the office or right out of the school so we enous and non-Indigenous people in this can do our jobs. country. We have the opportunity to offer Maybe that is our job? Maybe the them an educational experience that neither best thing we can do for our youth is we, nor their parents, had. help them learn to navigate the world We have the responsibility to share the that awaits them outside the walls of the truths of residential school survivors that school. Maybe if we took those teachable

18 MASS Journal Spring 2017 moments for dialogue and reconcilia- the confidence to follow their own path? tion, students would feel safe in the class- How will you support and guide the room—not only physically, but emotion- young people in your classroom and in ally—to be who they are, share what they your school to build relationships with feel and think, and know they will be one another, and to respect themselves respected and are expected to respect oth- and others? How will you honour the ers. They don’t always have to agree with young people in your classroom and in others, but must respect everyone’s right your school? to be who they are and to express that in The answer is clear: Honour them as a way that doesn’t run over others, rather individual and precious human beings, walking beside one another, much like each unique and valuable to all of us. the Two Row Wampum Treaty. We must remember that every child was The larger question in all of this is given gifts at the time of their arrival into how do we find the answers to these ques- this world. We only need to see those gifts tions if we never ask the youth for their and honour them. It is for us to help each guidance? How often do we ask youth young person appreciate what it is they what they want to see in their schools bring to this world and to share their sto- and classrooms? How often do we ask ries with us. We need to hear their stories students what is leading to their absence of hope for their own future, of challenges from school, their struggles with other and struggles they are experiencing now so students or staff, their interest or disin- we can help guide them in seeking solu- terest in certain classes or programs? And tions. We can help them build relationships when we do ask, do we actually hear the that will nurture and support them when voice of youth? Do we act on what we we are not there to do so and ask them how hear? If this is only an academic exercise they want us to relate to each of them. The in an English Language Arts class but education we provide students is really giv- never goes anywhere, what use is it? How ing them tools they can use to support their do youth know we actually hear them? own success in living a life well-lived by How do they know we take their words their own assessment. seriously? That we respect them? That we So, what is our part in all of this? How value them and trust that they know what can we support our students in reconciling is best for them? with themselves, their family and commu- We can’t do any worse than we have nity, with one another and their own edu- been doing with regard to ensuring a cation and where it is leading them or not bright future as we learn from the past. leading them? Perhaps that starts with us We lose young people from schools at a reconciling with our own role as educators. rate that is much too high. Too often, Our young people have stories worth we lose young people from our families telling. They have stories worth hearing. and communities and we are left asking Let’s be sure we hear them. Our young peo- why. Maybe we need to start asking the ple have lives worth living. We must be sure questions before the only person who they see the evidence of that in our eyes as can answer is lost to us, often never to we listen to their voices and in our actions be able to answer another question. The as we respond to them, both in the best of youth do have something to say. They times for them and in the darkest times for are reaching out to us, crying out to us, them. The path is there for us. The youth often in ways that are beyond words be- hold the key to our success in supporting cause their words have fallen on deaf ears them as they reach for their own personal for so long that their voices have gone success. The choice is ours. The actions are silent. up to us. What will your actions be? n So, what will our actions be? How will you hear the voices of youth in your Charlene Bearhead is Co-chair of classroom and your school? How will the Downie-Wenjack Fund, and is a you honour what you hear from them? member of the Pathways to Education How will you support the young people Canada Indigenous Education Advisory in your school to travel the path of life Circle. She is also the former Education given to each of them? How will you sup- Lead for the National Centre for Truth port each of them to seek and to have and Reconciliation.

Manitoba Association of School Superintendents 19 Complex Poverty and Urban School Systems By Duane Brothers, Ph.D., Louis Riel School Division

omplex Indigenous and communities that have been seen historically as to the creation of educational environments racialized poverty ex- inferior due to their color and race. in which people challenge, develop and, in ists in Canada. Silver During the summer of 2016, I com- the words of Foster (1986), liberate human (2014, 2016) states that pleted a study that examined the under- souls (p. 18). beyond a lack of in- standings and actions related to complex The genesis of this study was born of the come, complex poverty Indigenous and racialized poverty of four influences of 500 years of experiences with Cis characterized by a host of additional chal- superintendents who each had at least five oppressive colonialism by my family. During lenges that trap individuals and communities years’ experience in their positions. The my lifetime, the influences of my parents and in cycles of often multigenerational poverty. superintendency is incredibly complex and their family history, my experiences growing These additional challenges often include poor extremely political, and there cannot be a up in Canada, and my journey as an African health, joblessness, lack of educational achieve- recipe book from which superintendents Canadian educator have led to my questions, ment, gang activity and high incarceration can help advance the cause of greater equity doubts and hopes concerning issues of equity. rates. As Silver (2014, 2016) and others have for all our students. That said, we can learn The study was informed by critical theory, demonstrated, poverty can lead to poor educa- from the stories of those who have made a which is distinguished from positivist theories tional outcomes. In inordinate ways, these re- difference, no matter how small or contex- that are used to observe social interactions. alities impact Indigenous communities around tualized. We can advance our knowledge to Analysis from a critical theoretical perspective the world, and racialized, by which I mean inform how superintendents can contribute must pursue human emancipation “to liberate

20 MASS Journal Spring 2017 human beings from the circumstances that educators in general, and critical educational structural barriers to improved opportunities enslave them” (Horkheimer, 1982, p. 244). leadership in particular, within the context of for disadvantaged students. Each of the par- Giroux develops this idea in his distinction be- specific organizational environments should ticipants gave signs that they are on their own tween a language of critique and a language of be “to raise ambitions, desires, and real hope journeys to questioning traditional under- possibility (1983, 1988, 1997). for those who wish to take seriously the issue standings of race. My purpose was not to profile or in some of educational struggle and social justice” (Gi- manner evaluate the individual participants in roux, 1988, p. 177). Schools as sites of struggle this study. Rather, my intention was to draw Finally, I wanted to understand what ac- Several of the participants lamented that on their personal and professional experiences tions they have undertaken to address issues while individual schools are doing a good and insights, and to explore some of the dimen- of racialized poverty. I developed three main job to address the daily impacts of poverty sions of understanding and action that might arguments, as follows: on their students, school systems in general be associated with a superintendent’s ability to 1. Critically informed people in positions of and themselves as influential superintendents influence in a positive manner the school expe- organizational leadership or influence must could be doing much more to alleviate the riences of children living in poverty. have a heart for people who are oppressed impact of complex poverty. While schools (Gaskell & Levin, 2012; Silver, 2013); cannot be responsible for eliminating pov- Foundations 2. Care and concern for the disadvantaged erty, “influentials” need to address what they I wanted to understand how the partici- is not enough. It must be followed by could be doing more of, as well as what they pating superintendents articulated their un- thoughtful and purposeful action; and should be doing less of. School systems can derstanding of poverty and its impact on stu- 3. Influential superintendents can contrib- either continue to reinforce the cycle of com- dents’ school experiences, and how early life ute to critically informed work and they plex poverty or they can be locations in which experiences, initial teaching positions, and ac- can make a difference. individuals and communities can interrogate ademic background and professional learning If superintendents are to be critical in their contemporary thinking and develop more informed these understandings. This question practice, they must have a vision that includes critically informed practices. was informed by Silver’s (2013) discussion a significant understanding of poverty and its of complex and racialized poverty, its impact interactions with schooling, and they must see Developing understanding on school experiences and success (Gaskell addressing the effects of poverty as a significant A deep and sophisticated understanding & Levin, 2012), and critical perspectives on component of their work. of complex Indigenous and racialized pov- schooling and the superintendency in light of erty cannot be assumed of current superin- the notion of dominant narratives of poverty Poverty is complex tendents, nor is it easily attainable. Where and of schooling (Foster, 2004; Larson and In contrast to a dominant narrative that the participants did indicate not only an Murthada, 2002; Grogan, 2000). suggests complex poverty is rooted in the interest but also demonstrated a commit- It assumes that knowledge is socially con- personal and pathological failings of those ment to action to address the impact of structed on an ongoing basis. Finally, it also who are impoverished, Silver (2014) sug- complex poverty, it was largely due to pur- draws upon the work of Leithwood (2005, gests that complex poverty is a result of poseful and sustained personal interest, and 2013)—which suggests that educational structural, agency and political realities that study through dialogue with knowledgeable leadership consists of the development of or- impact Indigenous and racialized popula- people, reading and other forms of profes- ganizational vision—and of Grogan (2000), tions in a post-colonial world. The partici- sional learning. A conscious effort has to be who suggests that both a well-developed un- pants saw its effects in their schools and in put into challenging the dominant narrative derstanding of poverty by the superintendent the greater community. about poverty and to develop a deeper, criti- and an activist commitment to engage with the Like so many others in our society, each of cally informed counter-narrative. dominant narratives of poverty and of school- the participants played to some of the personal Upbringings: The early life experiences ing is a necessary aspect of divisional leadership. and pathological failings as reasons for poverty of the participants—each of them currently Secondly, I wanted to explore how these in ways that minimize the role of race or colo- in their 50s or 60s—were situated in contexts superintendents described the socio-political nialism in the perpetuation of poverty. Indeed, that were much less diverse, did not present and organizational environments that inform Brian O’Leary (Seven Oaks School Division) many opportunities to be aware of people liv- and influence their work as senior administra- reflected that even while working with disad- ing in complex poverty, and provided a ste- tors as well as how the participants described vantaged Indigenous students in an alternative reotypical narrative of society and so-called their roles as senior administrators within program earlier in his career and wanting the minority communities. Participants spoke these environments in relation to being able to very best for his students, it took time and of learning in school the progressiveness of influence systems. The analysis attempted to learning for him to realize that keeping mar- the British Empire and sanitized perspectives develop two main arguments: What superin- ginalized students in alternative classrooms of “Native Indian” life in Western Canada. tendents can do to differing degrees—depend- did not help them become successful. Rather, They also spoke of being raised to believe in ing upon their abilities and the context within it reinforced the message that the problem re- the paramount importance of hard work and which they operate—is be influential and in- sides with the students and their families. individual responsibility; the narrative of the form vision, policy and practices within an or- He came to recognize an alternative nar- meritocracy writ large. ganization (Grogan, 2000; Leithwood, 2013; rative in which the residue of colonialism Early teaching experiences: Having close Rottman, 2007). Further, the work of critical and contemporary neo-liberalism reinforce contact with young people and communities

Manitoba Association of School Superintendents 21 experiencing poverty can lead to increased How participants described the 5. Extending their influence beyond their empathy for those living in hardship. However, socio-political terrain school divisions by creating partnerships the experiences do not necessarily result in deep- Grogan (2000) argues that superinten- and coalitions. er understandings of complex poverty. This is dents operate within environments that con- because living in a larger society informed by a tain a mélange of enabling and inhibiting Critically informed superintendents meritocratic narrative can result in a perspective factors. Participants reported to elected school need to focus on social justice that poverty is about personal, family or com- boards, took direction from the Department The participants were not directed to pay munity failings and inadequacies, and is not of Education and Advanced Learning, were special attention to poverty. The range of other necessarily connected to historic colonization informed by their professional association areas of potential focus—such as student en- and inter-generational racism. It can lead to the (MASS), managed operations in at least 20 gagement, organizational efficiency and effective opinion that educators simply need to work different schools, and were subject to the in- management—are dizzying. If a superinten- harder to address the individual needs of poor fluence of labour unions and other societal dent is to address issues of poverty, they need to kids. Experiences and exposure to people living influences beyond their direct control. choose to become educated about what it is, its in poverty can reinforce the belief that the roots The participants concurred that they cannot causes and potential remedies. Such an educa- of poverty are within the failings of individuals be command and control leaders as so many tion is not a requirement that is placed upon and communities living in poverty. other people and organizations exert influence them so, at least at this present moment, gaining Academic and professional learning: Each and leverage upon them. The term influential this awareness needs to be a personal initiative. of the participants has been university educated, more accurately describes the roles superinten- A growing literature indicates that influen- credentialed to teach in Manitoba and has taken dents play in bringing about any changes that tials need to develop the attitudes and aptitudes advantage of further professional learning op- might occur within their environments. to forge new advocacy skills and develop new portunities. They suggested that university pro- social and political networks with community grams did not prepare them to have any sophis- How can superintendents be groups and players in other branches of govern- ticated insights into complex poverty. Where influential? ment to become critical organic catalysts (West, participants did develop growing knowledge While participants were clear that they 1993, p. 22). Critically informed influentials are about complex Indigenous and racialized pov- personally could not lead by command, there people who can negotiate the interactions and erty, it was due largely to working directly with was evidence that they could influence the culture of the organizational and cultural main- specific communities, followed with a personal development of policy and practice related to stream while being grounded in the foundations choice to learn more through personal relation- complex poverty by: of critique and hopefulness. ships and learning with those who experienced 1. Choosing to be critical and influential; or were knowledgeable of complex poverty; 2. Purposefully building relationships with trust- What can be done: Critical deep and extensive reading in the area; and sig- ees, government officials and other influen- perspectives nificant professional development, including tials within and beyond their organizations; Superintendents can mitigate the impact of participation in programs such as the multi-year 3. Gaining and maintaining the trust of these complex poverty upon students and communi- Ethical Leadership Professional Learning Project other influentials; ties by acting upon the ethics of care, critique (Bryant, 2015) provided by the Manitoba As- 4. Using language skillfully to frame argu- and justice (Starratt, 1997), and, in so doing, at- sociation of School Superintendents (MASS). ments and directions; and tending to an educational and political agenda committed to addressing issues of poverty and schooling. Care: Kelly Barkman (River East Transcona School Division) stated, “My ethics and values are based on compassion, fairness, honesty, re- sponsibility and respect.” He also said this level of care is not enough and articulated that there is so much more he can do in his capacity as super- intendent to make meaningful change for stu- dents and communities that are disadvantaged. Care is usually complicated as superinten- dents and school systems need to juggle between multiple goods. These issues become dilemmas as influentials try to support multiple agendas that often conflict with one another. O’Leary talked about his experiences with many impov- erished kids who were violent and disrespect- ful of authority within systems that needed to maintain order and safety in schools. An easy solution is to suspend students from school, who do not conform. When this

22 MASS Journal Spring 2017 happens, the young person often spends time compelled to be critically informed about pov- to address the effects of poverty and go beyond not being supervised or cared for, certainly not erty and racism. They have to choose to be criti- the funding provided, such as initiating specific learning, and the antecedents to the behaviour cally informed. For that to happen, they need strategies to develop, hire, and support Indig- are not being addressed. Caring solutions are to to read, engage with people who are knowledge- enous and newcomer educators, including those find ways for that student to not be suspended, able and engage with the disadvantaged com- educated in other countries. to address the reasons for the behaviour that munities that they serve. As O’Leary said, however, “Feeding them have systemic origins and to help the student Making a difference: The participants pro- breakfast is not enough.” More substantive make better decisions. vided a range of examples of work of how they work that has been done included helping Ron Weston (retired from St. James As- influenced other influentials, including trustees influentials access counter narratives though siniboia School Division) shared his frustration and senior administrators, and helped them to professional learning and working with the with trying to help the relocation of members of bring into effect critically informed changes at community—often through challenging con- the Lake St. Martin First Nations community, a systems level. A conclusion that can be made, versations. In the case of the Winnipeg School whose school burned down in 2013. While ex- however, is that superintendents are limited in Division, this meant creating Indigenous-fo- pressing care for their condition, Weston’s hon- what they can achieve because of the complex cused environments that better assist students est perspective also reminds me that very differ- organizational structures within which they in learning about their heritage and gain a ent perspectives exist with dilemmas related to work and because of the dominant values and better respect for themselves and their culture. historic and racialized challenges. These are real beliefs of the broader community. They can, Another example is the Wayfinders Program dilemmas with which education system influ- however, be influential. (Seven Oaks School Division), which provides entials need to grapple regularly. Simple expres- Weston and Barkman talked about plac- strong mentoring and tutoring support and sions of care are not enough. ing onto the agenda of board meetings data additional challenging intellectual engage- Learning: Pauline Clarke (Winnipeg about demographic changes in their com- ment using data to track and then reinforce School Division) talked about being well aware munities that shed light on the fact many stu- growth, and to then support students finan- of the socio-political privilege that she had both dents living in poverty have not been doing cially for a post-secondary education. as a superintendent and as a member of the ma- as well as more affluent young people. Clarke The journey continues, and members of jority culture while engaged in conversations talked about meeting with individual trust- MASS have significant roles to play as criti- with Indigenous people about racism in Win- ees to educate them about important issues, cal organic catalysts fulfilling our respon- nipeg’s inner city. This was an astute awareness while O’Leary talked about setting aside time sibilities to balance, in Giroux’s words, a that many others in leadership positions can be with the Seven Oaks School Division board language of critique and a language of pos- oblivious to. She also talked about how much to learn about Indigenous people, colonialism sibility (1983, 1988, 1997). n she came to learn from Indigenous colleagues and poverty. He also provided a number of about the realities of complex poverty. examples of the importance of framing issues Duane Brothers, Ph.D., currently serves O’Leary talked about the deep learning he and the ensuing discussions so that together as the Superintendent of the Louis Riel has done in the last few years about Indigenous people could become aware of the existence School Division in Winnipeg, Manitoba. history, racism, neoliberalism and poverty. Bark- of alternative narratives to the psychological The full dissertation, Complex poverty and man and Weston shared how much the sessions and cultural arguments about why some com- urban school systems: critically informed of dialogue through the development of this the- munities are not doing so well. perspectives on the superintendency, can be sis helped to push their thinking about complex A number of other programs and initiatives found at https://mspace.lib.umanitoba.ca/ poverty. Superintendents as influentials are not were described by the participants that may help handle/1993/32006.

Manitoba Association of School Superintendents 23

EDUCATING Friday April 21, 2017 FOR ACTION Morning Sessions Afternoon Sessions

8:30 - 12:00 - Thursday April 20, 2017 Maples Collegiate Teenage Bears Drum Group Lunch 8:45 1:15

Morning Sessions Afternoon Sessions 8:45 - 13:15 - Workshops 9:15 Opening 14:15 8:30 - Fort Richmond Collegiate Drama class presents: 12:00 - Lunch 8:45 Inside Minds 1:15 Embassy C D1 LGBTQ-Inclusive Teachers and the Law 9:15 - Keynote - Raheel Raza - Dr. Catherine Taylor & Dr. Donn Short 8:45 - 13:15 - 10:15 Opening Keynote - Dr. Cindy Blackstock 9:15 14:15 Embassy E D2 Queering our Classrooms and Communities 10:15 - Break - Dr. Alex Wilson 9:15 - 14:15 - 10:45 Keynote - John Ralston Saul Break 10:15 14:30 Wellington B D3 10:45 - Educating for the TRC’s Calls to Action Workshops - Kevin Lamoureux 10:15 - 14:30 - 12:00 Break Workshops 10:45 15:45 Carlton C1 Drumming at the Heart of Indigenous Cultures Wellington A D4 Mental Health: Yours, Mine and Ours - Deb Radi, 10:45 - Wellington A B1 Engaging, Equipping, and Empowering Youth in and - Bernadette Smith and Maples Collegiate Taylor Demetrioff Workshops 12:00 from Care - Marie Christian, Jainna Cabral Teenage Bears Embassy F D5 Here and Now: Working Together to End Youth Centennial A1 Stand Up To Stigma - Big Daddy Tazz Embassy B B2 Speak Truth to Power Canada Centennial 3 C2 Walking the Talk and Joining the Dance: Two Non-In- Homelessness - Christina Maes Nino, Kelly 1/2 - Terry Price (MTS), Mirelle Lamontagne (CMHR) digenous Educators’ Experiences Facilitating the In- Schettler, Jason Romanyshyn tegration of Indigenous Perspectives into Education Embassy A A2 Understanding LGBT2SQ+ Youth Mental Health: Regency D6 Building Global Citizenship in the Social Studies Centennial 4 B3 Perception: Art and Activism - K.C. Adams - Dr. Laura Sims and Raymond Sokalski Risk and Resilience - Jared Star, Sexuality Classroom and the School Community - Linda Education Resource Centre Connor Embassy E B4 It’s All About a Lack of Choice - Rita Chahal, MIIC Embassy B C3 GSAs in Manitoba Schools: History, Highlights, Hurdles and Helpful Hints - Robbie Scott & Lynda Embassy C A3 Community Mobilization and Youth Leadership Carlton D7 The Influence of Social Factors on Children’s Health Carlton B5 Project II - Suzi Friesen, Winnipeg Jets True North Brethauer Venton, Mika Schellenberg - Michael Champagne and Development - Dr. Marni Brownell, Dr. Nathan Foundation Embassy F C4 Red Rising Magazing: Indigenizing Media - Kevin Nickel, Dr. Mariette Chartier Regency A4 Bridging Two Worlds: Trauma Sensitive Schools Wellington B B6 Where We Stand and What We Hope For: Settee, Leonard Monkman, Sadie-Phoenix Lavoie and Supportive Classrooms - Dr. Jan Stewart Embassy B D8 The 60s Scoop: A Hidden Legacy of Colonization - Teaching about, through and for Children's Rights Centennial C5 Newcomers to our Province: Needs, Aspirations and Coleen Rajotte Embassy D A5 Violence and Health: Do Children Have the Same - Dr. Jerome Cranston, Dr. Melanie Janzen 1/2 Services - Muuxi Adams, Abdikheir Ahmed Human Rights as Adults? - Dr. Tracy Afifi Centennial D9 Decolonizing Education: Nourishing their Learning Embassy D B7 Beyond Rainbows: Educational challenges Facing 3/4 Embassy E C6 Journey to Justice - Rosemary Sadlier Spirits - Dr. Marie Battiste Centennial 3 A6 Making the Connection: Human Rights and Sexual and Gender Minorities in the 21st Century Positive Mental Health for Youth, Schools and - Dr. Robert Mizzi Wellington B C7 Creating Mental Health Awareness in our High Kensignton D10 Learning and Action within an Intercultural Communities - Sylvia Massinon, Vycki Attala Community School - Vinh Huyhn, Ainslie Loria, Centennial B8 Relationality, Reconciliation and Anti-Oppressive Schools; student and teacher led initiatives at Col- lege Garden City Collegiate - Jacqueline McDonald Gerald Villegas Room 167 A7 Why Didn’t You Tell Us Back Then? - Shandi Strong 1/2 Education - Dr. Alex Wilson & Kelly Stokotelny Embassy D D11 Inclusion of Newcomer Children and Their Families Wellington A A8 Building Resilient Youth - Kevin Chief Embassy C B9 How Educators Can Help End Human Trafficking in Schools and Communities - Dr. Regine King - Diane Redsky Embassy A C8 Art Beat Studio: Mental Illness and the Journey of Embassy F A9 Building Your Intersectional Feminist Classroom Finding Voice Through Art - Nigel Bart, Lucille Bart, Victoria D12 Dire la vérité au pouvoir - Brahim Ould Baba/ - Catherine Hart Embassy F B10 Supporting Gender Diverse Students: Renee El-Gabalawy Boardroom Mireille Lamontagne (CMHR) français Beyond the Myths - Jackie Swirsky Embassy E A10 How Educators Can Help End Human Trafficking Embassy D C9 Freedom Road: The Birth of an Activist - Steve Bell Centennial D13 Designing a Proclamation for a Reconciled Canada - Diane Redsky Centennial 3 B11 Digging Deeper with Dr. Cindy Blackstock 1/2 Regency C10 Conceptualizations of Complex Indigenous and - Student Track only Kensington A11 Breaking The Cage(s) - Jim Derksen, Kensington B12 Vivre à la hauteur de ses paroles et joindre la danse : Racialized Poverty and Education Systems - Duane 14:30 - Break Judy Redmond and Rick Zimmer l’expérience de deux éducateurs non autochtones Brothers 14:45 facilitant l’intégration des Perspectives autochtones Victoria A12 On The Inside: A Look at Illiteracy and Colonization Wellington A C11 The Autism Umbrella: It’s Getting Pretty Crowded 14:45 - en éducation - Dr. Laura Sims, Raymond Sokalski Keynote - Chief Wilton Littlechild Boardroom as Factors in Incarceration - Quinn Saretsky (Eliza- français Under Here! - Kim Zeglinski 15:45 beth Fry Society) & Sharon Perrault (John Howard Centennial 4 C12 Exploring Indigenous Rights Together: Connecting Society) B13 Afternoon at the Museum - Student Track only Human Rights to Action! - Chelsea Burke Centennial 4 A13 Course Correction for a Nation: Our Journey Embassy C C13 Religious and Cultural Diversity in School and from Truth to Reconciliation through Education - Community - Lived Experiences of Educators Charlene Bearhead & Tricia Logan Kensington C14 Down Syndrome 101: Classroom, Behaviour and Wellington B A14 Is There a Hierarchy Between Human Rights? Inclusion Strategies - Lori Lester - Julie Couture Victoria C15 Y a-t-il une hiérarchie parmi les droits de la per- Carlton A15 Indigenous Student Achievement Boardroom sonne? - Julie Couture français - Three School Divisions Executive C16 Les étudiants affectés par l’ETCAF : un désordre Executive A16 Education sans stigmatisation - Dalila Awada français Spring 2017 Boardroom invisible - Simon LaPlante français Boardroom26 MASS Journal EDUCATING Friday April 21, 2017 FOR ACTION Morning Sessions Afternoon Sessions

8:30 - 12:00 - Thursday April 20, 2017 Maples Collegiate Teenage Bears Drum Group Lunch 8:45 1:15

Morning Sessions Afternoon Sessions 8:45 - 13:15 - Workshops 9:15 Opening 14:15 8:30 - Fort Richmond Collegiate Drama class presents: 12:00 - Lunch 8:45 Inside Minds 1:15 Embassy C D1 LGBTQ-Inclusive Teachers and the Law 9:15 - Keynote - Raheel Raza - Dr. Catherine Taylor & Dr. Donn Short 8:45 - 13:15 - 10:15 Opening Keynote - Dr. Cindy Blackstock 9:15 14:15 Embassy E D2 Queering our Classrooms and Communities 10:15 - Break - Dr. Alex Wilson 9:15 - 14:15 - 10:45 Keynote - John Ralston Saul Break 10:15 14:30 Wellington B D3 10:45 - Educating for the TRC’s Calls to Action Workshops - Kevin Lamoureux 10:15 - 14:30 - 12:00 Break Workshops 10:45 15:45 Carlton C1 Drumming at the Heart of Indigenous Cultures Wellington A D4 Mental Health: Yours, Mine and Ours - Deb Radi, 10:45 - Wellington A B1 Engaging, Equipping, and Empowering Youth in and - Bernadette Smith and Maples Collegiate Taylor Demetrioff Workshops 12:00 from Care - Marie Christian, Jainna Cabral Teenage Bears Embassy F D5 Here and Now: Working Together to End Youth Centennial A1 Stand Up To Stigma - Big Daddy Tazz Embassy B B2 Speak Truth to Power Canada Centennial 3 C2 Walking the Talk and Joining the Dance: Two Non-In- Homelessness - Christina Maes Nino, Kelly 1/2 - Terry Price (MTS), Mirelle Lamontagne (CMHR) digenous Educators’ Experiences Facilitating the In- Schettler, Jason Romanyshyn tegration of Indigenous Perspectives into Education Embassy A A2 Understanding LGBT2SQ+ Youth Mental Health: Regency D6 Building Global Citizenship in the Social Studies Centennial 4 B3 Perception: Art and Activism - K.C. Adams - Dr. Laura Sims and Raymond Sokalski Risk and Resilience - Jared Star, Sexuality Classroom and the School Community - Linda Education Resource Centre Connor Embassy E B4 It’s All About a Lack of Choice - Rita Chahal, MIIC Embassy B C3 GSAs in Manitoba Schools: History, Highlights, Hurdles and Helpful Hints - Robbie Scott & Lynda Embassy C A3 Community Mobilization and Youth Leadership Carlton D7 The Influence of Social Factors on Children’s Health Carlton B5 Project II - Suzi Friesen, Winnipeg Jets True North Brethauer Venton, Mika Schellenberg - Michael Champagne and Development - Dr. Marni Brownell, Dr. Nathan Foundation Embassy F C4 Red Rising Magazing: Indigenizing Media - Kevin Nickel, Dr. Mariette Chartier Regency A4 Bridging Two Worlds: Trauma Sensitive Schools Wellington B B6 Where We Stand and What We Hope For: Settee, Leonard Monkman, Sadie-Phoenix Lavoie and Supportive Classrooms - Dr. Jan Stewart Embassy B D8 The 60s Scoop: A Hidden Legacy of Colonization - Teaching about, through and for Children's Rights Centennial C5 Newcomers to our Province: Needs, Aspirations and Coleen Rajotte Embassy D A5 Violence and Health: Do Children Have the Same - Dr. Jerome Cranston, Dr. Melanie Janzen 1/2 Services - Muuxi Adams, Abdikheir Ahmed Human Rights as Adults? - Dr. Tracy Afifi Centennial D9 Decolonizing Education: Nourishing their Learning Embassy D B7 Beyond Rainbows: Educational challenges Facing 3/4 Embassy E C6 Journey to Justice - Rosemary Sadlier Spirits - Dr. Marie Battiste Centennial 3 A6 Making the Connection: Human Rights and Sexual and Gender Minorities in the 21st Century Positive Mental Health for Youth, Schools and - Dr. Robert Mizzi Wellington B C7 Creating Mental Health Awareness in our High Kensignton D10 Learning and Action within an Intercultural Communities - Sylvia Massinon, Vycki Attala Community School - Vinh Huyhn, Ainslie Loria, Centennial B8 Relationality, Reconciliation and Anti-Oppressive Schools; student and teacher led initiatives at Col- lege Garden City Collegiate - Jacqueline McDonald Gerald Villegas Room 167 A7 Why Didn’t You Tell Us Back Then? - Shandi Strong 1/2 Education - Dr. Alex Wilson & Kelly Stokotelny Embassy D D11 Inclusion of Newcomer Children and Their Families Wellington A A8 Building Resilient Youth - Kevin Chief Embassy C B9 How Educators Can Help End Human Trafficking in Schools and Communities - Dr. Regine King - Diane Redsky Embassy A C8 Art Beat Studio: Mental Illness and the Journey of Embassy F A9 Building Your Intersectional Feminist Classroom Finding Voice Through Art - Nigel Bart, Lucille Bart, Victoria D12 Dire la vérité au pouvoir - Brahim Ould Baba/ - Catherine Hart Embassy F B10 Supporting Gender Diverse Students: Renee El-Gabalawy Boardroom Mireille Lamontagne (CMHR) français Beyond the Myths - Jackie Swirsky Embassy E A10 How Educators Can Help End Human Trafficking Embassy D C9 Freedom Road: The Birth of an Activist - Steve Bell Centennial D13 Designing a Proclamation for a Reconciled Canada - Diane Redsky Centennial 3 B11 Digging Deeper with Dr. Cindy Blackstock 1/2 Regency C10 Conceptualizations of Complex Indigenous and - Student Track only Kensington A11 Breaking The Cage(s) - Jim Derksen, Kensington B12 Vivre à la hauteur de ses paroles et joindre la danse : Racialized Poverty and Education Systems - Duane 14:30 - Break Judy Redmond and Rick Zimmer l’expérience de deux éducateurs non autochtones Brothers 14:45 facilitant l’intégration des Perspectives autochtones Victoria A12 On The Inside: A Look at Illiteracy and Colonization Wellington A C11 The Autism Umbrella: It’s Getting Pretty Crowded 14:45 - en éducation - Dr. Laura Sims, Raymond Sokalski Keynote - Chief Wilton Littlechild Boardroom as Factors in Incarceration - Quinn Saretsky (Eliza- français Under Here! - Kim Zeglinski 15:45 beth Fry Society) & Sharon Perrault (John Howard Centennial 4 C12 Exploring Indigenous Rights Together: Connecting Society) B13 Afternoon at the Museum - Student Track only Human Rights to Action! - Chelsea Burke Centennial 4 A13 Course Correction for a Nation: Our Journey Embassy C C13 Religious and Cultural Diversity in School and from Truth to Reconciliation through Education - Community - Lived Experiences of Educators Charlene Bearhead & Tricia Logan Kensington C14 Down Syndrome 101: Classroom, Behaviour and Wellington B A14 Is There a Hierarchy Between Human Rights? Inclusion Strategies - Lori Lester - Julie Couture Victoria C15 Y a-t-il une hiérarchie parmi les droits de la per- Carlton A15 Indigenous Student Achievement Boardroom sonne? - Julie Couture français - Three School Divisions Executive C16 Les étudiants affectés par l’ETCAF : un désordre Executive A16 Education sans stigmatisation - Dalila Awada français Boardroom invisible - Simon LaPlante français Manitoba Association of School Superintendents Boardroom 27

Manitoba Association of School Superintendents 29 Walking the Walk and Joining the Dance

students occurs when studying the numbered treaties. Each student plays a historical figure present at the Treaty No. 5 negotiations in Norway House,1 Manitoba in 1875. Wheth- er Inninu, Métis or white settler, partici- pants learn to see through the lens of their particular situation as trapper, Hudson Bay employee, fisherman or determined spouse. Each is tasked with eliciting the most ben- eficial agreement from the Lieutenant Gov- ernor and Minister of Agriculture, who each bring their own pressures. More importantly, they become aware of forces that seek to divide the community— physically, economically and emotionally—and take actions to enhance or thwart this. Their interactions (one-on-one, sharing circle, formal By Laura Sims, Université de Saint-Boniface, and meetings) are spontaneous, passionate, revela- Raymond Sokalski, École secondaire Kelvin High School tory and reflective. It has been encouraging to observe students learning about the Treaty re- ntegrating Indigenous perspectives figures associated with our history, including lationship and experiencing feelings associated into education is important when their emotional impact on those affected by with uprooting, division and determination. addressing long-standing inequalities their actions. My colleagues and I invite people The days following the role-play are used to and injustices due to negative stereo- active in the community into our classrooms, show how promises made and withheld were types and racism. As non-Indigenous including authors, activists, survivors and forecast by previous cross-cultural collaborations educators and allies, we have a role to scholars. Their stories and insights personalize and conflicts. They reflected subsequent prac- playI in reconciliation. At a forum discussing the the facts that are taught. tices of (ethnocentric) colonialism whose con- Truth and Reconciliation Commission’s (TRC) Topics have included the residential school temporary repercussions evoke greater empathy recommendations in March of 2016, Justice experience, murdered and stolen Indigenous from students. This is reflected in students’ re- Sinclair asked educators to teach in a way that women, urban poverty and crime, and Treaty search-topic choices for studying 20th and 21st engenders respect towards Indigenous people. negotiations. Collaborators have included Na- century Canada, such as the ’60s Scoop, Oka, Genuinely supporting this process with hani Fontaine, Michael Champagne, Robert Clayoquot Sound and Idle No More. dignity and respect is not always obvious. Falcon-Ouellette and Wab Kinew, among oth- What does this actually mean? What should ers. Visits are preceded by reading articles and Laura Sims: Experiences teaching we be doing in our pedagogy? This is an ex- viewing documentaries in class. These are fol- B.Ed. course ploration of how we are attempting to do lowed by group discussions and opportunities As a descendent of settler Canadians and this when teaching Manitoba social studies to take further actions, such as participating in an educator, I see my role in the reconcilia- curricula, grade 9 through 12, and the B.Ed. petitions and awareness-raising campaigns, and tion process as creating spaces for Indigenous Aboriginal Perspectives in Education course. writing letters to elected representatives. stories to be shared respectfully, helping stu- The Grade 9 Democracy and Governance dents make sense of what they’re learning, Raymond Sokalski: Experiences in Canada unit allows us to study consensus supporting them as emotional beings and teaching Manitoba high school building as a decision-making method. Stu- relating what they’re learning to their future social studies dents debate Dr. Lafontaine’s proposition of classroom practice. As a first-generation Canadian and edu- an Aboriginal Parliament working in collabo- Building honest relationships with students cator in a public school where a growing ration with our current bicameral system. Em- to enable tough conversations is essential to proportion of students self-identify as having pathy for the minority experience is developed support the learning process. I model the peda- Indigenous backgrounds, I see my role as fel- through one-on-one interviews with immi- gogy I am teaching on one that is experiential, low learner and as facilitator of experiences that grants to this country. non-linear and participatory, and that mean- widen students’ perspectives on who we are as Grade 11 students demonstrate their ingfully integrates community and focuses on Canadians and as up-standers in society. knowledge of First Nations’ beliefs, traditions, strengths and shared decision-making. I seek to awaken in students an apprecia- economies and relationships in oral interviews, Key historical events are explored to un- tion of diverse perspectives and the responsibil- based on a chosen theme or First Nations’ derstand contemporary realities and how ity to become aware of events and noteworthy regional grouping. A highlight for history these events have contributed to the current

30 MASS Journal Spring 2017 relationship between Indigenous and non-In- Once a more honest understanding of our Concluding comments digenous people. My goals are to: inspire stu- colonial history and its impacts is established, Challenges remain, however. We rec- dents; open students up to learning about and we focus on celebrating, learning from and ognize that educational activities that use celebrating Indigenous culture; build relation- building relationships with our Indigenous role play or open discussion can surface ships between Indigenous and non-Indigenous community. To this end, students participate unforeseen tangents and thorny topics. An- communities; outrage students in the face of in cultural events and/or visit Indigenous orga- other challenge within a secular educational injustice; and inspire students to build a more nizations. Experiences have included attending context is figuring out how to integrate just society through education. a sweat lodge and participating in literary cir- sacred and/or spiritual knowledge, such as Assignments support course goals by be- cles, community rallies and artistic workshops. smudging and protocols around using tee- ing critically reflective, with community and These experiences are then shared through a pees, while being mindful of facilitating linked to pedagogy. I rely on Indigenous sharing circle. My role is to help students make understanding about that sacred teaching. collaborators—exceptional role models who sense of this new knowledge and relate it to Finally, conscious of our need to become have been overwhelmingly generous with their lives and teaching. more knowledgeable, we must overcome their time and knowledge—sharing their Finally, we explore what integrating In- our fear of asking potentially uncomfortable stories and on other resources, such as films, digenous perspectives into educational prac- questions. articles, cultural activities and community tice (approach and content) might look like In conclusion, we would like to express events. from Kindergarten through Grade 12 and our deepest gratitude to those who have ac- The course begins with Niigaan Sinclair its role in enabling us to move forward in a companied us in this journey. We feel great- eloquently explaining our need to learn to live good way. Education can help break down ly enriched by the experiences, relationships as family in a respectful and honouring way. prejudice and enable a realm of life possibili- and knowledge that we’ve gained through Reading the article on Winnipeg’s challenges ties for all children. Kevin Chief has shared teaching these courses. Our understanding with racism in Macleans magazine (2015) helps the importance of education in his life and of being citizens of this place called Canada elucidate what the relationship has become. Rob Riel shared his experiences working with is much more deeply rooted. n The process of colonization and the impacts of Indigenous youth. residential schools are explored to understand To understand what an indigenized peda- Raymond Sokalski is a social studies our contemporary reality. gogy might look like, we reflect upon key mes- teacher at École secondaire Kelvin High These events are investigated by doing sages we’ve learned, such as the importance of School in Winnipeg, Manitoba. the blanket exercise, which is an historic relationships, focusing on strengths, experien- Laura Sims, Ph.D., is associate professor simulation game. The National Film Board tial learning and articulating ideas in different in the faculty of education at Université de of Canada’s film When We Were Children ways, and what these mean in practice. This Saint-Boniface in Winnipeg, Manitoba. She and the TRC’s Calls to Action are excellent reflection is enriched by visits to the Mani- specializes in education for sustainability starting points for understanding the resi- toba Indigenous Cultural Education Centre, and community-based assessment processes. dential school experience. Regarding the im- reading Our Words, Our Ways: Teaching First pact of colonization, students choose which Nations, Métis and Inuit Learners, and visits by Note issues they want to explore in more depth. the Ministry of Education, Treaty Relations 1. The original format of this activity was To date, these have included gang violence Commission of Manitoba (resources), and developed by Frontier School Division and human trafficking, particularly focusing Direction des ressources éducatives françaises educators. on Indigenous women. (French-language resources).

Manitoba Association of School Superintendents 31 Sex Trafficking is Happening in our Schools!

By Diane Redsky, and trafficking for the purposes of sexual convictions since human trafficking became Ma Mawi Wi Chi Itata Centre exploitation, also known as sex trafficking. an indictable offence in 2005. The majority The RCMP defines labour trafficking as a of these are sex trafficking cases. he National Task Force person being forced to provide labour or Human trafficking is a growing problem on Sex Trafficking of service under exploitive circumstances, such in Canada. The National Task Force on Sex Women and Girls in as working long hours for little or no pay, Trafficking of Women and Girls in Canada Canada consulted with being promised a certain type of work but conducted an online survey where 266 front more than 260 organiza- being forced/coerced to do something else, line service providers replied that they served tions and 160 survivors of and working in dangerous environments 22,047 sexually exploited and/or trafficked Tsex trafficking in 2013 and 2014. We asked with little or no safety equipment. Their liv- women and girls in 2012. It is not uncom- survivors which systems they interacted with ing arrangements might also be controlled mon for law enforcement and frontline the most while they were being trafficked by their trafficker, including where they service providers to report such extremely for the purposes of sexual exploitation as a live, what they eat and who they can talk to. different number of incidences considering child under the age of 18. We wanted to Sex trafficking may also mean a person that sex trafficking is a significantly under- know where all the adults were while this is exploited for a sexual purpose in a variety reported and hidden crime. was happening and where the priority for of ways, such as by being forced to provide Sex trafficking is not only a human rights prevention needed to be. Schools were the sexual services through prostitution, or to violation, it is also the most extreme form of number one system with which survivors in- work in massage parlours, escort agencies or violence against women and girls. It is rooted teracted. Child welfare was in second place in the adult entertainment industry, includ- in gender inequality and presents itself in rac- and organizations serving youth third. ing strip clubs. The victims have little say in ism, sexism and classism at its very worst. We The Public Safety Canada definition of what they are required to do, and where or all share the responsibility for the existence human trafficking reads, “Human traffick- when they work. Most or all of the money is and flourishing of sex trafficking, just as we all ing involves the recruitment, transportation, controlled by their trafficker. have a role to play in ending sex trafficking in harbouring and/or exercising control, direc- The majority of human trafficking in Canada. In fact, the National Task Force of tion or influence over the movements of a Canada occurs for the purposes of sexual ex- Women and Girls in Canada launched a report person in order to exploit that person, typi- ploitation and sex trafficking, which is tar- in 2014 with 34 achievable recommendations cally through sexual exploitation or forced geted at women and girls who are marginal- on how to end this horrific crime and keep our labour.” It is often described as a modern ized, including women who are Indigenous, most vulnerable women and girls safe, includ- form of slavery. migrant or abuse survivors. The RCMP ing the important role men and boys play in There are currently two forms of human report that as of January 2016, there had this. This report is titled in the words of sur- trafficking in Canada: labour trafficking been 330 cases of human trafficking with 94 vivors: We need to find our voices and say “No

32 MASS Journal Spring 2017 More”! Copies of these reports and this research can be downloaded through the links in the ac- companying sidebar, which will direct you to important organizations working to end sex trafficking in Canada. Girls are being sexually exploited, sexu- ally abused and victimized while they are living at home, going to our schools and attending youth programs. How is this so prevalent in our schools and communities? Traffickers count on our lack of education and awareness, and lack of co-ordination and communication with each other to make these safe places perfect recruitment grounds for sex trafficking. Sex trafficking is driven by greed, vio- lence and the demand created—primarily by men—to sexually abuse girls. I have found society minimizes the victimization of sexu- ally exploited girls when we use words such as child prostitute, as if to say she is at fault for her “lifestyle” or “situation.” This cannot be further from the truth. We have to call it what it is: Child abuse. The chart below illustrates how the power of words can be harmful to a 13- to 17-year-old girl who needs us to see she requires protection and not view her as a nuisance.

Child prostitute Child abuse • An older • A young person; person; • They choose • Someone is that lifestyle hurting them and are not and they victims; are being • They put victimized; themselves at • They didn’t do risk/ask for it; anything to put • John/pimp themselves at present; and risk; • No sense • Perpetrator of urgency. present; and Someone else • There’s a sense will help/I don’t of urgency to know how to. save them. Someone call the authorities to stop it!

The National Task Force on Sex Traf- ficking of Women and Girls in Canada con- cluded that things are not getting any better in Canada. In fact, they are getting worse, particularly for girls. The demand for paid sex is increasing for younger and younger

Manitoba Association of School Superintendents 33 girls, and traffickers will meet this demand our children’s bedrooms through a com- Following the release of the National by creating the supply of girls. The number puter, iPad or cellphone. Task Force on Sex Trafficking of Women one risk factor of sex trafficking is being a This is a 100 per cent preventable and Girls in Canada report, The Canadian girl. The average recruitment age is current- crime. There are several organizations that Centre to End Human Trafficking was de- ly 13 and getting younger. have been working in this area in Manito- veloped as a backbone organization to lead This is further complicated by traffick- ba and affecting important and meaning- co-ordination in Canada. This is a strong ers becoming more subtle. Rather than ful change across Canada, including The resource for information, education and presenting as pimps or promoting the Ma Mawi Wi Chi Itata Centre, which is a awareness, engagement and co-ordination. pimp culture, they are manipulating girls member of the Sexually Exploited Youth The Joy Smith Foundation is leading by posing as their friends or boyfriends, Community Coalition in Winnipeg along the work in curriculum development for making it harder to detect their real inten- with 50 other organizations. It is part of schools and in education, awareness rais- tions. Sex trafficking is also moving more the first and longest standing provincial ing and mobilizing of local, regional and online where anonymity can provide the strategy in Canada named after Tracia national groups. perfect opportunity for traffickers to enter Owen, Tracia’s Trust. What can be done? We cannot underesti- mate the power of knowledge to combat sex trafficking and prevent it from happening in the first place. Educators, teachers and many others are at the front lines and play a very important role in raising awareness, running programs to build protective factors, leading co-ordination and communication, and help- ing develop programs that create opportunities for confident girls and respectful boys. Educators, we need your action now! I make presentations across Manitoba and Canada, and each time I present in high schools, there is at least one person who ap- proaches me afterwards to disclose that they know this has or is happening to someone and asking what they can do to help. Please join the circle of helpers and help end sex trafficking in Canada. n

Diane Redsky is the Executive Director of the Ma Mawi Wi Chi Itata Centre.

Learn more You can begin to help end sex traffick- ing by going to these important organiza- tions’ links to learn more about human traf- ficking in Manitoba and Canada:

www.mamawi.com/sex-trafficking www.canadiancentretoendhumantrafficking.ca www.joysmithfoundation.com www.gov.mb.ca/fs/traciastrust www.rcmp-grc.gc.ca/ht-tp/index-eng.htm www.publicsafety.gc.ca/cnt/rsrcs/pblctns/ ntnl-ctn-pln-cmbt/index-en.aspx

You can also attend my presentation, How Educators Can Help End Human Trafficking, at Educating for ACTion: Our Human Rights Journey conference on April 20 and 21, 2017 in Winnipeg. Hope to see you there!

34 MASS Journal Spring 2017

36 MASS Journal Spring 2017 Project 11 Brings Metal Health Strategies to Students in Manitoba

By Suzi Friesen, True North Youth Foundation

he True North Youth of his devotion to kids,” said Craig Foundation Heisinger, also known as Zinger. (TNYF) supports Heisinger is the Senior Vice- three remarkable president and Director of programs: Camp Hockey Operations, the As- Manitou, The sistant General Manager of TWinnipeg Jets Hockey Academy the Winnipeg Jets, as well and Project 11. All three programs as the General Manager of focus on supporting and empower- the Manitoba Moose. The ing youth. man with the longest title Executive Director Dwayne in the organization always Green has a committed team made time to be a friend who understands the needs to Rypien. He was Rypien’s of underserved youth in confidante, someone who Manitoba and who are pas- Rypien really felt comfortable sionate about making a posi- opening up to about his emo- tive impact in children’s lives. tional struggles. Students trust the team created by Currently, Project 11 focuses the foundation. Some youth see the on the middle years’ curricula (Grade staff weekly—on and off the ice—at 5 to 8). However, plans are already in the Hockey Academy, in their home- works for it to expand to Kindergarten to room class during a period where Proj- Grade 4 classes. Partnering with Healthy ect 11 is the focus and during the summer Child Manitoba has helped Project 11 teach- months at Camp Manitou. This consistency ers provide feedback and see the benefits of has really helped students reach their goals the program through the data collection. year-round, helping them learn vital skills Last year, the Grade 5 and 6 curriculum was such as goal-setting, resiliency and the ben- piloted in 86 classrooms across Manitoba. efits of teamwork. According to students’ data collection, the This 2016 to 2017 school year, Project “Knowing program significantly increased their proso- 11 had an overwhelmingly positive response cial skills (helping others); self-awareness of when it came to registration. This mental social, emotional and physical wellness; and wellness program developed by teachers, that students knowledge about what’s involved in main- for teachers, was created in honour of Rick taining a holistic healthy lifestyle. In addi- Rypien. Rypien was a former Manitoba tion to students’ feedback, teachers stated Moose player who wore the number 11 and aren’t alone, that there was a significant decrease in the was planning to wear the same number for level of peer pressure, students’ hyperactiv- the National Hockey League’s Winnipeg is exactly ity and the number of students being bullied Jets. Rypien was clinically diagnosed with by other youth. depression and, after years of fighting, lost Last year’s records from the Grade 5 and his battle with the mental illness in August what Project 6 pilot confirmed there is a need for mental 2011. After his passing, with the blessing wellness education in schools. Both teach- of his family, the discussion around the de- ers and students expressed their admiration velopment of a mental wellness program in 11 is trying to for the program and appreciated the stage Rypien’s honour began. of empathy the program naturally created “I think the logical step to honour- within their classroom community. One ing Rick was Project 11, mostly because achieve.” prominent statistic in our findings was that

Manitoba Association of School Superintendents 37 Nation communities and Winnipeg private schools,” says Green. This year, the focus was to pilot the new Grade 7 and 8 programs. During the sum- mer of 2017, we will not only have all of our data collection complete for the Grade 5 and 6 curricula, but for the Grade 7 and 8 pro- gram as well. The results will help us see how the program is empowering students and teachers, and show where the program could use any modifications or enhancements. Currently, the program’s resources are all online, easy to access and easy to incorporate into the classroom. There are 15 mental well- ness lessons per grade. All the lessons target Manitoba’s English Language Arts and Physi- cal Education/Health Education learning out- comes. Each lesson is divided into three parts: the Warm-Up, Game-On and Post-Game. In each Post-Game, students are asked to reflect in their journals, or Score Keepers. They also have a chance to watch and learn from the the odds of being bullied by others in the Proj- and one in Thompson, Manitoba. This Winnipeg Jets’ defenceman Mark Stuart, who ect 11 classrooms decreased by 54 per cent year, Project 11 is present in 29 school divi- is found in every Post-Game video. from pre-test to post-test of the program. sions across Manitoba, plus eight indepen- Stuart shares his connection to the les- This school year, we trained more than dent and private schools. son by answering students’ questions related 400 Grade 5 to 8 teachers across Manitoba. “We’ve spread to more schools in to the particular theme of the week, such as Two training days were offered in Winnipeg northern Manitoba, along with some First stress, friendship, body image and empathy.

38 MASS Journal Spring 2017 By having Stuart answer questions related “What we’re trying to do is remove personal level from having a mother who to each lesson, students quickly see him as the stigma of mental illness. You’re try- lives with depression, just like Rypien a role model and find him easy to relate ing to look at it just like any other injury, did. When I was growing up, I didn’t to. Recently, we filmed Stuart and some of whether it’s a schoolyard sprained ankle or have the understanding of what she was his teammates sharing who their supports a broken arm. There is just no cast, just no going through nor did I know who to are and what they do to care for their own band-aid,” says Heisinger. ask for support. I thought avoidance was mental wellness. He had mentioned to our Having been a middle years’ teacher, a healthy coping strategy. Project 11 student, Herlinda Dalayoan, that I know it’s challenging for students to The first person I talked to about my his family and friends are definitely part of succeed academically if they are strug- mom’s illness was Stacey Nattrass, (my his support system. He added, “My wife is gling in silence. Whether they are wor- choir teacher at the time). I was already really easy to talk to and helps me out a lot, ried about an obstacle that has surfaced 18 and it wasn’t until she told me that ev- but the thing that I try and remember most in their lives or are having trouble seek- eryone has their own story and challenge is that everybody at some point in their lives ing out emotional support, every student that I really believed for the first time that goes through stress or experiences anxiety, so has their own story. I know this on a I wasn’t alone. This is exactly what Project know that you’re not alone.” Knowing that students aren’t alone, is exactly what Project 11 is trying to achieve. Not only does Project 11 provide each grade with 15 mental wellness lessons, but it also shares 70 intermission videos, in- cluding Fun with Fitness videos with Ace Burpee and Sara Orlesky, with Winnipeg gym owners; Fun with Food videos with local dieticians; and Art Energy videos that promote art as an outlet to relax and unwind. Aboriginal Dance, yoga videos, Music & Rhythm and Mindful Moment breathing exercise videos are also included in the intermission section of the website. These short intermission videos are additional tools teachers can use daily throughout the entire 10 months of their school year. The intention is to promote additional coping strategies for students to reach out to when they are feeling over- whelmed or stressed. Instead of reacting or holding onto tension, students might use one of the strategies learned in the mental wellness lessons or intermissions. A Grade 8 student who was in the program since Grade 6 said Project 11 helped her learn coping strategies to deal with her anxiety disorder. Listening to one of the Mind- ful Moment breathing exercises, making a healthy snack, dancing, working out, practicing yoga or simply reaching out to someone to talk has helped reduce her anxiety over the past three years. You often hear the statistic that one in five Canadians will experience a men- tal health problem or illness in their life- time. This indirectly affects many more Canadians through a family member, friend or peer. Therefore, it shouldn’t be something anyone should need to hide from or think that suffering in silence is their only option.

Manitoba Association of School Superintendents 39 11 has done for today’s youth. Grade 8 student Amber says, “Before, if I thought things, I wouldn’t tell my friends. Now, through learning in Project 11 how ev- eryone has a story, I feel like it’s okay to be open with my friends and talk to them about things that are bugging me. It lets me learn about myself, my feelings and emotions, which are things that are usu- ally never taught in schools.” TNYF’s belief in the importance of mental health awareness and having the right people—including a team of passion- ate teachers, a supportive TNYF board, education committee, Craig Heisinger, Mark Stuart and our newest member of the Project 11 team, Eric Comrie who’s joined us this year from the Manitoba Moose—have really helped make a sus- tainable difference in over 8000 students’ lives. “I find Project 11 beneficial in that it gives students strategies to use to cope with everyday difficulties: how to deal with stress at home, frustration with school work or conflicts with friends. I have seen quite a few students benefit in their abil- ity to stay calm instead of lashing out in anger at others or to use one of the conflict resolution strategies when they are arguing with a friend over recess games. One of my most guarded students who never shares any really personal information, opened up about some of the difficulties he has at home on a worksheet and since then he has been talking to me a lot more about things that are going on in his life,” says Brandi Meilleur, a Grade 5/6 teacher. Providing students with the opportuni- ty to reflect, become more self-aware and feel comfortable talking about the subject of mental health has intrinsically motivat- ed so many students to embrace positive coping skills into their lives. I believe Craig Heisinger said it best: “We’re the ones who are executing the program, but it’s Rick who made the dif- ference. He’d be smiling down on this and he deserves a great legacy.” n

Suzi Friesen is the Director of Edu- cational Programs for the True North Youth Foundation.

For more information about Project 11, visit projecteleven.ca.

40 MASS Journal Spring 2017 A Community of Well-Trodden Paths By Vinh Huynh, Hugh John Macdonald School

cholar Raimon Panikkar’s words paint the vision of community we are endeav- ouring to live out at Hugh John Macdonald School in central Winnipeg. S“Our country—with its stated beliefs in civil, democratic and diverse society—rests on an assumption that everyone is at the table (in the circle),” says Elder Dr. Myra Laramee. “Yet the reality is that not all resi- dents on Turtle Island are able to access the learning and livelihood to lead lives of dig- nity, peace and prosperity.” Those of us who are at the table, in a place of privilege and well-being, are re- sponsible to look around to see who is not in the circle. Once we see our fellow citi- zens who are absent or excluded, we need to make a sustained and conscious effort to go to where they are and walk with them to their places. “Our hope in the future is … well-trodden To live in a society where all can flourish together, we need to walk those paths be- paths from house to house.” tween houses until they become well-trod- den, familiar and ingrained in our sense of – Raimon Panikkar place. This is what the essential work of rec- onciliation and relationship building must 20th century on Treaty 1 land, Hugh John academic achievement … Among the most look like in our country as we work toward Macdonald School has become a meeting important purposes is the development of the North Star of inclusion where we accept place where Indigenous people, settlers and critical evaluation skills, such that we de- each other as fellow citizens, as sisters and newcomers gather together as learners in a velop citizens with challenging minds and brothers. community that is constantly evolving. The dispositions, who become active, competent Guided by the philosophy of being an school’s philosophy shapes a network of liv- and thoughtfully critical in our complex intercultural community school of Grades ing and learning relationships responsive to world. This includes critical evaluation of 7 to 9, Hugh John Macdonald School aims the neighbourhood’s intercultural identity. the political issues that affect the person’s to be not only a second place (where we In this dynamic context, diversity is not a community, country and world; the ability study or earn our livelihood), but what Ray static description but a flexible interplay be- to examine, reflect and argue, with reference Oldenburg calls a third place, an anchor of tween the spectrum of differences and the to history and tradition, while respecting self community life that fosters broader, more mutual transformation that occurs through and others; having concern for one’s own and creative interaction for the building of civil genuine interaction. others’ life and well-being; and the ability to society, democracy, civic engagement and This process of learning and teaching imagine and think about what is ‘good’ for self establishment of a sense of belonging. is reflected by Martha Nussbaum in John and others.” (Nussbaum, 2010) Like many schools in the Winnipeg Hattie’s Visible Learning for Teachers: “The This spirit of seeking what is good School Division that were built in the early purpose of education consists of more than for self and others enables the school as a

Manitoba Association of School Superintendents 41 community hub to advance this work of the cultivating health in both students and their learn and live in community with each other. commons to deliver the interdisciplinary ser- surroundings. Our work in building relation- This framework of relationships acknowledg- vices, learning and teaching, and activities ships encompasses four essential elements es that diversity enriches experience and is a that students, their families and communi- that deepen our understanding of the effort to source of resiliency and growth. ties require before, during and after school nurture health in community. The work of relationship and reconcilia- and during extended school breaks. Bill 12, The first element, best called the core, is tion holds both promises and challenges due which was enacted in the Manitoba Legisla- central to the identity of both the individuals to our community’s quickly evolving demo- ture in 2012, describes the community school and their communities in terms of the beliefs graphics, changed by overlapping migrations philosophy under which many schools in the and values that underpin their world views. of people groups. How do we, as school and province, and Winnipeg School Division The second element, self, is reflected in community, become safe and vibrant places (including Hugh John Macdonald School), questions such as: Who am I? Do I matter? of learning and transformational growth? operate: Do I have a voice? Do I know how to sound How do we extend and sustain the Circle of • Schools are an integral part of the com- my voice? Courage—a sense of belonging, mastery, in- munity; Most obvious when we think of relation- dependence and generosity—which Dr. Mar- • The whole of the community in which the ships is the third element, each other, about tin Brokenleg outlines as universal growth school is located—including its agencies, which we ask: How do I relate to people with needs for all children? A key capacity to influ- organizations, businesses and trades—is a whom I share this place, including family, ence this work rests in a committed, knowl- resource for the school; friends, colleagues and community members? edgeable and diverse staff whose selection, re- • Parents are partners in their children’s The fourth element draws attention to tention and growth are based on three criteria: education and are encouraged and offered place, such as the land and water from which 1. Character and compassion (Do you have opportunities to have meaningful involve- we draw life. Where do I come from, Where passion and interest in the work?); ment in their children’s education and the am I going, Why am I here? are questions that 2. Competence (Can you do the work?); and planning process for the school; populate this sphere. 3. Chemistry (Can we work together harmo- • The culture of the students and the cul- These questions guide our work in rec- niously?). ture of their community is reflected in the onciliation with Indigenous people and the As we hold to a high standard in imple- school; and work of hospitality to newcomers. They give menting these three criteria, we observe the • School facilities are community resources substance to the recognition that “We are all emergence of a pattern of staff demographics: and are shared in accordance with the Treaty People” with a shared humanity. This remainers, returners, relocators. Remainers school board’s community use policy. way of being is reflected in the worldview of are from the neighbourhood and have chosen By recognizing and affirming the cur- interconnectedness that all are related and, to stay and work within the school communi- rent and potential transformational impact regardless of our places of origin or current ty. Returners have left for learning and experi- of community schools, Bill 12 encourages circumstances, we are all in kinship with each ences, then opted to return to work in their schools to consider these principles for com- other and are responsible for each other. home community. Relocators are from other munity learning to advance students’ learn- Working within this balance of indigene- places and have chosen to contribute to the ing, health and well-being. Critical to these ity and intercultural identity, students, staff common good in their new adopted place. principles is the strength-based perspective and caregivers at Hugh John Macdonald Woven from these three threads, our staff’s that focuses on the particular abilities and gifts School cultivate a milieu that affirms indi- breath of perspectives and depth of experi- already existing in each community. vidual selves while offering opportunities to ences allow them to serve our students and Accompanying this perspective is a spirit relate with each other from the strengths of families well by offering measured and timely of cooperation that weaves the personal and respective identities. Through daily and sus- responses to the host of complex learning is- collective strengths to create a matrix of re- tained time working toward a shared purpose sues that require our thoughts and attention. lationships between individuals, groups and of learning and teaching, we are mutually in- This service is not done in isolation but organizations to amplify this shared work of fluenced and transformed as we look, listen, in partnership with all members and orga- nizations in the community who are com- mitted to safe and vibrant places. We make deliberate efforts to cultivate partnerships to offer community learning alongside orga- nizations such as the Manitoba School Im- provement Program: The Peaceful Village Program; Boys and Girls Club of Canada; Rossbrook House; Immigrant and Refugee Community Organization of Manitoba (IRCOM); and many others. We work in unison to offer both an extended school day and extended learning through the course of the year. Drawing on community partners to resource student learning ultimately lightens

42 MASS Journal Spring 2017 the load by mitigating learning gaps while Newcomer Literacy Initiative, which is now years) in Thompson, Manitoba enriches this enhancing learning opportunities. Together in its ninth year at Hugh John in partnership work. We have travelled to each other’s com- with all our partners, our community is able with IRCOM. With these classes situated in munity and learned about unique strengths to offer students a strong matrix of academic the school, parents are able to receive English as and opportunities relating to land and liveli- learning and extensive range of interest-based an Additional Language (EAL) learning within hood in our respective places. The students co-curricular learning supported by dedicated walking distance, side-by-side with their chil- from the north learn about bike building community staff. dren, and supported with childcare for younger and repair, and get to enjoy a historic learn- From our students’ perspective, these siblings so they can focus on learning. ing tour through Winnipeg on bicycles. In principles and ideas are lived out in their When the instructional day is finished, stu- return, Hugh John Macdonald School stu- learning. It begins with dignified simplicity dents can access extended academic learning dents receive teaching from elders on the at the start of a school day with breakfast su- through The Peaceful Village Program, Boys land, sample post-secondary learning streams pervised by educational assistants and funded & Girls’ Raising the Grades, Rossbrook House at University College of the North, and expe- through a grant with the Child Nutrition and IRCOM. When the school year draws to a rience livelihood opportunities through visits Council of Manitoba, and a subsidized lunch close in June, these same partner organizations with local industries. that offers healthy nutrition. Students thus are support students with a range of learning ac- These are some of the many ways we walk prepared for academic learning supported by tivities through the summer months. well-trodden paths between each other to cul- a number of partnerships such as The Bridge: Our learning also includes the essential tivate hope for reconciliation. In the course Music Learning for Life (Desautels Faculty of relationship element of place. Land-based of our journey, as we listen to each other, we Music at the University of Manitoba offers learning opportunities recognize that be- can learn about our common humanity and jazz instruction to students); The WRENCH ing on the land and water is essential for a live out the ideal that we are all related. It is (bike repair workshops), Faculty of Medicine deeper understanding of our responsibilities this kinship that gives reason for the work of (numeracy and science tutoring); and conflict in the work of reconciliation. Since 2009, building a Canadian society that is truly com- mediators from Menno Simons College (de- we have worked through such mediums as passionate, just and respectful for all who call velop restorative practices). gardening, and bike building and repair, to Turtle Island home.n At the same time that students are engaged advance our learning on the land. Ongoing in their learning, newcomer parents are able learning exchange with Oscar Lathlin High Vinh Huynh is Principal of Hugh John to access English classes up to Canadian Lan- School, Opaskwayak First Nation (six-year Macdonald School, which is located in the guage Benchmark 4 for adults through The partnership) and Juniper Elementary (two Winnipeg School Division.

Manitoba Association of School Superintendents 43 n the fall of 2015, the Manitoba Manitobans have filed human rights complaints Human Rights Commission published every year, with complaints filed based on dis- their annual report.1 Not much was ability discrimination, accounting for an annual seen or heard of this report and yet it average of 41 per cent of all complaints filed, shows some startling data with regards according to Barrier Free Manitoba.2 to disability in Manitoba. The funda- Manitoba is in the midst of developing and Imental principle underlying the code is recogni- adopting standards in support of the Accessibility tion of the individual worth and dignity of every for Manitobans Act 3, passed in November 2015. person. The rights and responsibilities set out The standards address barriers and set out in the code ensure we have equal opportunities requirements in these five key areas of daily and are not discriminated against on the basis of living: any of the following characteristics: • Customer service (this includes customers of • Ancestry, including colour and per- our education system and these were passed ceived race; in November 2015); Disability, • Nationality or national origin; • Employment (currently under develop- • Ethnic background or origin; ment); • Religion or creed, or religious belief, reli- • Information and communication; Social gious association or religious activity; • Transportation (sector specific); and • Age; • Built environment. • Sex, including sex-determined characteris- By addressing these barriers in a sys- Justice and tics, such as pregnancy; temic way, it is hoped in the long-term that • Gender identity; Manitobans can expect a decline in reported • Sexual orientation; human rights complaints based upon disabil- • Marital or family status; ity. However, in the short-term, as a province Manitoba’s • Source of income; we need to better educate the public on dis- • Political belief, political association or politi- ability rights, discrimination and reasonable cal activity; accommodation. There is no better place to Public • Physical or mental disability, including reli- concentrate these efforts than with our chil- ance on a service animal, wheelchair or other dren, youth, educators and families served by remedial appliance or device; and the education system. Education • Social disadvantage. Events such as We Day are opportunities to Overall, disability discrimination com- build interest and encourage students to increase plaints accounted for more than 45 per cent of their own awareness and cultivate a deeper all complaints filed with the Manitoba Human understanding and support for fundamental System Rights Commission in 2015 (see Figures 1 human rights challenges that exist around the and 2). Disability discrimination accounted for world. They promote the concept of global more complaints than almost all the other 12 citizenship. This is very important as our world By Anne Kresta, Education protected grounds combined. grows ever smaller, and as our youth develop Solutions Manitoba Further, over the past 15 years, disabil- into compassionate contributors to a global ity discrimination has been the top reason economy. And yet, all too often, we overlook

Figure 1. Figure 2.

44 MASS Journal Spring 2017 the biases and discrimination taking place on for strategies needed to accommodate others. a small group, and that is focused on specific our playgrounds during recess, and in our For example, the visual cue cards used to teach outcomes; and lunchrooms, classrooms and schools. a child with autism the sequence involved in Longer-term in a one-on-one or small group Take a moment to ponder the following: entering a classroom and preparing for circle setting that is focused on individualized out- • How often are students with intellectual time also helps his classmate who is a newcomer comes with specific outcomes and plans in place disabilities, autism spectrum disorder, fetal to Canada without the English language skills to that are regularly reviewed. alcohol spectrum disorder, cerebral palsy, understand verbal instructions. Arrows within the diagram show how any learning disabilities and other disabilities Consider the Inclusion Process (Figure pull-out scenario is not intended to be irrevers- meaningfully included on student councils, 3) outlined in the New Brunswick Human ible, but with an eye to returning the student to invited to attend student leadership events, Rights Commission’s guidelines on the regular classroom with typical peers as much and encouraged to speak about their experi- Accommodating Students with a Disability6 as possible. ences, hopes and dreams? as an illustration of how Manitoba’s educa- In Manitoba, a unique tool has been devel- • How well do typically developing chil- tion system ideally can and frequently does oped to help schools work through the process dren and youth really know their same age approach inclusive education. of assessing where they are at in terms of their peers living with learning and functional At the centre of the process is the expectation school culture and plan for the future. Planning challenges? that all students must be accommodated within Inclusive Cultures in Schools (PICS) explores • Where are students with disabilities found the regular classroom. This occurs as the result the practice of inclusion in any school from within our schools? Are they in inclusive of support to ensure access to the school (taking many different perspectives (www.pics-esm.ca). classrooms or taking part in segregated life into account physical accessibility, the medical Representative members of the school commu- skill training, especially as they progress needs of the student, environmental and other nity (administration, teachers, parents, support through their high school years? factors), support to the teacher (instructional staff) develop a profile of the current school Our schools and the society our children strategies, practices and support with problem- culture and gather the quantitative and qualita- are growing into must accommodate a wider solving), and support to the student in the tive data to support the school planning process. diversity of humanity than ever before and regular classroom (use of teacher assistant time, With Creating Student Success, PICS helps par- our education system must prepare all of us to and assistive technology). Provisions are in ticipants work through a series of domains and accept, embrace and expect this diversity. place for times when, even with supports in the indicator statements addressing both the more Just as we must thoughtfully teach our chil- regular classroom, a student may need to spend macro-level school processes as well as more spe- dren about the history of colonialism and our time out of the regular classroom. These include cific classroom and instruction practices. It has obligations to support our Indigenous neigh- two scenarios: been extensively used in River East Transcona bours and friends, and how to welcome new- Short-term and individualized support out School Division, as well as within elementary, comers from other cultures and countries, we of the classroom that may be one-on-one or in middle and high schools across the province. must also teach them about the inherent gifts presented to us in the diversity of abilities in our INCLUSION PROCESS classrooms, schools and province. This means we must address our own fun- 2 damental understanding and biases related to 1 Support to teacher 3 people with disabilities. Taking the time to Support to ensure physical Support to student in the access to school • Instructional strategies regular classroom think through and challenge these biases is an • Instructional materials important part of our own life-long learning and Factors: • Problem-solving • Accessibility • Teacher assistant time evolution as leaders in our education system. • Medical • Assistive technology In Manitoba, we have both an overarching • Environmental • Other philosophy of inclusion4 and an amendment to • Other the Public Education Act that outlines how stu- dents with special needs must be accommodated in our schools. The individual education plan Student in regular classroom in (IEP) can and does serve as a jumping off point community school, with support for specific adaptations and modifications to school curricula, but even when it is not present, all school divisions and schools have an obliga- 4 5 tion to provide “appropriate educational pro- Selected short-term and Significant time in one-on-one or gramming that fosters student participation in individualized support out of small-group setting that is as close both the academic and social life of the school.”5 the classroom, as required, in to normal as possible community school Thoughtfully planning for and supporting • Specific plan a truly inclusive culture within our schools is • Focus on specific outcome • Identifiable outcomes • Regular review not an easy task, but it is also not an impossible • One-on-one, or • Small, appropriate group one. Lessons learned from accommodating one group of students often provide building blocks Figure 3. Used with permission from the New Brunswick Human Rights Guideline.

Manitoba Association of School Superintendents 45 Some important considerations as teach- which are inappropriate for some • Engaging in reactive and reflexive teach- ers, school administrators and school division learners; ing practice to enhance inclusive teaching leaders grow in their understanding and • Using approaches to teaching which competencies.7 practices of inclusion include the following encourage teachers to innovate and There are emerging schools of thought and methodology-related objectives, as outlined adapt curricula and materials to local action helping teachers build their competencies by UNESCO (2013): contexts; as classroom mentors and leaders in learning. • Taking a systematic approach to welcoming • Engaging in formative and authentic forms Supporting our teachers so they have a sense of diversity and identifying barriers to inclusive of assessment; their own capacity to teach their students, not education; • Developing personalized learning approach- just what to learn but more importantly, how to • Promoting and facilitating learner-centred es for students; learn, can be facilitated through learning about teaching; • Ensuring good quality supervision and sup- concepts like the three-block model of universal • Employing interactive and varied port for student teachers; design in learning8 and teaching students versus teaching and learning approaches, • Ensuring extensive teaching practice (practi- curriculum in ways that respect their learning and avoiding the overuse of methods cum); and styles, developing competencies that will serve as they grow and develop. As parents and community members, it is our duty to appreciate our education system and support our teachers, especially as they strive to create innovative and inclusive environments for all of our children. Working together to appre- ciate the challenges and rewards of inclusive education can only help us as we move forward with enacting the Accessibility for Manitobans Act, reduce complaints of discrimination and move towards a society where everyone has a place, a valued role and are appreciated for their contributions. n

Anne Kresta is a disability advocate, inclusive education consultant and partner in Education Solutions Manitoba.

Notes 1. The Manitoba Human Rights Commission and Human Rights Adjudication Panel ANNUAL REPORT 2015. 2. www.barrierfreemb.com/ whatsnew/173/360. 3. www.gov.mb.ca/dio/pdf/introducing_ accessibility_for_manitobans_act.pdf. 4. MB Philosophy of Inclusion. 5. Amendment to Public Education Act, 2013. 6. Guideline on Accommodating Students with a Disability, 2007, The New Bruns- wick Human Rights Commission. 7. Kaplan, Ian and Ingrid Lewis, 2013, Promoting Inclusive Teacher Education, UNESCO Bangkok. 8. Katz, Jennifer, The Three Block Model of Universal Design for Learning (UDL): Engaging students in inclusive education, 2013, Canadian Journal of Education / Revue canadienne de l’éducation, Vol. 36, No. 1 (2013), pp. 153-194.

46 MASS Journal Spring 2017 Manitoba Association of School Superintendents 47 Teaching an Indigenous Language

ABOVE: Celina Dumas and Lily Moose with the school’s welcome sign in the front lobby of the school.

LEFT: Mrs. Cooper’s Grade 2 Cree bulletin board celebrating I Love to Read month. By Celina Dumas, Wapanohk Community School

apanohk Com- be difficult to teach at school, although it is styles of all students, which include those with munity School possible. no prior knowledge of Cree. Daily exposure to has been a leader Children are excited to learn the Cree lan- the Cree language is rewarding for all individu- in teaching an guage and teachers are excited to share their als who are part of the learning community. Indigenous knowledge. Teaching an Indigenous language The Cree educators work together to en- language. The takes determination and effort by all to ensure sure language learning is successful not only WSchool District of Mystery Lake designated students are successful. in their classrooms but in the whole school. Wapanohk Community School as a Cree bi- Indigenous language teaching at Wapanohk Students at Wapanohk Community School lingual school in 2001 to ensure the preserva- Community School has been a difficult process, are exposed to Cree on a daily basis using vari- tion and revitalization of the language. Cree is but the successes are rewarding for students, ous strategies, including morning announce- the dominant language in northern Manitoba parents and educators. The language educators ments, greeting students and giving directions and is the main language spoken in surround- take great pride in educating students in the in Cree. Students are encouraged to learn the ing communities. The dialects differ, but this proper use of language. The English alphabet language by listening and speaking it through- does not hinder the ability for individuals to sounds dominate the learners’ language use and out the day. They are encouraged to be proud communicate with one another. the work begins in introducing the Indigenous of their efforts in language learning, but it is Today’s society values the teaching of an sounds. A learner must change the English also important that these efforts are recognized Indigenous language, and the importance speaking brain to an Indigenous speaking brain throughout the school. of language revitalization is at the forefront as Indigenous languages do not have the same Wapanohk Community School is a diverse of many educational systems. The Truth sounds as the English phonological system. community of Cree speakers. The school has and Reconciliation Commission of Canada The Indigenous language teaching re- one Cree class designated from Kindergarten (2015) has recommended that Indigenous quires many hours of preparation because the to Grade 8, and two Cree-as-a-second-lan- languages be included in school curriculum. language teachers create their own resources guage teachers. The teaching of Indigenous language is a for use in the classroom. The School District The tremendous support among this group difficult process than other types of learning, of Mystery Lake is fortunate to have a Cree of people is apparent in the building, of which and the ability to speak an Indigenous lan- language co-ordinator who assists teachers the language is heard and seen throughout. guage is somewhat dependent on exposure at in creating and producing resources to make Children are no longer hesitant to speak their home. A child’s first teacher is their parent. teaching the language an easier process. The language and many take great pride in shar- If the language is not taught at home, it will resources assist in reaching the diverse learning ing their language knowledge. Caregivers are

48 MASS Journal Spring 2017 often quite pleased to walk into the building around language are being asked. The best form experiences using techniques to meet various and hear their children speak Cree. Many have of language learning is through daily oral con- learning styles. A language learner will succeed commented that it is wonderful to teach the versations with daily repetition. History proves with encouragement, praise and continuous Cree language in today’s educational system as many Indigenous cultural beliefs and traditions opportunities. they did not have that luxury. have been passed down through oral communi- The goal of Wapanohk Community cation. Language is the base of culture; without School is to revitalize and preserve the lan- language, you have no culture. guage, not only to the students, but also to Today, we have the opportunity to revital- the school staff and the community members ize Indigenous languages through the children of Thompson. The Cree co-ordinator offers of various Indigenous groups. It is important Cree classes to adults and is well received by to realize that Indigenous language educators various community members. It is difficult to are also learning to teach language. In recent reach out to parents to join the classes as lan- history, educational institutions did not offer guage learning was not permitted when they courses in teaching Indigenous languages. The Here is the English translation of this Cree attended school. Various evening programs teaching of Indigenous language is new in to- paragraph: All of us must continue to use the are made available to community members to day’s schools and is now gaining much more Cree language. It was almost lost to us, but we entice them into the school and to make them interest in school divisions. Generations before are all working to revitalize the language. We feel welcomed. The evening programs never have always learned their language with hands- must teach our children the language to en- disappoint as the Cree language is being used, on teaching. sure it is not lost. Our children are our future throughout the evening in the conversations. Indigenous language teaching is an oppor- and it will be these children who will carry the The simple directions or stories are shared in tunity for today’s youth to reconnect with their language in years to come. Our children must both languages, but the use of Cree has a larger cultural identities using language. The school hear Cree daily to ensure they are learning and impact. offers a unique group of educators who all have using the language. n The impact of the language allows for bond- the same goal: preserving language through ing between individuals in the Cree culture. education. Cree language is a concept that can Celina Dumas is a Vice-Principal at Wa- Many people will begin to experiment with be picked up quickly. All individuals interested panohk Community School in Thompson, the Cree language and learn how to say certain in learning must have daily exposure. Students Manitoba. Wapanohk Community School is terms. This is success because the questions are exposed to the language through personal part of the School District of Mystery Lake.

Manitoba Association of School Superintendents 49 Buyer’s Guide

ADMINISTRATION SOFTWARE DUCT AND ASBESTOS REMOVAL FIRST NATIONS EDUCATION atrieveERP HR, Payroll & Finance...... IBC Advance Robotic Services...... 6 Keewatin Tribal Council...... 47

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50 MASS Journal Spring 2017