introduction01 a word on words04 fears & phobias06 your sexual self12 the transgender journey16 coming out20 our inner circle26 the body image brainwash32 find a health care professional36 coping with fears and challenges38 reach out: resources42 AAgainstgainst HHomophobia,omophobia, BBiphobia,iphobia, ttransphobiaransphobia aandnd hheterosexismeterosexism

Knowing and accepting yourself as gay, lesbian, bisexual, transgender, two-spirit or just plain queer can be a freeing experience. It is also something that you should feelproud about! Acknowledging and accepting your sexual orientation and gender identity can be a unique and amazing journey. It may also present challenges at times. This awesome journeyACKNOWLEDGEMENTS will happen over a lifetime and will be different for every person. The Rainbow Resource Centre would like to acknowledge the contributions Itof will the following almost individuals, always organizations, include and the businesses: process of coming out to ourselves and others; discoveringAuthor: the Reece uniqueness Lagartera of the queer community; and working through some diffiIllustrations: cult personal Leticia Spenceand social attitudes. It may infl uence some of your current Design: Blindside Creative friendships,Photography: and Daryl Malone lead Photography to new friendships and relationships that will last a lifetime. Editor: Oya Creative TheA big purposethank you to theof Rainbow this bookletResource Centre’s is to Youth share Group informationand about some of the challenges, providePeer Project resources 4 Youth. Without to your help input, youthis booklet cope, would and not be let possible. you know loud and clear: It is our hope that we were able to refl ect your experiences. you are not alone! Thank you to Shelly Smith for supervisory support, and to all the editors, contributors, and models for taking the time to participate in the development of this booklet. 1 The bumpy parts can be tough. Family, friends, culture, and religion may be really important parts of our lives, and they can infl uence how we feel about ourselves. Whether we know phobiait or not, there may be times when family and peer pressures, along with negative social messages, will play a signifi cant role in the journey. These experiences will almost certainly cause some unpleasant moments along the way, and may even infl uence our personal decisions.

Negative messages are often the result of fears or phobias which, in the case of sexual orientation and gender identity, include things like homophobia, biphobia, transphobia, and heterosexism. They can affect our well-being in several ways. What’s important to understand is that these “phobias” can infl uence the decisions we make, which not only affects ourselves, but others as well.

2 Good things happen too! Not all of our experiences will be negative. In fact, many of the messages we hear may be very positive, and many of the people in our lives may be very supportive. Learning about how homophobia, biphobia, transphobia, and heterosexism affect our health and wellness can lead to informed and healthy decisions. Being informed can positively impact our mental, physical, sexual, emotional and spiritual selves.

3 A Word On Words The Queer Umbrella Throughout this booklet, the word “queer” will be used as an umbrella term to refl ect our lives as gay, lesbian, bisexual, transgender and two-spirit people (glbtt).

Language is powerful: words such as dyke, lesbo, fag, sissy, and queer can and have been used in hurtful ways. Today, there are many queer folks who now use these words in a positive way, and have redefi ned them to celebrate our identities and differences. Even though many of us have reclaimed some of these words, it’s important to understand that it’s not okay for anybody to use this type of language in a mean or hateful manner. Hate is still hate, regardless of who’s using it; and being the target of hateful or hurtful language will cause us all to feel badly about who we are as queer people.

We want to encourage people to feel good about who they are. So it is important to understand that negative infl uences may affect our ability to see and choose positive infl uences.

4 Understanding some of the reasons why we undervalue ourselves goes a long way toward helping us embrace ourselves, gay and each other. lesbiantransgender bisexualQueer two-spirit 5 Fears & Phobias Rain on the queer umbrella Homophobia Homophobia is the irrational fear, dislike, hatred, intolerance or ignorance of gay, lesbian, and queer people (and/or those perceived to be gay, lesbian or queer).

Forms of homophobia can be expressed within the language we use, such as statements like “that’s so gay.” It can also be found in the attitudes some people share, such as a belief that being queer is wrong, immoral or unethical.

We might hear these social messages at home, on TV, in school or in our communities. So it’s not uncommon for those of us questioning our sexual orientation or gender to take in these negative attitudes and beliefs and start to believe them ourselves. This is called internalized homophobia. It can deeply affect our self-esteem, self-worth, the choices we make, and ultimately our goals of living a happy, healthy and productive life.

The discrimination we sometimes experience (at school, work, places of worship, housing complexes, hospitals, and even from law enforcement FEARS6 & offi cials) can also affect our attitudes about ourselves and our right to be who we truly are. These forms of discrimination (both obvious and hidden) are known as institutionalized or systemic homophobia.

Another form of homophobia is called personal homophobia (our personal actions towards queer people). Name-calling, using hateful language and physical assault are all forms of personal homophobia. This can create a huge amount of stress and even social pressure to be homophobic ourselves, affecting our health and well-being.

Biphobia Biphobia is the irrational fear, dislike, hatred, intolerance and/or ignorance of bisexual people (and/or those perceived to be bisexual).

Bisexual people are often seen as invisible within the queer and heterosexual or “straight” communities because bisexuals are attracted to the individual, regardless of that person’s gender identity. Biphobia happens not only in the straight community but in the queer community as well. Bisexual people often encounter negative attitudes such as being called “fence sitters,” and are sometimes accused of being confused about their sexual orientation. In reality, the majority of us, at one or more points in our lives, have either thought about or explored our attractions and feelings for the same and/or opposite sex/genders. These feelings are normal, common, and natural. PHOBIAS7 Transphobia Transphobia is the irrational fear, dislike, hatred, intolerance and/or ignorance of those who identify as transgender (and/or those perceived to be transgender).

Queer or not, anyone can be transphobic. Similar to homophobia, transphobia can present itself culturally (how society treats us), institutionally (policies or rules that discriminate against others), internally (how we feel about ourselves), and personally (our actions towards others).

Heterosexism Like any other social prejudice, such as racism or sexism, heterosexism is the prejudiced belief that heterosexuals, or “straight” people, are socially and culturally superior to queer people.

A common example of heterosexism is the assumption that everyone is straight. This often happens without even thinking about it. It might present itself in a simple way, such as asking a girl/woman if she has a “boyfriend’ or “husband” rather than a partner or signifi cant other. The heterosexist assumption is that because she’s female she would naturally be dating a male.

If we believe that queer people are not equal or deserving of being equal, then we are engaging in heterosexism. Throughout history, and today, queer people exist in all cultures and same-sex sexual behaviour exists in all forms of life.

8 Acceptance of being gay, lesbian, bisexual, transgender, or two-spirit is a freeing, wonderful and positive experience. It can be a source of pride, celebration and dignity; some even call our sexual orientation and gender identity a gift. Homophobia, biphobia, transphobia and heterosexism cause us a lot of stress (even in ways we are not aware of) and affect our personal choices. Being aware of this can help us cope in ways that are healthier and less damaging to our physical, emotional, sexual, psychological and spiritual well-being. 9 NICOLE’S STORY

I started high school thinking it would be different compared to middle school. But within the first few weeks, I was judged and scrutinized and I couldn’t wait ’till June. Apparently my school labeled me as queer even though I never came out, which I didn’t mind until they attacked me verbally. First it was gay, then homo. The worst for me was faggot. My peers would blame me for mistakes and humiliate me when I walked by. I tolerated it until the day my locker was vandalized. In permanent marker were the words “YOU’RE A EMO FAG” written across my locker door. How lovely to walk into my school and see this; especially since people lined the halls snickering. I could handle the name-calling and hate towards me, but actually taking the time to trash something of mine crossed the line. I finally went to a counsellor with a friend. We talked a lot and it felt great to get problems off my chest. (My locker was also cleaned a few days later by a janitor.) Even though I moved to a different school in grade 10 for vocational purposes, I won’t forget that sick feeling of homophobia and will not stand for it again. - Nicole, 15 10 “ I wouldn’t change even if I could because there isn’t anything wrong with ” me. 11 Your Sexual Self It’s your own decision

Sexual Orientation & Identity Sexual orientation is about who we are attracted to physically, emotionally and sexually. There is a range of attraction we can have for one another. Sometimes our attractions do not necessarily refl ect how we identify ourselves. For example: a man might call himself gay but is occasionally attracted to a woman; a woman may call herself a lesbian but is occasionally attracted to men. It does not mean that we have to, or will, act on those attractions. But if we do decide to act on our attractions, it does not change who we are, or how we identify ourselves. 12 It is a personal decision as to how we identify ourselves (gay, lesbian, bisexual, transgender, two-spirit or straight) and who we decide to be intimate or have sex with.

Sexual Behaviour Sometimes our sexual identity is different than our sexual behaviour. For example, because of homophobia, biphobia, transphobia, and heterosexism, a person may choose not to “come out” even though they are sexually active with someone of the same sex/gender (discreetly or openly). It’s important to respect others’ decisions not to come out because we may not be fully aware of their personal circumstances.

Health and Safety When deciding to have sex, knowing how to protect yourself from sexually transmitted infections and unintended pregnancies is important. Other safety issues can also occur as a result of engaging in sex with others, such as emotional and physical harm. Try to make sure that you have access to a social and/or support network, like a buddy or counsellor, in case something unexpected happens and you need help or information. You can refer to the Reach Out section at the back of this booklet for suggestions.

13 All About Gender: Roles, Identity and Expression We live in a society that generally acknowledges only two distinct genders, male and female. This is known as the gender binary, and this binary leaves little room for people to openly express their gender in a way that feels right for them. Gender is also a socially constructed concept or idea of what is male or masculine, and what is female or feminine (e.g. blue for boys and pink for girls).

Gender roles refer to the roles that society assigns as appropriate for women or men. For example, the expectation that women raise children and men make money.

Our gender identity is how we personally choose to identify ourselves – male, female or transgender.

Some of us have an appearance, or gender expression, that is perhaps different than society’s expectation (e.g. a woman who appears to be more masculine or a man who appears to be more feminine). We have been bullied, excluded, alienated and at worst, abused or treated violently because of it. It’s important for everyone, queer or straight, to celebrate all gender differences.

14 We’re a multifaceted community that expands beyond society’s gender expectations. Our self- determined gender is what we personally make it: emotionally, psychologically, and even physically. Our individuality should be based on who we are as people, not on what society expects us to be or what is between our legs. Our gender identity and gender expression are our decisions alone.

15 16 TRANSGEN The Transgender Journey

Being transgender can be doubly diffi cult because under the queer umbrella, transgender people are seen as a minority group within another minority group. Throughout the life-journey of transitioning (the extent of which is defi ned by the transgender individual), it is important to reach out to social supports. Counsellors and other community care providers can help assist in the transition process.

Beware the Quick Fix Understandably, some transgender individuals want to transition quickly in order to live as their “true” self. The sense of urgency to transition may cause some people to make the wrong decisions, but for the right reasons. For example, the journey of transitioning can be a long, costly and diffi cult process. It may cause people to look for shortcuts like ordering hormones off the Internet rather than from a legitimate pharmacy, and choosing to administer the hormones themselves.

17 NSGENDER QuickThis might be fa “quick ix fi x,” but what is ordered off the Internet may be unsafe. There can also be serious and long-term negative health effects when using hormones not prescribed by a specialist. The process of administering hormones should always be done in consultation with a qualifi ed health care practitioner. Professional care from doctors, nurses and counsellors is important so the transition itself is a safe and healthy process.

Social supports are also available for friends and family who may want to gain more knowledge and understanding. Whether the transition includes a name change, hormone therapy, or any kind of body change, only that transgender person should determine what that transition looks like and what feels most comfortable.

18 JENNIFER’S STORY

When I was fifteen, I admitted to myself that I was a transwoman. Seeking support, I came out to people I considered the closest of friends. One friend cut off all contact, saying that his parents wouldn’t like it if they found out about me. Another wanted me to talk with a pastor, to try to see that what I wanted was sick and immoral. I felt betrayed, nearly worthless and believed it was my fault. I felt if I could convince myself not to be who I was, I would get my friends back, and everything would be okay again. Any negative experience, even a single small one, overrode the countless positive ones. The phobia that shaped others’ way of thinking began to affect mine. I worried that someone would take it a step further than simply not wanting me in their life anymore. Much later, I realized that I couldn’t let others’ fears and bigotry make me afraid of being myself. I still bear emotional scars formed by years of fear; they will never go away. I can only live and hope for a time when others won’t have to suffer the same hurt. Jennifer Stien, 17 19 COMING To yourself, t in your personal life,u and to everyone elseO The term “coming out” means the lifelong process and journey of accepting ourselves as queer, and revealing our sexual orientation and/or gender identity to others. It is likely to happen over a lifetime because of heterosexist assumptions made by some people (i.e. everyone is straight).

Coming out is something that many of us are constantly thinking about, especially when it comes to dealing with friends, our family, teachers, religious leaders, or others who are important to us. It is our personal choice to either come out, or not, and there is no right or wrong way to do so. It’s also a personal choice as to when we come out, who we come out to, or even who we choose not to come out to.

20 t

21 Liberating, but Scary too Coming out to yourself can be liberating. Many of us feel a weight lift off our shoulders every time we come out to others. After we come out, we typically search for those who are also queer and will listen to us, hang out with us, or can help answer our questions.

There are also big challenges and important things to consider. Some of us don’t have, or can’t fi nd, others to connect with because we live in a smaller community, don’t have access to transportation, or don’t have Internet access. We may experience pressure from our cultural and religious institutions. There may be fear that someone will tell others about our sexual orientation and/or gender identity (also called being “outed”) when we are not ready. There can be additional stressors while coming out such as racism, poverty, homelessness, and addiction.

The decision to come out to another person is entirely up to you. You should consider whether you might have your personal safety threatened, or lose access to your home before you disclose to others.

22 Dealing with Issues The challenges and issues we face being queer can lead to increased feelings of depression and isolation, and unhealthy ways to cope with the stress. It can possibly lead to excessive drinking, drug use and smoking. We may even have thoughts about suicide or hurting ourselves, such as self-harm through cutting. What’s important to know is that even in the most stressful and painful times, things can and do change for the better. We may not see it at the time, but those who have experienced these feelings have looked back and recognized that those periods of stress were temporary.

LookThere are Here queer and queer-friendly community organizations with supportive people who can provide options and help answer questions about your personal challenges. These include toll-free numbers if you live in a rural community. See the Reach Out section at the back of this booklet to access them.

23 24 JEFFREY’S STORY

I’m only 21, but I already feel like I’ve grown and experienced so much. The process of coming out was an evolution that continued long after the words “I’m gay” left my lips. Coming out was the easy part; it’s everything that happened after that was complicated. All I wanted to do was connect with other people like me, make new friends, and form new relationships. I found myself willing to conform and sacrifice who I was to fit in. It was a time of reckless immaturity and broken hearts. Every relationship was a serious one, and every breakup was devastating. Now I know I’m not alone in how I felt because I see it happening all the time. It’s so easy to fall in with the wrong crowd and get trapped in the world of sex, drugs and disco. It’s much harder to realize that it’s happened. My biggest regret was that I let the relationships with my real friends suffer, to focus only on my gay friendships because I thought it would make me happier. - Jeffrey, 21

25 26 Our Inner Circle Family, friends and our feelings about it

Homophobia, biphobia, transphobia, and heterosexism are all part of the less pleasant stuff, which can negatively affect our lives in ways we may not even be aware of. But to feel good about ourselves, sometimes we have to “dig up the dirt” and face it to begin to deal with it. So let’s look together at some of the other issues.

Rejection Rejection by our friends, family, teachers, work environments and religious institutions can be devastating. Of course they can affect us emotionally, mentally, physically and psychologically. When we feel crappy about who we are, we sometimes make unhealthy decisions about how we treat ourselves. This can directly impact our overall health and well-being. 27 Another area that can directly impact our health is seeing a doctor. If we don’t feel safe or comfortable coming out to our doctors – or nurses or counsellors – we may not be given correct or enough information about our health needs. This can also affect our emotional and psychological state of mind.

YouAs queerare people, not we are alone! diverse. We encompass all ages, beliefs, abilities, races, shapes, sizes, ethnicities and cultural backgrounds. However, we share the common bond of understanding how complex it is to come out, and fi gure out how we fi t into society.

Negative Feelings Because we’re often confronted with negative stereotypes and attitudes (socially, in the media etc.) many of us have experienced feelings of isolation, depression, invisibility, worthlessness, hopelessness, shame and guilt. These feelings may affect us so deeply that we may make uninformed, misguided and unhealthy decisions.

28 When we reach a highly emotional and stressed state of mind, and life feels like it’s too much to handle, we can simply end up not caring about ourselves. And that’s what can often lead us to unhealthy choices. Our negative actions can impact others as well, sometimes in ways we aren’t even aware of.

Talk About It Talk about how you feel to people who are there to listen, who understand and are supportive – see the Reach Out section at the back of this booklet.

Our common bond as queer people is that we have managed to exist over the centuries in spite of many efforts to exclude and remove us from society.

Gay, lesbian, bisexual, transgender, and two-spirit people share a history of being an incredibly strong and resilient community. While we may not always recognize one another, our contributions are vast and invaluable. Remember:

We are everywhere!29 MARK’S STORY

I was outed after my mother read my emails on the computer. This was the beginning of grade eleven; a year after I had come out as trans to my best friends and began living as male. Now my mother, and other parents and guardians, decided my gender identity was to be taken away and forgotten. Forced into a female role and wardrobe, I could not voice any protest, lest I be abandoned. This led me to a life of intoxicants and nights out, dangerous situations and addictive materials. I began to experiment with drugs, alcohol and self-harm, leaving scars and dependencies. I knew eventually that I had to leave my home. When my parents evicted me, surprisingly, my grandparents took me in. I could be myself any way I needed to be and saw that they would always support and love me. It feels great to be able to be myself again, and be accepted. I am now seeing a gender therapist. I’ve made real friends and feel respected and loved, a feeling I never thought I could have being transgender. Knowing how to fight for the right to be me was the key component that led to the life I have now. - Mark, 17 30 31 Look Out The Body Image Brainwash

Most people’s view of body image is a direct result of society’s sexist beliefs, which categorize people based on their birth sex and gender identity. Our commonly accepted “ideal body type” is moulded through the promotion of gender stereotypes, such as what boys and girls should look like and do, according to their biological sex.

We often see this in commercial advertising, where we are bombarded by what society deems the “ideal” female body image (typically tall, thin, with lighter features). As a result, knowingly or not, women strive for this body image to achieve what society thinks is “attractive.”

32 “Attractive people” come in ALL body shapes, sizes and ethnicities. Unfortunately, we aren’t always taught this. In fact, we are often infl uenced to believe attraction should be based solely on our appearance rather than what counts most - who we are as individuals.

Sexism applies to men’s bodies too, especially in the gay community. For example, in queer media, “desirable” gay men are usually portrayed as tall, young, muscular, Caucasian and tanned.

This does not refl ect the real population of gay men, who are all body shapes and ethnicities, all of which are attractive and desirable.

33 Some of us may feel that body image is important as we sort through the queer community trying to fi nd potential girlfriends, boyfriends, sexual hook-ups and friendships. Our obsessions with body image may lead to unhealthy habits to achieve that body. A chiselled body doesn’t always mean that it’s a healthy body, and carrying a bit of extra body weight doesn’t always indicate an unhealthy body.

Body obsession also makes us shallow in how we view ourselves and others. Limited and often unrealistic expectations may lead to isolation and depression, and a feeling that we will never be good enough, either physically or emotionally.

Finding Balance It’s important to be self-aware about our bodies and ourselves. Counsellors, doctors and peer supporters can help us view ourselves in ways that balance our personal body image with our sense of personal worth. 34 KAREN’S STORY

When I told my best friend that I liked girls and boys and that God doesn’t make mistakes, she said, “How do you know that God created you?” I felt scared that I was evil and bad, even though I went to church every Sunday. I was scared to tell my parents because I didn’t want them to think I was bad too. But one day, one of my teachers came up to me and said that I had a lot of courage and wished that other kids would be just as honest about themselves. From then on, I spoke up even though other kids put me down. I spoke up when I was called a lesbo. I spoke up when it was written on the chalkboard that I was a homo. I knew that I wasn’t the first, nor would I be the last, so hopefully I made a difference. - Karen, 16

35 Seek Out How to find a supportive health care professional

When seeking a health care professional, it’s important to fi nd one who will treat you with dignity and respect you for who you are. If you don’t feel comfortable with a particular doctor or counsellor, you don’t have to keep seeing them, and you don’t have to explain why. Sometimes you have to see a few different people before you fi nd the one you are most comfortable with.

36 Here are some tips for determining whether a health care professional is open and affi rming of queer identities:

• At a clinic or counselling offi ce, look around for posters, stickers and pamphlets that refl ect the lives of queer people, such as a rainbow sticker or queer magazine.

• If you are required to fi ll out any forms, notice whether the wording on the form identifi es different genders (male, female, transgender), or assumes you have both a mother and father.

• When speaking with the health care professional, notice the words they use during your conversation. Do they make assumptions about whether you have a boyfriend or girlfriend? Do they make assumptions about your sexual orientation or gender identity?

• Ask whether they have had any queer clients in the past, and have them tell you how many queer clients they have seen.

37 Be your best self Coping with fears and challenges

Overcoming the negative effects of homophobia, biphobia, transphobia, and heterosexism can be diffi cult. But they all play a role in how we treat ourselves and others. They can and do affect us mentally, emotionally, physically, and spiritually to a point where we may choose to cope in ways that are negative and unhealthy to our bodies and ourselves. Here are some ways to cope when feeling pressured and stressed:

Be True To Who You Are. It is our decision how we choose to live our lives despite others’ views about us. Be honest with yourself, love yourself and accept yourself. Denying who we are never leads to happiness and fulfi llment.

The process of coming out is a lifelong journey. We are the ones who decide when and whom to come out to. Depending on your situation, this life process takes not only patience, but information and support from friends and allies. 38 39 Take Care of Yourself. The pressures and stress around us may impact our ability to cope in a healthy and constructive manner. As a result, we may choose to cope by drinking more alcohol, smoking more cigarettes, having unsafe sex, or taking drugs rather than exploring the issues that affect us. Knowing and acknowledging our struggles, and making a plan for dealing with these struggles, is the fi rst step to living well and living healthy.

If you are in a low period or depressed, it’s important to practice self-care such eating healthier foods, getting more sleep, seeking supports such as counselling, and being physically active.

Make Informed Decisions. Gather as much information as you can before making decisions about your body including when to start having sex, or when considering making changes to your body.

Use Community Supports. They are here to help. Check the Reach Out section in the back of this booklet for local community health centres and queer-friendly resource centres. They are available to answer your questions, or refer you to other more specialized services. If you live in an isolated or rural community, several agencies have toll-free phone numbers that you can use.

40 Y U belong KYoun oware not that alone. You liveO under a diverse queer umbrella that includes people from all walks of life, of all ages, from all cultures, heritages and religions, and who work in all occupational fi elds. At times you might wonder where all the queer people are, but the fact is we are everywhere. It’s so important that we see and value ourselves in positive ways. And to choose positive coping methods over negative ones. The better we cope, the stronger we will be – mentally, emotionally, physically, and spiritually. 41 EGALE Reach Egale Canada is a national organization that advances equality Out and justice for lesbian, gay, bisexual, and trans-identifi ed people and their families across Canada. In Ontario Ph: (416) 964-7887 Toll-free: 1-888-204-7777 www.egale.ca Lesbian Gay Bi Trans Youth Line A toll-free Ontario-wide peer-support phone line for lesbian, gay, bisexual, Northern Ontario transgender, transsexual, two-spirit or queer young people up to age 26 in Northwestern Health Unit Ontario. The Youth Line also provides Sexual Health Clinics its peer-support service through DRYDEN online chat and e-mail response. 75 D Van Horne Avenue Dryden, ON P8N 2B2 P.O. Box 62, Station F Ph: (807) 223-8777 Toronto, ON M4Y 2L4 Toll-free: 1-888-404-4231 Ph: (416) 962-2232 Toll-free: 1-800-268-9688 FORT FRANCES www.youthline.ca 396 Scott Street [email protected] Fort Frances, ON P9A 1G9 Ph: (807) 274-9371 Toll-free: 1-800-461-3348

42 KENORA ELLIOT LAKE AREA 21 Wolsley Street East Algoma Offi ce Kenora, ON P9N 3W7 31A Manitoba Road Ph: (807) 468-4503 Elliot Lake, ON P5A 2A7 Toll-free: 1-800-830-5978 Ph: (705) 848-0790

SIOUX LOOKOUT Algoma Health Unit 47B Front Street 151 Ontario Avenue Sioux Lookout, ON P8T 1A3 Elliot Lake, ON P5A 2T2 Ph: (807) 737-2292 Ph: (705) 848-4965

Offi ces that have some KENORA sexual health services Lesbian Phone line ATIKOKAN Confi dential lesbian positive Ph: (807) 597-6871 information Ph: (807) 468-5801 EAR FALLS Phs: (807) 222-3098 NORTH BAY The Aids Committee of IGNACE North Bay and Area Ph: (807) 934-2236 Confi dential counselling and RAINY RIVER support services Ph: (807) 852-3268 Suite 201-269 Main Street West North Bay, ON P1B 2T8 RED LAKE Ph: (705) 497-3560 Ph: (807) 727-2626 www.aidsnorthbay.com

43 SAULT STE. MARIE TIMMINS The Group Health Centre Porcupine Health Unit (HIV/AIDS resource program) This clinic offers counselling in A safe environment for GLBTQ youth sexual identity and orientation. to express their concerns about 169 Pine Street S. sexual orientation (healthy sexuality Timmins, ON P4N 8B7 program). Ph: (705) 360-7315 Ph: (705) 759-5690 THUNDER BAY AREA Southern Ontario AIDS Thunder Bay Lesbian, Gay, Bisexual youth group Ph: (807) 345-1516 GUELPH AREA Ph: (807) 622-6121 OUTline Ph: (519) 836-4550 Thunder Bay District Health Unit Education on Sexual Health HALTON AREA 999 Balmoral Street HOPE Thunder Bay, ON P7B 6E7 (The Halton Organization for Ph: (807) 625-5900 PRIDE and Education) Ph: (807) 622-7585 Ph: (905) 632-4551 www.haltonpride.org Gay Straight Alliance Ph: (905) 631-6120 x 434

44 HAMILTON AREA LONDON AREA McMaster University Open Closet Gay, Lesbian, Bisexual and (In Association with Transgendered Center AIDS Committee of London) www.msu.mcmaster.ca/glbt 120-388 Dundas Street London, ON N6B 1V7 Transsexual Peer Support Group Ph: (519) 434-1601 Ph: (905) 528-0207 x 43 [email protected] [email protected] Pride Western KINGSTON AREA (University of Western Ontario) Christian Gays Ph: (519) 661-3031 www.christiangays.com Ph: (519) 661-3574 www.pridewestern.ca FUSE A drop-in for LGBT youth (under 19) PFLAG London (Parents and FUSE meets every Tuesday from Friends of Lesbians and Gays) 3:30-5:30 at 20 Montreal Street Ph: 519-858-2644 (between Princess Street and Ph: 519-455-9081 Brock Street) www.pfl ag.ca

45 NIAGARA AREA Tell-A-LSBN Transgendered of www.pridedurham.com Niagara/St. Catharines OTTAWA AREA [email protected] Gender Mosaic of Ottawa Niagara Pride Support Services Peer support, discussion groups 3340 Schmon Parkway Ph: (819) 770-1945 Thorold, ON L2V 4Y6 P.O. Box 7421 Ph: (905) 380-4576 Vanier, ON K1L 8E4 www.niagarapride.ca Jer’s Vision: Canada’s Rainbow Youth Niagara Youth Diversity Initiative Ph: (905) 380-4576 A youth led organization established [email protected] to address discrimination and OutNiagara promote diversity by giving support to youth who have ideas to make www.outniagara.ca/site/ their schools and communities OSHAWA AREA better places. Durham Women’s Lesbian, 54 Somerset St W, Suite 1 Bisexual, Transgendered group Ottawa, ON K2P 0H5 [email protected] Ph: (613) 562-5800 x 6486 Toll-free: 1-877-868-8292 x 6486 Pride Durham [email protected] 6-470 King Street West, Suite 203 Oshawa, ON L1J 2K9

46 Pink Triangle Services: Ottawa PEEL AREA 251 Bank Street, suite 301 Positive Space Coalition Ottawa, ON K2P 1X3 A collaboration of Community Ph: (613) 563-4818 Service Providers and Community www.pinktriangle.org (Bilingual) Members that provide information, [email protected] education and access to resources for LGBTTIQQ2 individuals Projet Jeunesse Idem www.postivespacepeel.org (age 14-25) Francophone peer support and discussion group for Youth Beyond Barriers Program GLB youth ages 14 to 25 years. Drop in groups for queer and trans Ph: (819) 776-1445 youth age 12–17 years of age. www.jeunesseidem.com Toll-free: 1-800-762-8377 www.aysp.ca HIV Positive Youth Group [email protected] For more information contact the Aids Committee of Ottawa Ph: (613) 238-5014 sArt and Diversity Free art course offered by the Ottawa School of Art for GLBTTQ youth ages 15-25. Ph: (613) 241-7471 x 45 www.artottawa.ca [email protected]

47 PETERBOROUGH AREA Chinese Family Services Rainbow Youth Coalition of Ontario (Counties of Peterborough, (Toronto and Richmond Hill area) Northumberland, Haliburton, and Ph: (416) 979-8299 Kawartha Lakes) Ph: (705) 749-9110 Sherbourne Health Centre Ph: 416-324-4180 Toll-free: 1-800-361-2895 www.rainbowyouth.ca Supporting Our Youth (SOY) [email protected] Ph: (416) 324-5077 PARN (Peterborough AIDS The Black Queer Youth Initiative Resource Network) 333 Sherbourne Street, 2nd fl oor 159 King Street, Suite 302 Ph: (416) 324-5083 Peterborough, ON K9J 2R8 Ph: (705) 749-9110 Salaam Toll-free:1-800-361-2895 Queer Muslim Community of Toronto [email protected] www.salaamcanada.org

TORONTO AREA TDSB Gender-Based 519 Community Violence Prevention Counselling Program www.tdsb.on.ca Ph: (416) 392-6878 x 335 Central Toronto Youth Services— Pride and Prejudice Ph: (416) 924-2100 x 245

48 VAUGHAN AREA Young and Proud LGBTQ Group York Region LGBT Information AIDS Committee Windsor & Support Line 511 Pelissier Street Toll-free: 1-888-YORKLGBT Windsor, ON N9A 4L2 Gay York Region Ph: (519) 973-0222 www.aidswindsor.org 1111 Davis Drive, Unit 1 Suite 122 Windsor Pride Community Newmarket, ON L3Y 9E5 422 Pelissier Street www.gayyorkregion.com Windsor, ON N9A 4K9 Rainbow Youth York Region Ph: (519) 973-4656 www.windsorpride.com Toll-free: 1-800-461-2135 www.rainbowyouthyork.com

WINDSOR SAFE (Service Alliance For Equality) A Gay-Straight Alliance 1585 Ouellette Avenue Windsor, ON N8X 1K5 Ph: (519) 253-8481 x 248 www.safewindsor.com

49 Additional EGALE resources Resources A web-based forum for students and educators to facilitate networking, Registry of resources for safe discussion and support in developing and inclusive schools and delivering gay-straight alliances. www.myGSA.ca Provides information on resources that can be purchased to help Challenging Homophobia prevent bullying and harassment in Schools and promote safe and inclusive A resource guide developed in elementary and secondary schools. British Columbia for teachers, www.edu.gov.on.ca/eng/teachers/ counselors and administrators to aid bullyprevention/registry.html and support lesbian, gay, bisexual Sample school climate surveys and transgender youth and families. www.galebc.org/handbook.htm The ministry’s sample of school climate surveys which include The Gay, Lesbian and Straight questions on gender-based violence, Educators Network (GLSEN) is a bullying, homophobia and sexual national U.S. organization working to harassment. ensure safe schools for all students, www.edu.gov.on.ca/eng/safeschools/ regardless of their sexual orientation bullying.html and gender identity. Their website, www.glsen.org, contains a wealth of information related to challenging homophobia, the experiences of the GLBT youth at school and has

50 many useful downloadable lesson Wells and Published by the Canadian plans. The Jump-Start resources are Teachers Federation excellent for suggestions about how This resource will assist to start a Gay-Straight Alliance. educators in creating safe, inclusive and welcoming spaces for BGLTT and The Safe Schools Coalition is a allied students. It combines practical U.S. organization that supports gay, tips and strategies on creating and lesbian, bisexual and transgender strengthening GSA’s along with youth and works to help schools a valuable glossary of terms and —at home and all over the world— Frequently asked Questions. To become safe places where every order a copy, visit: www.ctf-fce.ca/ family can belong, where every documents/info/GSFlyer.pdf educator can teach and where every child can learn, regardless of gender GALE BC is a group of lesbian, identity or sexual orientation. gay and bisexual educators and www.safeschoolscoalition.org supportive colleagues. Their primary provides excellent resources focus is to advocate for change in pertaining to a wide range of topics the educational system which will that can help educators create safer result in a positive environment working and learning environments. for lesbians, gays and bisexuals, whether they are students, parents, Gay-Straight teachers or administrators. Excellent Student Alliance Handbook information and resources can be A Comprehensive Resource found at www.galebc.org. for Canadian K-12 Teachers, Administrators and School Counsellors. Written by Kristopher 51 Gay-Straight Alliance Network T.E.A.C.H. (Teens Educating is a youth-led organization that And Confronting Homophobia) connects school-based Gay-Straight Started in 1992 to address the Alliances (GSAs) to each other and growing need for anti-homophobia community resources. Through peer work in Toronto, Teens Educating and support, leadership and development Confronting Homophobia (T.E.A.C.H.) and training, GSA network uses an anti-oppression approach to supports young people in starting, deliver high-quality anti-homophobia strengthening and sustaining GSAs. peer education activities in high Educators can fi nd ideas to help schools and community settings them create safe environments in across Toronto. schools for students to support each T.E.A.C.H. trains dynamic other and learn about homophobia youth peer facilitators to lead anti- and other oppressions. homophobia activities that encourage www.gsanetwork.org participants to think critically about homophobia and heterosexism in The International Day Against their communities and the issues Homophobia, held on May 17 every faced by lesbian, gay, bisexual and year, is a rallying event offering an transgender youth. By sharing their opportunity for people to get together own experiences of homophobia, and reach out to one another. T.E.A.C.H. facilitators help Fondation Émergence promotes this participants to confront their issues day and encourages organizations and beliefs around homophobia and and individuals to highlight this heterosexism. event. Information and resources are www.ppt.on.ca/Anti-Homophobia_ available at www.homophobiaday.org. teach.asp 52 Student Workshops Staff Workshops EQUIP (Engaging Quality The T.E.A.C.H. peer education Understandings of Inclusive workshop involves trained peer Practices) facilitators leading interactive During this workshop, OSSTF/FEESO activities and sharing personal stories participants will explore issues of to encourage workshop participants equity and inclusivity. The group will to think critically about homophobia explore how to practise inclusion and heterosexism. Our facilitators and will receive practical resources/ are between the ages of 16 and strategies in how to affect change 22, and come from a wide range of by creating equitable environments backgrounds. T.E.A.C.H. workshops within their educational workplaces. challenge negative assumptions For further details contact about gays, lesbians, bisexuals, Educational Services Department at and transgender people and show OSSTF/FEESO: (416) 751-8300. how these assumptions can lead to homophobic violence and hate crimes. T.E.A.C.H is also involved in the community through outreach, partnerships, and the development of anti-homophobia resources. To book a workshop for your school, call (416) 961-0113 x 151

53 From PAIN to PRIDE— Gender Based Violence & Homophobia This challenging full or half day workshop will provide OSSTF/FEESO participants with the defi nitions, understanding and strategies necessary to address the impact of gender-based violence and homophobia. With recent research identifying the alarming rate of these forms of harassment and assault in school settings, it is up to everyone to take ownership of the rights and responsibilities we share. Only then will we understand the seriousness of gender-based violence and homophobia, and work to stop it. For further details contact Educational Services Department at OSSTF/FEESO: (416) 751-8300.

54

ACKNOWLEDGEMENTS The Rainbow Resource Centre would like to acknowledge the contributions of the following individuals, organizations, and businesses: Author: Reece Lagartera Illustrations: Leticia Spence Design: Blindside Creative Photography: Daryl Malone Photography Editor: Oya Creative A big thank you to the Rainbow Resource Centre’s Youth Group and Peer Project 4 Youth. Without your input, this booklet would not be possible. It is our hope that we were able to refl ect your experiences. Thank you to Shelly Smith for supervisory support, and to all the editors, contributors, and models for taking the time to participate in the development of this booklet.

A PROJECT OF OSSTF/FEESO

LEAD AUTHOR Chantal Mancini, District 21 OSSTF/FEESO

CONTRIBUTIONS Cathy Renfrew, OSSTF/FEESO Margaret McPhail, OSSTF/FEESO

DESIGN/LAYOUT Audrey Bourque

WITH SUPPORT FROM OSSTF/FEESO Status of Women Committee

PUBLISHED WITH THE ASSISTANCE OF Ontario Ministry of Education

The Ontario Secondary School Teachers’ Federation/Fédération des enseignantes-enseignants des écoles secondaires de l’Ontario greatly appreciates the recommendations and comments provided by individuals and organizations consulted on this project. This support has been of great assistance to the project; however, the responsibility for this toolkit is that of OSSTF/FEESO.

ISBN-13: 978-0-920930-98-4 PRESIDENT’S MESSAGE

Still Not Laughing: Challenging Sexual Harassment in Our Schools is the second part of a new project by OSSTF/ FEESO. This toolkit begins with a look at current challenges and legislation related to sexual and gender-based harassment in our schools, both as learning environments and as workplaces. Subsequent sections offer a framework for developing effective strategies aimed at changing attitudes and behaviour, as well as some ideas that can be used as a starting point for action.

An annotated bibliography was also published by OSSTF/FEESO in November 2010. This companion document serves as a reference for a wide range of resources suitable for use by educational workers, including curriculum and program ideas, interactive websites, support services, government documents, audio-visual materials and advocacy opportunities.

The Ontario Secondary School Teachers’ Federation/Fédération des enseignantes-enseignants des écoles secondaires de l’Ontario (OSSTF/FEESO) is committed to safe and equitable learning and working environments. It is our hope that both the Still Not Laughing toolkit, and our earlier resource list, will be of assistance to educators seeking to challenge sexual and gender-based harassment in our schools.

Kenneth Coran President

Ontario Secondary School Teachers’ Federation TEL 416.751.8300 Fédération des enseignantes-enseignants TEL 1.800.267.7867 des écoles secondaires de l’Ontario FAX 416.751.3394 60 Mobile Drive, Toronto, Ontario M4A 2P3 www.osstf.on.ca

FEBRUARY 2012 INTRODUCTION

A CURRENT SNAPSHOT Our Work Is Far From Done 09 Key Legislation and Policy 13

DEVELOPING A STRATEGY FOR SCHOOL-BASED ACTION Understand the Challenge 16 The Strategy “Cycle” 17 Getting Started 18 The Building Blocks of Change 20 Conclusion 23

IDEAS FOR ACTION Policy 25 Education 29 Political Action 32 Conclusion 33

APPENDICES A - Surveys 34 B - Curriculum Resources 35 C - Campaigns 49 D - Information Pamphlets 50 E - Workshops and Training 52

REFERENCES Terminology 53 Endnotes 54 INTRODUCTION

Still Not Laughing: Challenging Sexual Harassment in our Schools is a new project by OSSTF/FEESO. “Sexual harassment is not a joke. It follows in the footsteps of an earlier resource for educators entitled The Joke’s Over: Student to It hurts and it is illegal.” Student Sexual Harassment in Secondary Schools (The Joke’s Over) which was produced in 1995 The Joke’s Over (1995) by OSSTF/FEESO, in partnership with the Ontario Women’s Directorate and the Ontario Ministry of Education and Training. “Sexual and gender-based harassment is not only wrong, it is The impetus for The Joke’s Over came from the fi ndings of a confi dential survey of Ontario secondary against the law.” students done in 1994, in which over 80% of female students reported they had been sexually Barbara Hall, Chief Commissioner, harassed in a school setting. The pervasiveness of sexual harassment in the lives of girls and young Ontario Human Rights women was re-confi rmed in a 2002 Canada-wide study led by Helene Berman1. Commission. March 8, 2011 At the time, The Joke’s Over broke new ground, drawing the attention of the education community to the seriousness of sexual harassment and offering strategies to stop it. Unfortunately much of the material still remains useful and relevant more than fi fteen years later. The prevalence of sexual harassment and gender-based violence affecting students in our schools is still alarmingly high. “The growth of technology has created an unprecedented We also face new challenges including a proliferation of personal electronic devices and social media potential for the viral spread of which are increasingly being used to victimize individuals, a phenomenon known as cyberbullying. online comment, photographs, In addition, we have a more developed understanding of sexual harassment as part of a spectrum video images...The anonymity of sexual and gender-based discrimination and violence that includes harassment based on sexual afforded by many forms of online orientation and homophobia. Moreover, there is growing awareness of the intersection between communication...make it a vehicle sexual discrimination and the prejudices facing women and girls from Aboriginal2, racialized and of choice for harassers.” immigrant communities, as well as those with disabilities. Ontario Human Rights Commission. There is also greater recognition of the frequency and seriousness of workplace sexual and Policy on preventing sexual and gender-based harassment and violence, including incidents affecting those working in educational gender-based harassment (2011) institutions.

The Joke’s Over was unambiguous in recognizing sexual harassment as a serious problem in our communities and our schools. It offered educators both a framework for understanding the issue and strategies to address it. Still Not Laughing aims to build on that foundation by re-addressing sexual harassment in our schools within the context of current research and understandings, as well as changes in education, human rights and health and safety legislation, and the mandated roles of educational workers.

Together with the annotated bibliography of resources released in the fall of 2010, this new document is intended as a toolkit for those in education today who wish to develop comprehensive strategies to push back against sexual harassment and to build safer learning and working conditions in our schools.

1 • 2 see endnotes p. 54 9 What is Sexual Harassment?

Reference: Ontario Human Rights Commission, Policy on preventing sexual and gender-based harassment, January 20113

Sexual harassment is “engaging in a course of vexatious comment or conduct that is known or ought to be known to be unwelcome.” In some cases, one incident could be serious enough to be sexual harassment.

Sexual harassment is “a form of discrimination based on sex.” It is against the law.

Gender-based harassment is a subset of sexual harassment and may be defi ned as “any behaviour that polices and reinforces traditional heterosexual gender norms.” Gender-based harassment is “more often based on gender-based hostility” and “is meant to demean or cause personal humiliation and/or embarrassment.”

International human rights conventions and Canadian legal decisions have recognized sexual harassment as an abuse of power that may reinforce a woman’s historic lower status in relation to men.

Sexual harassment may take various forms ranging from more subtle transgressions, such as sexual jokes and innuendo, to severe behaviour such as stalking, physical assault, attempted rape and murder. It can include comment or conduct related to sexual solicitation and advances, a poisoned environment, gender-based harassment, and violence.

It is well-established that sexual harassment may include behaviour that is not overtly sexual in nature.

Some examples of sexual harassment are invading personal space; unnecessary physical contact; unwanted touching; demeaning nicknames; derogatory language toward women; leering or inappropriate staring; gender-related comment about a person’s physical characteristics or mannerisms; treating someone badly because they don’t conform to sex-role stereotypes; displaying or circulating pornography or sexual pictures, cartoons, graffi ti or images; sexual comment used to bully; spreading sexual rumours; propositions of physical intimacy; gender- related verbal abuse; threats or taunting; bragging about sexual prowess; questions or discussions about sexual activities; and threats to penalize a person who refuses to comply with sexual advances.

1010 3 see endnotes p. 54 A CURRENT SNAPSHOT

OUR WORK IS FAR FROM DONE

SCHOOLS AS LEARNING ENVIRONMENTS

Sexual harassment continues to have a signifi cant and negative impact on the well-being and learning of students. Those directly targeted report experiencing fear, loss of self-esteem, intimidation, anger, and isolation. Incidents also create a poisoned environment that undermines the sense of safety and comfort of others in our schools.

Over fi fteen years ago, The Joke’s Over recognized sexual harassment and inappropriate gender- “Sexual harassment is a related comments as involving attempts to assert power. Five years later, researcher Helene serious problem in our 4 Berman and her colleagues noted that the prevalence of sexual harassment in the lives of girls communities and our schools. and women makes every female vulnerable and at risk. Berman’s article outlines how this form of It is a form of violence that violence erodes young women’s self-confi dence and serves to silence the expression of their own impairs the right of students needs and desires. Despite this, sexual harassment has become normalized in everyday life, and to learn and interact in a safe, is often an expected and accepted part of being female. affi rming environment.” The Joke’s Over (1995) Current research confi rms this has not changed. It continues to place sexual harassment on a continuum of negative attitudes and behaviour towards women and girls that is not only damaging to their well-being, but is also used to make young men who don’t conform to the social norms defi ning masculinity feel unwelcome. If unaddressed, this sexual and gender-based harassment can also progress to violence.

The recent Ontario Human Rights Commission Policy on preventing sexual and gender-based harassment (2011) reaffi rms that sexual harassment is “a form of discrimination based on sex” and an abuse of power. In the section addressing education, the policy specifi cally notes that sexual harassment remains widespread and largely unreported in education settings. The situation in Ontario’s secondary schools has also been clearly documented in reports such as a 2008 study by the Centre for Addiction and Mental Health and The Road to Health: A Final Report on School Safety (2008). At the post-secondary level, research published by the American Association of University Women5 reveals that almost two-thirds of college students experience some type of sexual harassment, but less than 10 percent report the experience.

EFFECTS OF SEXUAL HARASSMENT

“Victims of sexual harassment can have physical and emotional effects, including anxiety, depression, fatigue, weight loss, nausea and stomach problems, inability to sleep, withdrawal from relationships, self-blame, reduced self-esteem, and post-traumatic stress disorder.

The effects of sexual and gender-based harassment on young people may be particularly harsh. As well as feeling the effects listed above, they may back off from school work and all school-related activities, they may skip or drop classes, or they may drop out of school entirely. They may also abuse drugs and/or alcohol to cope. In extreme cases, they may think about or attempt suicide.” Ontario Human Rights Commission. Policy on preventing sexual and gender-based harassment (2011)

4 • 5 see endnotes p. 54 11 The CAMH Study

6 The CAMH study (2008) found In early 2008, the Centre for Addiction and Mental Health (CAMH) released the results of research that “there is ample evidence to it had completed as part of a study examining how adolescents become involved in risk behaviours. conclude that harassment and In this study, CAMH investigators summarized fi ndings regarding sexual harassment and related abuse are occurring at high rates behaviours from 23 schools in southern Ontario, where they surveyed students from Grades 9 to 11. among high school students.” Specifi cally, the study cited the following: • 43% of Grade 9 students reported being the victim of sexual harassment Girls were much more likely to report being the victim of unwanted sexual attention “Sexual harassment at the • Girls experienced considerably more forms of harassment that involved sexual comments, beginning of high school is • unwanted looks or touches, or having parts of their bodies commented upon and rated a strong predictor of future More than one quarter of Grade 11 girls were pressed into an unwanted sexual act victimization by peers and dating • Boys were much more likely to be targets of homophobic insults partners for both girls and boys, • Boys reported they were more often the perpetrators of harassing behaviours and warrants greater prevention • Negative long-term effects were experienced by both girls and boys, but were more severe in and intervention efforts.” • girls CAMH study (2008) • Both boys and girls had an elevated risk of suicidal thoughts, early dating, substance use, relationship violence, and feeling unsafe at school. Additionally, girls presented risk of self-harm and maladaptive dieting.

A discussion of the CAMH study appeared in OSSTF/FEESO’s publication Education Forum in the 7 fall of 2008. In Preventing Violence Against Girls, Dr. Peter Jaffe and Ray Hughes provide additional analysis of the CAMH fi ndings. They note how sexual harassment is used to reinforce socially- constructed gender roles and is linked to homophobia, saying “it is interesting to note that girls are harassed because they are girls and boys are most likely to be harassed because they don’t conform to the perceptions of ideal masculinity and are perceived to be too feminine or to be gay”. The authors also highlight the troubling long-term effects of sexual harassment on students, including unhealthy relationships, drug and alcohol abuse, and ultimately, poor grades.

The Falconer Report

“The Panel has found that all In January 2008, the Toronto District School Board’s School Community Safety Advisory Panel, chaired female students are at risk of by lawyer Julian Falconer, released its report entitled The Road to Health: A Final Report on School 8 gender-based violence.” Safety. Commonly referred to as the Falconer Report, the document framed sexual harassment as Falconer Report, 2008 a form of gender-based violence, and determined that all female students are at risk. The report asserted that “gender-based violence, including sexual assault and sexual harassment, is occurring at alarming rates and is going largely unreported.” At one school, one out of every three female students claimed to have been a victim of sexual harassment, and one out of every 14 girls stated The Falconer report identifi ed the they had been forced to have sex at school against their will. By contrast, 8.6% of boys claimed to need to have a gender analysis have been sexually harassed. of harassment and bullying, and pointed to gender-neutral The Panel identifi ed the need to have a gender analysis of harassment and bullying, and pointed harassment and bullying policies to gender-neutral harassment and bullying policies as failing female students because they do not as failing female students address the root causes of violence against girls and women. The report further stressed that race, because they do not address the sexuality, and class compound the way in which gender-based violence is experienced by students. root causes of violence against girls and women. In particular, the analysis provided in the Falconer Report demonstrated how gender-based violence and homophobia are intertwined. Both serve to maintain systems of power that impose socially- constructed defi nitions of femininity and masculinity upon individuals.

The Falconer Report also highlighted how sexual harassment can be perpetrated online via social media and through the use of electronic devices. As a result, harassment that in the past would take place only while students were physically at school is increasingly spilling over into their online lives well past the school day. The anonymity of the online world has made cyberbullying and harassment much more tempting for perpetrators, and the speed at which online information can be spread has greatly upped the urgency for immediate action to be taken when harassment is reported.

Conclusion

The fi ndings of both the CAMH and Falconer reports led to renewed calls for action on sexual and gender-based violence, bullying, and harassment and resulted in new Ministry of Education legislation and policies directed at building safe learning environments for students.

In 2008, the Safe Schools Action Team was regrouped by the Ministry to provide an examination of gender-based violence, homophobia, sexual harassment and inappropriate sexual behaviour in schools. Their resulting report, Shaping a Culture of Respect in our Schools: Promoting Safe and Healthy Relationships9 called for action to address these serious issues, including recommendations on curriculum initiatives and removing the barriers to reporting.

1212 6 • 7 • 8 • 9 see endnotes p. 54 The following year, the Ministry also produced Equity and Inclusive Education in Ontario Schools: Realizing the Promise of Diversity10 mandating the implementation of school board policies that deal with equity and inclusion by September 2010. The report noted that an equitable, inclusive education system, based on a culture of respect and designed to promote human rights, is fundamental to student achievement.

These government documents, and related legislation and policies, provide an important framework and new openings for educators seeking to develop a strategy to challenge sexual and gender- based harassment in our schools.

SCHOOLS AS WORKPLACES

Ontario’s educational institutions are workplaces as well as learning environments and educational “While unequal power workers are also targets of sexual and gender-based harassment. Such incidents encompass direct relationships exist in many forms of harassing behaviour ranging from the less obvious, such as personal comments about sectors of society, they tend to appearance or sexual rumours, to the overtly threatening, including sexual demands, stalking, appear the most in the workplace, and intimidation. They can also include conduct or behaviour that creates a poisoned, or hostile, where hierarchies are common.” workplace environment. In some situations, sexual harassment is used as a tool to maintain Ontario Human Rights traditional roles and positions by reinforcing gender stereotypes or damaging a person’s credibility Commission. and professionalism. Policy on preventing sexual and gender-based harassment (2011) Harassment in the education workplace may involve administrators, co-workers, students, parents, and/or members of the community. It may also originate in a domestic relationship that crosses into the workplace. But whatever the source, sexual and gender-based harassment in the workplace is illegal. It directly undermines the well-being and safety of those affected and violates the right of all workers to a safe work environment and one free of discrimination.

A failure to address the sexual and gender-based harassment of educational workers also contributes to a hostile and unsafe atmosphere that negatively impacts other members of the school community. Workplace harassment and violence affect students by creating an unsafe space for learning. They can reinforce discrimination based on traditional gender stereotypes and roles. And educational workers who are themselves feeling harassed and intimidated will not be well-equipped to deal with student issues of violence and harassment.

Sexual Harassment in the Workplace

Data compiled through the Statistics Canada Violence Against Women Survey (1993)11 provided an important framework for understanding the prevalence and nature of sexual harassment in the workplace. The study revealed that 2.4 million (23%) women had experienced at least one incident of sexual harassment during their working lives. The rate for younger women was higher than for older women, but it was also the case that single women of all ages faced a higher incidence of sexual harassment than those who were married.

Many women were also subjected to more than one type of sexual harassment at work. The most common (77%) was inappropriate comments about their bodies or sex lives, while the next most frequent (73%) involved men getting too close, leaning in unnecessarily, or cornering them. Eighteen percent (18%) reported experiencing threats about losing their jobs, or their employment situation getting worse if they did not have a sexual relationship.

Most incidents of sexual harassment at work involved a co-worker, but close to 40% involved harassment by a boss. In the 1993 StatsCan survey, 3% of teachers also reported sexual harassment by a student.

Research since the groundbreaking StatsCan study in 1993 continues to identify workplace sexual harassment as a signifi cant concern. In recent years numerous studies, news articles and media stories have also covered this growing problem. In 2010, a Toronto Star piece on sexual harassment as a workplace hazard noted that sexual harassment complaints are increasing more quickly than other types of complaints brought to the Ontario Human Rights Commission.

The evidence also demonstrates that the effects of workplace sexual harassment are signifi cant. For the individual employee, the personal consequences can include absences from work, increased fear, ongoing anxiety, loss of sleep and/or appetite, decreased self-confi dence and sense of dignity, post-traumatic stress disorder, physical illness, and depression. It can also have a negative - and frequently unrecognized - effect on work performance. Some employees may leave, or lose, their jobs.

10 • 11 see endnotes p. 54 13 Bullying in the Education Workplace

In 2005, Bullying in the Workplace, a survey of Ontario’s elementary and secondary teachers and educational workers was released. This study, commissioned by OSSTF/FEESO, the Elementary Teachers’ Federation of Ontario (ETFO) and the Ontario English Catholic Teachers’ Association (OECTA), documented the incidence of bullying by parents, students, administrators and co-workers. According to the research, over one-half of elementary and secondary teachers have been personally bullied during their professional careers.

Other educational workers report similar incidents. Their experiences often refl ect the hierarchy within education and the school system where women are more likely to hold the jobs that are lower paying and with less authority.

While the 2005 study looked at all forms of bullying and did not focus on sexual and gender-based harassment, it should be noted that 38% of respondents reported being bullied by a student. This included persistent verbal abuse (16%), including repeated racial, sexual or religious slurs (11%).

The Falconer Report also highlighted troubling fi ndings of female school staff being subjected to sexual harassment by students. As well, their investigation into school safety revealed that staff felt they would be targeted if they came forward to report incidents of violence and harassment of students at school.

Sexual harassment and violence

“Violence is often the culmination The inquests into the workplace murders of Teresa Vince (1997), Gillian Hadley (2002) and Lori of ongoing acts of harassment. Dupont (2007) shone a spotlight on workplace sexual harassment as a serious concern that can This connection is quite clear in escalate to violence and even result in death. While the specifi c circumstances in each of these the case of sexual harassment tragic deaths were different, the recommendations in all three inquests pointed to the clear need and violence.” for workplace policies, training, supports and procedures to address sexual harassment and abuse Ontario Human Rights in the workplace, including situations of domestic harassment and violence that may enter into the Commission. workplace. Policy on preventing sexual and gender-based harassment (2011) Conclusion

The Supreme Court decision in Janzen vs. Platy (1989) recognized sexual harassment in the workplace as a form of sex discrimination. This landmark case opened the door for labour and women’s groups In its landmark decision in to address issues of workplace sexual and gender-based harassment. Janzen v. Platy Enterprises Ltd., 1989 1 SCR 1252, the Supreme There have been steps forward in our understanding of workplace sexual harassment and its Court of Canada defi ned sexual impacts, and in human rights policy and decisions over the past two decades. However, it took the harassment in the workplace as tragic murder of Lori Dupont to push open the door to government action on amending Ontario’s “unwelcome conduct of a sexual Occupational Health and Safety Act to address workplace harassment and violence. Finally, following nature that detrimentally affects an intensive campaign organized by labour and women’s groups, Bill 168 was passed into law in the work environment or leads to December 2009. adverse job related consequences for the victims of the harassment. More recently, the Ontario Human Rights Commission released its new policy statement Preventing By requiring an employee, male sexual and gender-based harassment (2011). This document focuses directly on the areas of or female, to contend with employment, education and housing, and identifi es clearly the obligations of responsible parties in unwelcome sexual actions or each of these areas to maintain an environment free from sexual harassment. explicit sexual demands, sexual harassment in the workplace Both these developments provide new ways to address issues of workplace sexual and gender- attacks the dignity and self based harassment in our schools. But it will require a concerted effort to ensure the new obligations respect of the victim both as an regarding harassment and violence imposed under the OHSA and the OHRC policy are acted on, and employee and as a human being.” that effective training, policies and procedures become an everyday reality.

If you or a co-worker is experiencing sexual or gender-based harassment, or there is a poisoned workplace environment:

Workplace sexual and gender-based harassment should be taken seriously and not ignored. Take immediate action to inform and protect yourself and to support the safety and respectful treatment of others in the workplace. Your fi rst step should be to contact your OSSTF/FEESO or other bargaining unit for advice.

You have a right to a harassment-free workplace. Protections are provided through Ontario’s Occupational Health and Safety Act and Human Rights Code. In some cases, the Criminal Code may also apply.

1414 KEY LEGISLATION AND POLICY

Recent legislation and human rights policies in Ontario acknowledge the pervasiveness and seriousness of sexual and gender-based harassment and send a strong message that it cannot be tolerated. They also clearly establish that responsible parties have a duty to take steps to prevent and respond to this form of violence.

These measures provide those working in education with welcome and new opportunities to challenge sexual harassment in our schools, both on behalf of our students and ourselves. Additional tools are now available to use in pressing school administrations/education employers to take action. At the same time, educational workers themselves also have legal responsibilities to fulfi l.

The following summary is intended to provide a brief overview of the current context, including relevant legislation and policy, as well as the obligations established through professional colleges.

ONTARIO HUMAN RIGHTS CODE

The revised Ontario Human Rights Commission’s Policy on preventing sexual and gender-based “If left unchecked, sexual harassment (2011) explicitly reminds us that the Code prohibits all forms of discrimination based on harassment can limit a person’s sex, including sexual harassment. It notes that international human rights conventions and Canadian ability to earn a living, get legal decisions have recognized sexual harassment as an abuse of power that may reinforce women’s housing, get an education, feel historic lower status compared to men. safe and secure, and otherwise take part fully in society.” The Ontario Human Rights Code (OHRC) “applies to fi ve social areas: services, goods and facilities Ontario Human Rights (including education); housing; contracts; employment; and membership in vocational associations Commission. such as trade unions.” In all these areas, organizations and institutions have a legal responsibility Policy on preventing sexual to keep a poison-free environment, and responsible parties have a duty to prevent and respond to and gender-based harassment sexual harassment. (2011) In an educational setting, educators must provide students with “an educational environment that does not expose them to discriminatory treatment.” It is expected that educators will put policies and strategies in place to prevent sexual harassment and will take steps to address bullying and “The ultimate responsibility for harassing behaviour where educators know or ought to know that harassment may be taking place. maintaining an environment In such circumstances, failure to take action to prevent or stop sexual harassment may mean the free from sexual harassment educator is liable in a human rights claim. rests with employers, housing providers, educators and other Employers also have a duty under the policy to keep the education workplace a poison-free responsible parties covered by environment and to deal with sexual harassment affecting employees. This may include responsibility the Code. From a human rights for sexual harassment by third parties, or at events outside work hours or off premises when these perspective, it is not acceptable are linked to employment. This means that educational workers have the right to expect that they will not be subjected to sexual harassment from students, parents, staff members, management, to choose to stay unaware of agents, or others. sexual harassment, whether or not a human rights claim has Unions, vocational associations and professional organizations of workers must also make sure been made.” they are not causing or contributing to discriminatory action in the workplace, including sexual Ontario Human Rights harassment, and they do not discriminate against or harass their members. Commission. Policy on preventing sexual CRIMINAL CODE OF CANADA and gender-based harassment (2011) The Criminal Code may be applicable in situations of sexual harassment linked to criminal harassment/stalking or sexual assault. Both students and educational workers could be victims in such situations.

Under the Criminal Code, it is considered sexual assault to force any form of sexual activity on Calling the Police another person without that person’s consent. Sexual activity includes kissing, touching and oral Permission of the employer is sex, as well as various forms of intercourse. Consent involves voluntary agreement given freely. not required to call the police. This means that silence or a lack of resistance cannot be equated with consent. It also means it is This includes situations in which an offence for someone to abuse a position of trust, power or authority to induce sexual contact by offering rewards, or to threaten retaliation. an education worker or student is the target of sexual assault or The crime of stalking, or criminal harassment, involves actions that cause fear for one’s safety and criminal harassment. may also be an extension of sexual harassment. Stalking could involve following, calling or writing someone repeatedly, watching a person’s home or workplace, or doing something threatening to a person or their family.

15 CHILD AND FAMILY SERVICES ACT

The Child and Family Services Act (CFSA) requires a person who has reasonable grounds to suspect that a child is, or may be, in need of protection to promptly report the suspicion and the information upon which it is based directly to a Children’s Aid Society. This person must not rely on anyone else to report on his/her behalf. S/he also has an ongoing duty to make further reports if s/he has additional reasonable grounds to suspect that a child is or may be in need of protection.

Under the provisions of the CFSA, a professional person is defi ned and subject to an offence if they fail to report information related to a child in need of protection obtained in the course of their professional duties. This includes fi ling a child protection report involving a colleague.

While all members of the public are responsible for the protection, care and safety of Ontario’s children, OSSTF/FEESO members in our elementary and secondary schools should be familiar with their duties, rights and responsibilities associated with the CFSA, given their professional role with children.

BILL 157: KEEPING OUR KIDS SAFE AT SCHOOL ACT

New education legislation introduced through Bill 157 came into effect on February 1, 2010. This act made changes to the Education Act in the area of Behaviour, Discipline and Safety of Pupils. Two Policy/Program Memorandums, 144 (Bullying Prevention and Intervention) and 145 (Progressive Discipline and Promoting Positive Student Behaviour) were also released by the Ministry to outline additional legislative and policy requirements. Bill 157 and the resulting policy requirements have important implications for educational workers in dealing with issues of sexual and gender-based harassment and violence.

The following is a brief summary of what all educational workers need to know about their responsibilities under Bill 157: • School staff working directly with students must respond to any behaviour that has a negative impact on the school climate. Such behaviour includes all inappropriate and disrespectful behaviour. This includes sexual harassment, homophobic/racist/sexist remarks, jokes, slurs, and graffi ti, etc. • Responses can include speaking to the student, naming the inappropriate behaviour, and/or taking appropriate corrective action. • Board employees must respond and report to the Principal all student incidents that must be considered for suspension or expulsion. Sexual assault would be an example of such an incident. Note that incidents of bullying must be considered for suspension. • This report must be made as soon as possible, and at the very least by the end of the school day. It can be a verbal report initially. Employees must consider the safety of others and the urgency of the situation in reporting the incident. • This must be followed by a written report to the Principal, on a ministry-mandated form (Safe Schools Incident Reporting Form.) Employees cannot keep a copy, but are to be provided with the receipt portion by the Principal. • Where an employee feels it is unsafe to respond to an incident that must be considered for suspension or expulsion, s/he is expected to inform the Principal verbally as soon as possible.

Bill 157 has entrenched into legislation the responsibility of educational workers to respond to/ report all forms of student violence and bullying in schools, including sexual and gender-based harassment. Properly implemented, it could prove to be an effective tool in reducing barriers to reporting, encouraging pro-active and early intervention, and fostering effective responses to dealing with these forms of violence. At the same time, educational workers must be aware that a failure on their part to meet these obligations could result in being disciplined themselves.

BILL 168: VIOLENCE AND HARASSMENT IN THE WORKPLACE

Bill 168 amended the Occupational Health and Safety Act (OHSA) effective June 15, 2010. The intent of these amendments was to strengthen protection for workers from workplace violence and address harassment at work, including sexual harassment and violence.

The following is a brief summary of the changes made to the OHSA by Bill 168: • New defi nitions. New defi nitions of workplace harassment and workplace violence were added to the OHSA. • Workplace policies. Employers must prepare policies to address workplace violence and harassment and provide training for employees. These policies must be reviewed at least once per year, and posted in conspicuous places in the workplace. • Workplace programs. Employers must develop and maintain programs to implement their workplace violence and harassment policies. These programs must include procedures for workers to report incidents of harassment or violence and must set out how the employer will investigate such incidents. Workplace violence programs must also include procedures to

1616 control the risk of workplace violence and to summon assistance when required. Employers In an educational setting, all must provide training about the content of these programs. workers have the right to expect • Violence assessments. Employers must assess the risk of workplace violence in their that they will not be subjected workplaces with regard to the nature of the workplace, the type of work and the conditions of to sexual harassment from work. The employer must provide the results of the assessment and a copy of the assessment students, parents, other staff to the workplace health and safety committee or representative. Following the initial risk members, management, union assessment, employers must reassess the risk of workplace violence as often as necessary representatives, or others. to ensure that workers remain protected. • Addressing domestic violence at work. Employers must take every precaution reasonable in the circumstances to protect workers from domestic violence. This obligation arises when the employer becomes aware, or ought reasonably to be aware, that domestic violence may occur in the workplace and would likely expose workers to physical injury. • Information about violent individuals. Employers and supervisors must provide information, including personal information, to workers about a person with a history of violent behaviour. This duty applies where a worker can be expected to encounter that person in the course of his or her work and the risk of workplace violence is likely to expose the worker to physical injury. • Right to refuse work. Workers can refuse to work where they have reason to believe that workplace violence will likely put them into danger. The OHSA sets out rules governing the investigation of such work refusals. • Reporting obligations. Employers have specifi c reporting obligations when a worker is disabled from performing his/her regular work or requires medical attention as a result of workplace violence.

Bill 168 now mandates employers to deal with harassment and violence in the workplace. However, workers also have a joint responsibility under the Occupational Health and Safety Act to work with employers to maintain a harassment and violence-free workplace. Clear policies must be developed, and all workers should receive training on these issues. Joint health and safety committees comprised of management and worker representatives are well-positioned to provide leadership and support for dealing with sexual harassment and violence in workplaces.

PROFESSIONAL COLLEGES

All those working in education are held to the highest standards of professional conduct when working with students. Additionally, many educational workers belong to professional colleges that outline standards of practice and ethical expectations for their members. These colleges include: • College of Audiologists and Speech-Language Pathologists of Ontario • College of Early Childhood Educators • College of Occupational Therapists of Ontario • College of Physiotherapists of Ontario • College of Psychologists of Ontario • Ontario College of Social Workers and Social Service Workers • Ontario College of Teachers • Ontario College of Trades.

It is important for members to understand their responsibilities for maintaining safe environments for their clients, as well as the boundaries involved in preserving professional relationships.

The Ontario College of Teachers is unique in that it specifi cally addresses the relationship between teachers and students. Foundations of Professional Practice outlines the role of teachers in maintaining learning communities that are safe for all students: • Be responsive pedagogical leaders who are respectful of equity and diversity within Ontario’s classrooms and schools • Promote and participate in the creation of collaborative, safe, and supportive learning communities • Understand and refl ect on ethics, educational research, and related policies and legislation to inform professional judgement in practice.

17 DEVELOPING A STRATEGY FOR SCHOOL-BASED ACTION

UNDERSTAND THE CHALLENGE

CHANGE IS NOT SIMPLE

“Employers...educators and other Sexual harassment is an enormously complex issue deeply rooted in sexual discrimination in our responsible parties must make society. It is promoted and normalized by myriad overt and subtle messages that reinforce gender sure they maintain poison-free stereotypes and power relationships. These messages permeate all areas of our students’ and our environments that respect human own daily lives, from music to movies, advertising to sports, computer games and children’s toys to rights. This takes commitment fashion. They are often reinforced in our families and workplaces. and work, but is worth it.” Ontario Human Rights Because sexual harassment is so profoundly embedded in our culture, designing a strategy to Commission. challenge it can often feel overwhelming and even futile. It is important that educational workers Policy on preventing sexual and begin this work with a clear understanding that: gender-based harassment (2011) • Substantive change takes time and persistence. Shifting attitudes and behaviour – particularly when they are so entrenched – requires more than a one-time action, no matter how successful or effective. • Change is not an “all or nothing” proposition. Even small steps can make a real difference in students’ lives and each additional step helps move the situation forward. • One size does not fi t all. Design your strategy based on a realistic appraisal of your specifi c situation, taking into account the barriers and opportunities it presents, as well as available resources. • Allies are crucial. The more people in all areas of the school community that you can get engaged, the greater the information, skills and outreach available to meet the challenge. • Action is required. Getting organized is important, but planning should not become a barrier to action. Even the best ideas are not worth much if they never get off the page.

PREPARE FOR RESISTANCE

“The fi rst resistance to social In their article for OSSTF/FEESO’s magazine Education Forum, experts Dr. Peter Jaffe and Ray Hughes change is to say it’s not note the diffi culty of even discussing harassment and violence against girls in our schools without necessary.” provoking resistance and backlash. There are similar reactions when concerns are raised about sexual harassment in the workplace. Gloria Steinem Backlash and resistance can take many forms, including: “Teachers and parents alike tend • Trivializing the action (“it’s just a joke”) to downplay this behaviour and • Blaming the victim (“she brought it on herself”) treat it as far less serious than it • Reinforcing gender stereotypes (“boys will be boys”) is...Too often the response is: boys • Defl ecting the issue (“boys are victims too”) will be boys.” • Normalizing the behaviour (“it’s just hormones talking”) Marion Boyd, Ontario Minister • Neutralizing the impact (“it’s meant as a compliment”) Responsible for Women’s Issues. • Changing the topic (“you’re taking political correctness too far”) Statement to Legislature. • Denying the problem (“it’s not very common/most complaints are exaggerated”) (May 1994) • Playing into gender, racial and ethnic prejudices (“that’s normal for them”).

Those reporting an incident, or speaking out about their concern, may fi nd themselves the target of rudeness and hostility, social isolation, gossip, or sabotage. At times, the situation may even escalate to threats to personal safety, cyberstalking, or other acts of violence and direct retaliation.

Resistance may come from administrators, co-workers, students, parents, and others in the community. It may be direct or indirect, deliberate or not. But whatever the form, source or intention, the effect is to put roadblocks in the way of those seeking change and it should not be ignored or underestimated.

1818 A NOTE ON “SAFE SPACES”

The negative consequences of sexual harassment are well documented and our understanding of building “safe spaces” has now grown beyond the need for physical protection to include emotional and social safety as well. This involves paying attention to and refl ecting on how words, actions, and covert messages can undermine an individual’s or group’s sense of security and self-worth, and severely disrupt their capacity to learn or work in an educational setting.

It is also important to create a “safe space” for those within the school community who want to discuss the issues related to sexual and gender-based harassment and create a plan to address it. This includes a meeting place where like-minded staff and/or students can congregate, and where the expectation of respectful discussion and confi dentiality is clearly laid out.

THE STRATEGY “CYCLE”

CIRCLING: A CORE CONCEPT

The process of equity work in general is multi-faceted and must be seen as a continual process that involves an ongoing cycle of strategizing, taking action, evaluating and reviewing, then moving forward again. This “circling” allows us to refl ect on what we have achieved and to reconsider where we are going as our understanding develops, further issues come to light, resources and engagement grows, and new openings for action emerge.

Challenging sexual and gender-based harassment is no exception: as with all equity work, the concept of “circling” is the underpinning to any successful strategy. The pervasiveness of this form of discrimination means it is essential to keep revisiting what we are doing and developing our capacity for effective action.

Educational settings in particular call for an emphasis on adaptability and strategic renewal due to the fl uidity of school environments. The people involved are always shifting as students graduate or leave and new ones arrive, and staff members and administration change. Meanwhile educational policy is also being revised regularly, and popular culture and social contexts are constantly shifting.

Ask yourself what needs to be done now, but also ensure you keep revisiting your strategy to evaluate how it is working, keep it effective, and build on what has been accomplished. What you are doing to challenge sexual and gender-based harassment fi ve years from now may not, and probably should not, look like what you are doing today. At the same time, remember this means it will be necessary to keep returning to core principles and re-establishing a strong foundation of understanding and commitment to action within the school community.

Evaluate results. Develop a strategy. Evaluate results Develop a strategy RevisitRevisit and and reviserevise Lay out out a plan a plan youryour plan plan

Get started Get started TakeTake action action

19 GETTING STARTED

CONSIDER THE FULL PICTURE

Every school includes several different environments that must be taken into account when developing a comprehensive action plan to address sexual harassment. Your strategy should look at the following: • Learning environment (students) • Working environment (staff) • Community environment (parents and others in the community).

“The culture of an educational It is important to remember that these environments overlap in signifi cant ways, and the beliefs and setting will usually mirror the behaviours prevalent in one area can reinforce practices in another. For example, as noted earlier, values and attitudes of the sexual and gender-based prejudices embedded in popular culture play out within both the learning broader society it exists in.” and working environments of our schools. Ontario Human Rights Commission. Similarly, a failure to address sexual harassment in the learning environment is also likely to affect Policy on preventing sexual and the working environment, and vice versa. This relationship was identifi ed in theFalconer Report12, gender-based harassment (2011) which noted not only the signifi cant level of sexual harassment and violence among students, but also reported that thirty–nine percent (39%) of staff members at C.W. Jefferys indicated they had been sexually harassed by a student in the past two years while twenty-one percent (21%) had been sexually harassed by a student on multiple occasions.

It may be practical to focus your action plan on one area of school life as a starting point. However, over time, it will be necessary expand your perspective and to incorporate strategies addressing all environments.

ASSESS THE SITUATION

Every effective strategy must start with a realistic appraisal of the current situation, including barriers and opportunities, as well as available resources. Bear in mind that each milieu has distinct features, relationships, and concerns that require specifi c consideration, and that different avenues and tools are available–and appropriate–for each of the different settings. It is also possible to exercise a more direct infl uence on some of the school environments than on others.

Evaluate the problem

Before you can develop an appropriate plan of action, you will need to have an accurate sense of the nature and scope of sexual and gender-harassment within the specifi c environment of your school, worksite and community. How prevalent is it? What does it look like? Where does it occur? Who is affected? How is it reinforced or offset within the community and culture? These are all questions that require some answers.

Remember there are many experts available to consult. School custodians will have a good idea of problem areas in the school, including those that are rarely travelled, isolated or hidden and more vulnerable to graffi ti, acts of bullying or hazing incidents. Child and youth workers, social workers and psychologists are important sources of information regarding board resources and community agencies, as well as the types and number of incidents and targeted individuals or groups. Those working in Special Education programs possess insight into the vulnerabilities and needs of persons with learning and other disabilities in the school.

And don’t forget the students themselves. When they are provided with a safe environment for input or discussion, such as a survey or with trusted staff, they are often the best and most informed sources of all.

Determine the barriers

It’s essential that you know what you will be up against. Sexual and gender-based harassment is pervasive in our society; it is complex and multi-layered. Recognize there may be resistance and a lack of understanding, especially at fi rst. Understand that you will probably come up against strongly held views and practices embedded in our society and normalized in our culture.

There are also the practical barriers of time, money, people and competing demands to consider. There are many expectations for schools and school staff in today’s world and it can be diffi cult for even the most well-intentioned to give focused attention to addressing this concern. Consider carefully where and how you can most effectively start to open doors.

2020 12 see endnotes p. 54 Uncover the opportunities

Current legislation and policies covering both the learning and working environment in schools provide a new and signifi cant opening to challenge sexual and gender–based harassment. While it will still take work to turn these policies into a living reality on the ground, the fact is that boards of education and school administrators now have a clear legal responsibility to ensure a safe setting, free of discrimination, for both students and staff.

There are also many other openings to be creative and take action, including curriculum and classroom activities, assemblies and announcements, extra-curricular organizations and initiatives, posters and displays, involvement with parent councils and community groups, and much more.

Assess available resources

Resources include the people, information, services, time and money that may be available through the school, board, government, and community. Consider all options and leave no stone unturned. Bear in mind that your action plan will involve a number of different components and will also change over time, and this may involve new and different resources and skills.

People are perhaps the most important resource of all. Look at numbers since the more you can engage, the more you can do. But also consider who has expertise such as that offered by counselling, safe schools and equity staff, as well as who has infl uence since winning over the Director of Education, your school administration, trustees or parents active on the School Council can open a lot of doors.

SOME QUESTIONS TO ASK

 Are you the lone voice speaking out about sexual harassment, or are there others you can team up with in the school/worksite? At the Board? With parents? In the community?  Where do the school, working and community environments overlap? Are there potential confl icts among these environments?  Is there a relationship between the individual incidents of harassment that occur at school, and an overall “culture” that allows them to continue?  Do people feel safe speaking out on the issue? With students? Amongst staff?  Are there existing Board policies and procedures dealing with sexual harassment in the learning/working environment? Are there equity policies?  Does your school currently promote and/or comply with these policies?  Is administration supportive? If not currently, are there openings to engage the support of one or all for a plan of action and/or individual steps?  What actions/steps/practices are already taking place, including curriculum, awareness campaigns and education for both staff and students, dialogue with parents, and school/Board events and programs?  Have staff members received any training on understanding and dealing with sexual and gender-based harassment in the learning/working environment? If yes, was it effective? If no, is there training available? Is training ongoing?  What other resources at the school/Board/Ministry level could you draw on?  What support are you getting/can you obtain from your union?  Are there parent/community partners that you could work with/draw on for support or resources?  Overall, where is your school at on this issue?

SET CLEAR GOALS AND A PLAN OF ACTION

You’ve recognized the many intersections between the learning, working and community environments impacting your school. You have also made a realistic appraisal of the barriers and opportunities you face and the resources available. Now you are ready to set goals and create a plan of action.

Clear goals are essential. They set the direction that helps you to stay on track and focus available resources and effort. They foster greater “buy-in” by members of the school community who can see what you are trying to accomplish and how they can fi t in and contribute. Goals also establish a framework for assessing results.

21 Tackling sexual and gender-based harassment calls for a multi-layered approach and plan of action. But, as you set goals, remember that trying to achieve everything at once can be overwhelming and may even be a recipe for failure. Work on incremental steps one at a time, celebrate each success, and move forward.

Goals should be divided into the following categories: • Immediate Goals: These are goals that you can meet fairly quickly. They are usually fairly specifi c in nature and may be numerous. Often they involve individual events or activities and, although they may appear short-lived or isolated, these initiatives help open the door and build momentum leading to long-term change in the school community over time. For example, an immediate goal may be to learn how to intervene safely and effectively to stop incidents of harassment as they occur. This could be a personal goal and starting point, or it could involve training for all members of staff. This type of intervention, especially if consistently carried out, will not only protect individual victims of harassment at the time, but will eventually send a wider message that harassment will not be tolerated. Signifi cant dates such as December 6th National Day of Remembrance and Action on Violence Against Women, the White Ribbon Campaign, Sexual Harassment Awareness Week, and Day of Pink also provide specifi c opportunities to educate the school community and highlight the issues of sexual and gender-based harassment. • Transitional Goals: These goals are the bridge from specifi c or isolated actions to comprehensive involvement and substantive change. This includes turning isolated projects into ongoing ones, opening the door to new initiatives, and building links from one area to another. One example might be working with students to create a Young Women’s Group and/or a Gay-Straight Alliance. Another might be lobbying the employer for curriculum resources and training on equity issues, including sexual discrimination and harassment. This would help create a stronger foundation for inclusive programs in all areas of school life. • Long-Term Goals: These are the big-picture goals, the ones that result from a comprehensive and multi-layered approach. Although they may be highly idealistic in nature, they serve to guide the everyday steps you need to take to get things moving. They are the foundation of why you do what you do. An example of a long-term goal would be to change the culture of the school learning, working and community environments, so that sexual harassment becomes unacceptable and an uncommon occurrence.

Put all your goals and your plan of action for achieving them in writing and take time for regular review and revisions.

THE “BUILDING BLOCKS” OF CHANGE

There are three key “building blocks” to developing an effective strategy to push back against sexual harassment in our schools. These are policy, education and political action. They are illustrated below in a triangle, as they are all of equal importance.

POLICY

IDEAS FOR ACTION (p. 25) provides many specifi c suggestions for each of the three “BUILDING BLOCKS” OF CHANGE. EDUCATION POLITICAL ACTION

• Policy refers to policies and procedures that set out the organization’s commitment to address sexual harassment and the response it will make. • Education speaks to the need to communicate information, provide training, and raise awareness and understanding. • Political Action consists of reaching out to members of the school and wider community to work together for change.

2222 While they will be considered separately below, it is important to recognize these “building blocks” overlap in many areas and should be used in combination with each other. Nor is there just one way to move forward. Some of the many different and specifi c ideas that can be used to implement effective policies and procedures, educate all members of the school community, and bring about change will be explored in the next section of this booklet.

ESTABLISH CLEAR POLICIES AND PROCEDURES

Current Ministry of Education legislation has mandated that all Ontario school boards must have “...educators and other responsible policies and procedures to deal with violence and harassment in schools. Additionally, the Ministry of parties can go a long way toward Labour now requires these policies and procedures in all Ontario workplaces. promoting a harassment-free environment for individuals Effective policies make it explicit for everyone that violence and harassment will not be tolerated. They protected by the Code by having a outline not only an organization’s beliefs about harassment and violence, but the process to be used clear, comprehensive anti-sexual to deal with incidents. They protect persons reporting harassment from reprisal or threat of reprisal, harassment policy in place.” provide for professional help for victims, outline confi dentiality, and make clear the responsibilities Ontario Human Rights of those who must deal with harassment complaints. Policies also offer an opportunity to review Commission. expectations and initiate discussion with students and others in the school community. Policy on preventing sexual and gender-based harassment (2011) The Falconer Report was very specifi c in stating that anti-harassment, bullying, and violence policies must provide a clear foundation for dealing with gender-based violence in schools, and that the most successful policies are built upon equity principles.

Strong support from administration is a key component in building a harassment-free environment. Educational workers concerned with issues of sexual and gender-based harassment and violence in their school and/or workplace should approach their principal/supervisor using government and employer policies as a way to begin discussion about a school-based plan of action.

CLEAR POLICIES AND PROCEDURES WILL:

• Set the framework regarding expectations and boundaries • Establish clarity regarding types of actions and consequences • Create more confi dence on the part of staff regarding organizational support and backup.

ENSURE EDUCATION AND TRAINING TAKES PLACE

Education and training programs must involve all members of the school community. This includes staff, students, parents and other members of the community. Such initiatives are the foundation for challenging prejudices, changing attitudes and behaviour, and creating a safer and more respectful environment in our schools. At a minimum, there must be education to raise awareness about the issues and existing board/school policies and procedures.

Empower Staff

Education and training initiatives for school staff should be focused on developing a clear OSSTF/FEESO offers a number of understanding of sexual and gender-based harassment, and equipping them to address these issues workshops on bullying, and sexual in all areas of school life, including through the curriculum. They must also provide a real opportunity and gender-based harassment. for building skills to respond effectively to incidents involving students, other staff and members of Our presenters are available to the community. travel across Ontario to bring them directly to our members Education and training programs should strengthen the capacity of all staff to: and other school board personnel. • Recognize sexual harassment when it occurs Descriptions can be found • Acknowledge sexual harassment as a serious issue, and be prepared to name and address it online at www.osstf.on.ca or call when it occurs 1-800-267-7867 to ask for more • Understand the issue and the dynamics surrounding it, including how different forms of information. discrimination may intersect • Understand that the impact of harassing behaviour is what matters, not the intent • Be aware of their personal and professional responsibilities under Ministry and Board policies regarding prevention of, response to, and reporting of incidents of harassment • Provide positive role models in interactions with others • Effectively integrate issues of equity, discrimination and harassment in curriculum and classroom activities • Understand how to access Board and community resources, programs, and initiatives for their own professional growth, and to support students.

23 More specialized training should be provided for professional staff at both the school and board levels who provide direct counselling and support services. School administration must also receive training regarding their responsibilities and roles, including how to handle incidents in the learning and working environments.

Engage Students

There are numerous opportunities to raise awareness among students about the issue of sexual and gender-based harassment, as well as the steps they can take to protect themselves and others. These include distributing information about school/board policies and procedures, making use of special assemblies and events, promoting anti-bullying initiatives, and encouraging related curriculum and classroom activities. Providing opportunities and support for student-led initiatives and training as mentors or mediators will also encourage students to step in to provide leadership and to learn from each other.

Inform Parents

Parents can play a signifi cant role in recognizing and responding to warning signs that their child may be a target of sexual and gender-based harassment, or a perpetrator. The increasing use of technology as an instrument of harassment outside school makes it even more important to reach out to provide information, education and training for parents.

This could involve the use of simple communication tools such as fact sheets, pamphlets or phone calls, as well as more interactive venues such as parent information nights, conferences and workshops. Where feasible, the School Council should be part of developing strategies for reaching out to parents. Information and training should be offered in the fi rst language of parents/guardians.

EDUCATION AND TRAINING MUST:

• Involve everyone, including administration, all staff, students and parents • Examine policies, including the roles and responsibilities of all members of the school community • Build a more developed understanding of sexual and gender-based harassment • Highlight the need for action, including alternative approaches to confl ict resolution and equity education • Develop skills for dealing with situations of harassment • Be ongoing to foster commitment and consistency • Build the confi dence needed to take action.

GET INVOLVED IN POLITICAL ACTION

A more varied educational Political action is the third building block of change. It involves bringing people together to decide team invites multiple avenues what needs to be done and then take steps to make it happen. and approaches to creating a harassment-free environment, with Form a School Team/Design a School Plan every team member incorporating equity work into his/her The most effective strategies begin by creating a team of like-minded staff who can work together and individual role. support each other. Sometimes this can be quite formal and top-down in approach, with a supportive administrator leading a school team. But even where there isn’t support from management, staff can band together to get things moving.

The benefi ts of having a team are numerous. A team offers varied perspectives, a greater number of people to strategize and do the work, a larger support system, and the ability to implement a more comprehensive plan. If needed, a large and strong collective of staff can also be effective in pressing reluctant administrators into action.

Educational sites employ a large range of people who work directly and indirectly with students, including clerical staff, custodians, educational assistants, lunchroom/hall monitors, social workers, child and youth workers, library technicians, teachers, and administrators. Pulling all these members of the educational team together could be as simple as a morning announcement about a meeting of staff to discuss the issue, or it could require person-to-person outreach.

However it is important to persist if the initial attempt does not do the trick. A more varied educational team invites multiple avenues and approaches to creating a harassment-free environment, with every team member incorporating equity work into their individual role.

2424 The ultimate goal is to create an environment where disrespectful interactions in all aspects of school life are the exception rather than the norm, and where everyone is involved in building and maintaining a positive setting for all.

Build Support Among Youth

Students play a pivotal role in the success or failure of any strategy to challenge sexual and gender- based harassment. They are the experts on popular culture and what is happening in our schools; they are also the authority on what will work with students. It is essential they not only see themselves as part of recognizing and speaking up about harassment, but also as leaders in developing and carrying out programs involving their peers. Student-led clubs and initiatives, youth representatives on school/board committees, and student-to-student mentoring and confl ict management teams are only a few of the ways that students can be empowered to help create a positive, non-discriminatory school environment. Bear in mind that the most effective student programs are ones that engage those likely to be perpetrators or on the margins, as well as those who are already acknowledged leaders.

Create Community Networks

“Community” can mean many things. It can refer to a network of individuals of a specifi c religious affi liation or cultural background. It can mean those living and working in the surrounding neighbourhood, or defi ned by a job class or socio-economic status. It may be used to refer collectively to the parents of all students in the school.

Take the time to identify all the different types of formal and informal “communities” linked to your school environment, and examine how working with these communities could strengthen your strategy to challenge sexual and gender-based harassment.

Remember that parent and school councils are particularly important allies in working on school issues. They can assist in communicating with the larger parent community and offer advice as to what parents require in order to get involved. They also serve as a forum for regular communication between school administration, educational workers, and parents. Having parents onside means they are able to reinforce at home the work being done in school.

Look also to see what organizations offer community based programs and services that are pertinent to dealing with sexual harassment in schools. For example, your local Sexual Assault Crisis Centre will have information on dating violence. Some groups have an education coordinator on staff, or a volunteer, who will visit your school and speak with students.

POLITICAL ACTION SHOULD:

• Engage people individually and collectively in taking steps to change the status quo • Reach out to include many hands/levels of involvement • Involve youth, parents, and the community to be fully effective • Be built around clearly articulated goals.

CONCLUSION

Tackling sexual harassment must be grounded within the larger scope of equity work, which many educational workers already incorporate into their practices every day. This work can be demanding because it requires individuals to push against the status quo. It challenges both ourselves and others to view normalized behaviours through a new set of lenses, and can initially take people out of their comfort zones.

For many of us this type of work is the beginning of a journey, and it is essential that we see ourselves and others as learners in the process. Equity work demands a continual process of self-refl ection and “checking-in”, even for those who have been engaged in it for a long time. It is also important to support one another as we move forward. Re-examine things that don’t work together. Celebrate collectively the things that are successful.

Experience and research has demonstrated that effective change can only be achieved when a number of key components are in place. A team approach to political action and change will be a source of strength and also provide a support system as individuals come together to tackle issues

25 of harassment. Education and training that addresses the roots of harassment and violence, and builds the understanding and skills to address it, is essential for all members of the school and larger community. Finally, policies that prohibit sexual harassment provide a necessary foundation for understanding the issue and how complaints will be addressed. Such policies must be clearly articulated to management, staff, and students, as well as the community, and must be consistently enforced.

Educational workers can use these “building blocks” to address individual cases of sexual harassment as well as to begin developing a systematic and comprehensive strategy to challenge a culture that permits, and even fosters, sexual harassment.

MAKING CHANGE: THE “7 C’s” CHECKLIST

Consider each of the following elements as you design and re-design your strategy for change. They are intended to inform your thinking as you consider how best to move forward to reach your goals.

Competence Remember that competence breeds confi dence. People who feel competent are more likely to take action.  Take steps to provide information, answer questions, get training and build skills  Get the support of administration and parents  Get student support by inviting rather than dictating, and addressing the need for safe spaces and privacy

Comprehensiveness Take a wide ranging and thorough approach.  Involve the whole school, whole staff, and whole community  Consider a variety of opportunities for action  Consider all elements of school life – classroom, halls, assemblies, sports/clubs, etc.  Remember sexual harassment is not only a ‘girls’ issue’ so engage both girls and boys

Clarity Understand clearly where you are going and how you will get there.  Identify and understand both your immediate and long-term goals  Understand your policies and procedures and make sure they are clear  Understand your action plan and encourage staff, students and parents to “buy in”

Communication Inform others about what you are doing and why.  Get the message out in as many different ways as you can  Ensure the message is clear, persistent and consistent  Repetition of your message is essential

Consistency Be reliable. Your words and your actions must refl ect and reinforce your goals on a regular basis.  Build a team  Walk the walk  Commit for the long term  Follow through

Creativity Be creative to reach out to a wide audience and engage interest.  Don’t throw away the tried and true, but do keep it fresh  Try new things - avoid boring and ‘same old/same old’ strategies  Encourage creative input and ideas from others

Community-based Bring others onside. You can’t do it alone and others are more likely to take ownership if their participation is valued.  Invite and engage  Involve youth, staff, parents, community/neighbours  Listen, listen, listen!

2626 IDEAS FOR ACTION

The following section provides educational workers with a range of ideas for addressing sexual “I decided it is better to scream. harassment in their schools and workplaces. These suggestions are neither exhaustive nor fully- Silence is the real crime against developed; rather, they are intended as a ‘jumping-off’ point to stimulate your thinking and provoke humanity.” discussion. Some direct references and links have been provided below, in addition to the examples Nadezhda Mandelstam included in the Appendices. You can also access a more comprehensive range of resources in our Still Not Laughing resource list13. This annotated bibliography includes curriculum ideas, interactive websites, support services, government documents, advocacy organizations and campaigns, and audio-visual materials.

The ideas in this section are also not intended to be one-size-fi ts-all. Each of us is an expert on our own environment and what that environment demands. Readers should choose those they believe will Much of this section focuses on work best for them and adapt them as needed. sexual harassment as it affects students. Additional information For your convenience, ideas are grouped according to the three “building blocks” identifi ed in the and resources on addressing previous section: Policy, Education and Political Action. However, you will fi nd there is considerable sexual harassment in the overlap, and many listed in one area could easily be modifi ed for another. Different actions can – and workplace can be found at: should – also be used to reinforce each other. • Ontario Health and Safety Act www.labour.gov.on.ca/english/ Finally, as you consider your options and put together a plan of action, remember the importance hs/pubs/wvps_guide/guide_8. of “circling” - that is, the process by which we choose ideas, implement them, evaluate their php effectiveness, then circle back to build upon what we have done. • Ontario Women’s Directorate www.citizenship.gov.on.ca/ owd/english/resources/ POLICY education/ohsco/index.shtml • Ontario Ministry of Labour • Preventing Workplace Policy refers to policies and procedures that set out an organization’s commitment to address sexual Violence and harassment and the response it will make. This establishes a transparent framework of expectations Workplace Harassment and responsibility for action. www.labour.gov.on.ca/ english/hs/pdf/fs_ PUT CLEAR POLICIES IN PLACE workplaceviolence.pdf • Protecting workers from Provincial legislation now requires that policies and procedures for dealing with sexual harassment workplace violence and must be in place to cover both the learning and the working environments. workplace harassment www.labour.gov.on.ca/ • If policies and procedures are not already in place, advocate this be done immediately. english/hs/pdf/br_wpvh.pdf

• Check policies and procedures for consistency with relevant legislation and regulations, including the Ontario Health and Safety Act (Bill 168), Ontario Human Rights Code, and Education Act (Bill 157, Safe at School amendment).

• Ensure the content of anti-harassment policies and procedures is both comprehensive and In the case of workplace anti- clear. harassment policies, work with your union representatives on • Review current policies and procedures regularly to make sure they meet the needs of staff and issues of employer compliance students. Follow up on any issues that emerge and seek improvements. and enforcement.

• Use school climate14 or other locally-created surveys periodically to evaluate school safety, the incidence of sexual and gender-based harassment, and the effectiveness of existing policies and procedures.

• Work with students to generate a meaningful “plain language” version of the sexual harassment policy, such as a Bill of Rights and Responsibilities for your classroom, extra-curricular group or team. Include the right to learn, work and play in a harassment-free environment.

RAISE AWARENESS WITHIN THE COMMUNITY

Take steps to ensure all members of the school community are aware of, and understand existing anti- harassment policies and procedures. Ensure the full policies and procedures are readily available, but also identify key messages to highlight in your communications.

• Distribute information on anti-harassment policies and procedures, including updates, to all relevant parties. This includes employees, trustees, parents, students, personnel from the community/outside agencies, volunteers, and vendors/contractors.

13 • 14 see endnotes p. 54 27 SUGGESTED CONTENTS OF AN ANTI-SEXUAL HARASSMENT POLICY

Excerpted from the Ontario Human Rights Commission. Policy on preventing sexual and gender- based harassment (2011)

1. A vision setting out the organization’s commitment to maintaining a fair and equitable environment free of sexual and gender-based harassment, and stating that the organization will not tolerate sexual and gender-based harassment.

2. A statement of rights and obligations under the Ontario Human Rights Code.

3. A list of the prohibited grounds of discrimination listed in the Code.

4. The Code defi nition of “sexual harassment” and a defi nition of “gender-based harassment”.

5. An explanation of the concept of a “poisoned environment” as a violation of the Code, and examples of a poisoned environment that are meaningful in that organization’s context.

6. A description of unacceptable behaviour, such as: • Examples of sexual harassment, as listed in the OHRC’s Policy on preventing sexual and gender-based harassment.

7. A description of who the policy applies to (such as employers, employees, third party service providers, etc.).

8. How internal complaints will be handled with details on: • Who to complain to • An assurance that the person handling complaint will be independent, expert, etc. • Confi dentiality • Reassurance that the person making the complaint will be protected from reprisal, or threat of reprisal • Help that is available for parties to a complaint • The availability of Alternative Dispute Resolution, such as mediation, to resolve a complaint • How the complaint will be investigated • How long the process will take • Steps that will be taken if it is not appropriate for the person making the complaint to continue working with the person/people being complained about.

9. Remedies that will be available if the claim of sexual harassment is proven, such as: • Disciplinary measures to be applied (for example, in employment, measures could range from a verbal warning or a letter of reprimand to termination) • Compensation to the person who made the complaint.

10. A statement reinforcing the right of individuals to fi le other types of complaints, such as: • A human rights application with the Human Rights Tribunal of Ontario at any time during the internal process, as well as an explanation of the one-year time limit in the Code • A complaint under the Occupational Health and Safety Act, if applicable • A grievance under a collective agreement, if applicable • Criminal charges, if applicable.

2828 • Provide information to those who are new to the school community, including recent employees, Work directly with the employer/ students, trustees and parents. administration, where possible,  Include copies in orientation packages. since they have the responsibility  Develop a short brochure that can be handed out routinely. and the authority to put policies and procedures in place and to • Reinforce key messages of the policies and procedures regularly, using a variety of approaches enforce them. However, there are and communication tools to reach all parts of the wider school community. also openings for individual or  Circulate information at Meet the Teacher/Open House events. groups of staff, as well as others  Put on the agenda of School Council meetings. in the school community, to take  Include information in the school handbook and student planners. the initiative in developing their  Go over with students in all homeroom classes and opening assemblies at the start of own strategies and to advocate each semester/school year. for action.  Discuss with members of school teams, clubs, groups, and Student Council.  Advise those coming into the school, such as school volunteers, vendors, contractors, and personnel from the community/outside agencies. A framework of strong  Inform employers at student co-op placement sites. communication, good interaction,  Review/highlight policies and procedures at staff meetings. and solid backing involving  Post policies in key areas where they will be seen, such as hallways, classrooms, gyms, all members of the school and cafeterias, as well as staff bulletin boards. community is key to implementing  Highlight policy information in the Board/school newsletter. anti-harassment policies and  Post a link on the Board/ school website. procedures successfully.  Have students create posters to highlight key messages.  Consider using a school or Board Facebook page, or Twitter to “message” the policies/updates.  Condense the main points into a bookmark and distribute to students, staff and parents.  Make use of PA and other school/student media for “public service announcements”.

SUPPORT EFFECTIVE IMPLEMENTATION

We all know that having a policy on the books is not the same as having an effective policy that is actively supported by the parties affected. A framework of strong communication, good interaction, and solid backing involving all members of the school community is key to implementing anti- harassment policies and procedures successfully.

• Encourage and facilitate reporting of incidents by all members of the school community. The union has an important role  Make sure all parties, including staff, students, and administration are aware of their to play in providing information obligations and the process for reporting. and representation to members  Look at the best ways to make reporting forms readily accessible to all those who may regarding their obligations to require them. Consider online copies as well as suitable location(s) for printed forms. respond to and report sexual  Remind and support staff to complete and submit the necessary paperwork as required harassment involving students. under Bill 157 and Bill 168. A receipt for reports should be provided routinely as part of the process.  Develop a clear approach to ensure reports are followed up appropriately and staff is kept apprised.

• Strengthen capacity to prevent and respond to incidents.  Lobby for meaningful training and resources for school administrators regarding their roles and responsibilities with respect to both school and workplace legislation on sexual harassment and equity.  Arrange for training and skill-building workshops for staff.  Suggest staff have the opportunity at a staff meeting to become familiar with the HHHH3 protocol (see page 28).  Set up departmental teams, or work in pairs, to increase safety and provide support to address incidents.  Set up school hotlines for students.  Provide tip sheets for parents on understanding sexual harassment and recognizing signs their child may be a target or perpetrator. Identify the supports available to address situations.

29 HOW TO HANDLE HARASSMENT IN THE HALLWAYS IN THREE MINUTES (HHHH3)

From Shaping a Culture of Respect in our Schools: Promoting Safe and Healthy Relationships (2008). Ministry of Education: Ontario. Originally developed by the Toronto District School Board

1. STOP the harassment. • Interrupt the comment/halt the physical harassment. • DO NOT pull students aside for confi dentiality unless absolutely necessary. • Make sure all the students in the area hear your comments. • It is important that all students, whether onlookers, potential targets, or potential harassers, get the message that students are safe and protected in this school.

2. IDENTIFY the harassment. • Label the form of harassment: “You just made a harassing comment/put-down based upon race (religion, ethnicity, abilities, gender, age, sexual orientation, economic status, size, etc.”). • Do not imply that the victim is a member of that identifi able group. • A major goal is to take the “spotlight” off the target and turn the focus to the behaviour. Students should realize what was said, regardless of what was meant (e.g., kidding).

3. BROADEN the response. • Do not personalize your response at this stage: “At this school we do not harass people.” “Our community does not appreciate hateful/thoughtless behaviour.” • Re-identify the offensive behaviour: “This name calling can also be hurtful to others who overhear it.” • “We don’t do put-downs at this school” specifi cally includes those listening, as well as the school community in general. Even if they were “only kidding”, harassers must realize the possible ramifi cations of their actions.

4. ASK for change in future behaviour. • Personalize the response: “Chris, please pause and think before you act.” • Check in with the victim at this time: “If this continues, please tell me, and I will take further action. We want everyone to be safe at this school.” • Now turn the “spotlight” on the harasser specifi cally, asking for accountability. Again, be sure not to treat the target like a helpless victim. Rather, plainly give him/her this responsibility on behalf of others.

3030 EDUCATION

Education speaks to the need to communicate information, provide training, develop skills, and raise “Ideas must permeate across all awareness and understanding among all members of the education community. It must be ongoing. curriculum.” Safe Schools Action Team. Shaping a Culture of Respect in ENGAGE OUR STUDENTS our Schools: Promoting Safe and Healthy Relationships. (2008). Sexual harassment, gender equity and gender-based violence can be integrated into a wide variety of student learning environments. Keep in mind that education happens in multiple ways in addition to formal lessons and in the classroom. Sexual harassment is fi rst identifi ed in the Grade 5 Make Use of Opportunities in the Classroom Health and Physical Education curriculum: “C3.2 explain how a • Take steps to integrate issues of sexual harassment and gender equity into the curriculum person’s actions (e.g., negative across different subject areas. Some ideas include: actions such as name calling, making homophobic or racist  Use the Board’s policies and procedures as an example when doing an analysis of non- fi ction writing. remarks, mocking appearance or ability, excluding, bullying, sexual  Draw on research/administer student surveys about sexual harassment and violence when doing data collection and statistical analysis. Have students evaluate various study results, harassment; positive actions as well as create and analyze the results of peer surveys on attitudes, knowledge and such as praising, supporting, number/types of incidents. including) can affect the feelings, self-concept, emotional well-being,  Integrate issues of women’s equality rights and their development, including issues of sexual harassment and violence, into history, business, sociology, politics, and law classes. and reputation of themselves and 15  Investigate characteristics of healthy relationships in family studies and health classes. others [PS, IS.].”  Examine human rights and workplace sexual harassment legislation in law, business, workplace and co-op classes. Specifi c references to sexual  Explore the portrayal of women in literature, media, art, music, and drama classes. harassment can also be found  Use student quizzes to raise personal awareness about sexually harassing behaviours, in the curriculum strands of a positive relationships, and personal safety. number of secondary courses; for  Talk with students about cyber-safety with respect to sexual harassment and violence. example, Exploring the Workplace,  Lobby your school and/or board to offer women’s and gender studies classes based on Navigating the Workplace and recent Ministry guidelines. Business Leadership.

• Use assignments as independent openings for students to research and create projects/ presentations of their own on issues of sexual and gender-based discrimination and harassment.  Create posters, pamphlets and/or public service announcements aimed at different For more curriculum ideas and audiences. Consider partnering with a community agency or local media. resources dealing with sexual  Review and evaluate images and messages conveyed through current media, movies, and gender-based harassment, music, writing and art. including websites offering  Write their own poetry, short stories, plays, letters to the editor, or essays. examples of student quizzes,  Use photography, video, music, and artwork. check out  Survey peers and family members and analyse the results. www.osstf.on.ca/snl  Make use of online tools to post information, link to other sites, and/or moderate a www.safeatschool.ca/ discussion.

• Take steps to ensure both male and female students are able to participate to their fullest Information and links on cyber- potential. Assess formal and informal structures, practices and/or norms in the school/ safety are posted on the Ontario classroom to make sure they do not provide one gender with more opportunities than the Coalition of Rape Crisis Centres other. Look at the types of activities offered, nature of classroom discussions, and division of website under Teens, Sexual responsibilities. Violence & Internet Safety: The Facts • Make use of “teachable” moments to address language, images, and stereotypes. This could www.sexualassaultsupport.ca/ be initiated by you or done in response to specifi c situations that may arise. Default.aspx?pageId=535940  Deal directly with inappropriate comments or terms, such as “that’s so gay”, “bitch” or “ho”, and reinforce that these types of comments will not be tolerated.  Address gender bias and stereotypes found in classroom texts, literature, music, and Short statistical overviews on media, etc., as well as in materials students may bring into the classroom. sexual harassment and violence  Help students deconstruct the use of inappropriate stereotypes, imagery, media, lyrics and affecting women and girls can be language. If students include these references in assignments, offer specifi c feedback and found on the following websites: an opportunity to “fi x” it. • Ontario Coalition of Rape Crisis Centres • Role model respectful interaction and discussion with students. www.sexualassaultsupport.ca/  Use appropriate terminology and inclusive language in your own interactions with students Default.aspx?pageId=535883 and others. • White Ribbon Campaign  Create a Bill of Rights for your classroom and other school activities based on discussion www.whiteribbon.ca/ciab/ with your students. chapters/chap01.pdf

15 see endnotes p. 54 31 Bystander campaigns can be Organize School Activities and Special Events an effective way to engage students and staff who don’t • Support students to develop personal skills in addressing sexual harassment and violence, and believe they will be directly to become leaders with other students. involved as victims or perpetrators  Recruit and train students to act as mentors, role models, and peer counsellors. of sexual harassment/violence.  Encourage students to make presentations and lead workshops with students, staff, Some “best practice” tips for these community groups and parents. 16 types of campaigns include :  Organize a young men’s group, or link up with established campaigns working on • Make messaging gender harassment and violence, such as the White Ribbon Campaign. specifi c.  Create a young women’s group or arrange for girls/young women at your school to take part • Teach people how they can in community based programs such as the YWCA Girlspace and Power of Being a Girl. respond as bystanders and  Start a storytelling group that provides students with a safe place to share their provide them with opportunities experiences with each other. to practice these skills.  Assist students to plan and run an equity conference for your school/family of schools. • Involve and educate all  Arrange for student fi eld trips centred on equity/social justice issues, such as viewing a community members for play dealing with gender roles. effective change. • Remember that the right • Work with staff and student groups to build awareness within the school community, using a messenger is as important as variety of approaches to get the message out. the right message. Trust is key.  Run school campaigns to coincide with special dates, including Day of Pink, December 6th National Day of Remembrance and Action on Violence Against Women, and Sexual The YWCA offers several ongoing Harassment Awareness Week. programs for girls and young  Put up posters and circulate materials dealing with sexual harassment and gender-based women: violence. You can obtain materials from a wide range of women’s organizations, as well as • Girlspace is an “on-line the White Ribbon Campaign, government sources, unions and community groups. community for tween and teen  Develop school-based brochures/cards/stickers about sexual harassment, healthy girls.” relationships and available support services. An example of a “wallet card” on dating www.ywcagirlspace.ca/ violence produced for students in the Greater Essex County DSB is shown in Appendix D. • Power of Being a Girl  Create buttons/t-shirts with appropriate and catchy messages for students and staff to Conferences. wear. http://ywcacanada.ca/data/  Include regular prevention messages, information on support services, and statistics documents/00000080.pdf about sexual and gender-based harassment and violence as part of your school’s daily announcements. Programs for boys and young men  Arrange an assembly or performance for students on sexual harassment and gender-based include: violence. Invite guest speakers from local organizations; for example, from a sexual assault • It starts with you. It stays with crisis centre, LEAF, YWCA or White Ribbon Campaign. him: White Ribbon Campaign.  Hold a “No Name-Calling” week. Turn the school or Board into an NPD (No Put Down) zone. www.itstartswithyou.ca/  Organize a poetry slam or a poster, video or public service announcement contest. • I am a Kind Man. This program  Create a positive graffi ti space where students and staff can write about what they will do was created to engage to stop sexual harassment. Aboriginal men and youth in understanding violence against Provide Support and Services Aboriginal girls and women, and their role in ending it. • Raise awareness of students, staff and parents about available counselling services/other www.iamakindman.ca/IAKM/ supports. • Men of Strength. This US  Find out who to contact in the Board to address issues/disclosures and provide support program could be useful as a to students, educators and parents. If there is no trained and/or designated staff at the model for developing programs Board, request this be set up right away. using a similar approach.  Develop a comprehensive and approved bank of resources and services available through www.mencanstoprape.org the school board and/or community to assist students on issues of sexual harassment and assault, other issues of violence, and equity.  Circulate information and direction on recommended supports/counselling services for students to all school staff.  Arrange for speakers from appropriate community-based services to speak at School Council and staff meetings to raise awareness about the issues as well as the supports available.  Post posters, and make brochures and cards available, with contact information for organizations providing confi dential counselling and other support services to students.  Provide information for online and phone supports available through Kids Help Phone at www.kidshelpphone.ca.

ENHANCE STAFF AWARENESS AND SKILLS

As educational workers we need to be aware of our own attitudes, expectations and behaviours, as well as prevailing norms and discriminatory stereotypes and practices. It is also essential there be training on recognizing sexual and gender-based harassment, and steps we can take to prevent and respond effectively to incidents involving ourselves and others.

3232 16 see endnotes p. 54 Build Professional Development Resources And Opportunities The Ministry of Education highlights the importance of staff • Create a network of staff concerned about issues of sexual harassment and equity and training in Equity and Inclusive interested in working together for change. Education in Ontario Schools  Reach out to include all interested members of staff to participate, including educational (2009): support staff, teachers and administrators. • Professional learning activities  Organize opportunities and a safe space to come together to share concerns and ideas. must be ongoing and based on  Share resources and expertise at face-to-face meetings or via email or approved social evidence of positive results. media sites. • A board is expected to  Set up partnerships/arrange mentors to provide support to colleagues in dealing with provide opportunities for concerns/incidents. teachers, including guidance counsellors, and support staff, • Seek out personal opportunities for training and professional development on issues of sexual administrators, and trustees harassment and gender-based violence. to participate in training on  Make it a personal professional development/growth goal to learn more about issues of topics such as antiracism, sexual harassment and take specifi c steps to integrate these issues into the curriculum. antidiscrimination, and gender-  Seek a partner to work with on curriculum development, skill building, community links, based violence, and to provide school events, and/or professional development activities. This could be someone also information for students and starting out, or a more experienced person who could act as a mentor. parents to increase their  Look for on-line training that can be done on an individual basis or with a small group; for knowledge and understanding example, the Sexual Harassment Online Training course is available from Queen’s University of equity and inclusive at www.queensu.ca/humanrights/harassmentmodules/sex2/index.php education.  Consider setting a goal to take action on sexual harassment prevention as part of your • A board is also expected to annual action plan. Look for others who share your goal and can work with you. provide sensitivity training in  Work with your union to fi nd allies and to access relevant professional and political the areas of gender and sexual resources. Contact your Status of Women or Human Rights Committee for connections. orientation, as well as training in effective early intervention • Develop a stronger capacity within your school/Board to address these issues. Note that and prevention strategies and government legislation from the Ministry of Education and Ministry of Labour already mandates practices to deal with incidents such training. related to racism, gender-based  Work with school administrators to organize speakers, training and professional violence, homophobia, sexual development workshops within the school for all staff. harassment, and inappropriate  Advocate for staff to participate in other professional or community conferences. sexual behaviour.  Take advantage of the many OSSTF/FEESO workshops on challenging sexual and gender-based harassment (See Appendix E for a current listing) or one of the community organizations identifi ed in ourStill Not Laughing annotated bibliography of resources.  Seek allies to work on a school-wide and/or departmental plan to incorporate anti- harassment strategies across subject-specifi c areas.  Advocate for the creation/strengthening of an equity department at your Board with a mandate to work on issues of gender discrimination and sexual and gender-based violence. This could include curriculum and resource development, staff and student training, and board-wide initiatives.  Lobby with the Board to develop a system-wide program of materials and workshops to be provided to all school staffs.  Build a bank of resources within your school and/or encourage the Board to create a section in the system library. Include a wide range of resources on equity and social justice issues, bullying, and approaches to confl ict resolution, as well as the specifi c issues of sexual and gender-based harassment and violence.

Make Use of Available Supports

• Encourage staff who have been targeted directly by sexual or gender-based violence and harassment, or who have been involved in incidents affecting others, to seek protection and support.  Work with union representatives to raise member awareness of the right to a safe workplace free of sexual harassment and violence and what to do if targeted.  Make sure all staff are aware of existing supports and counselling available through EAP, as well as other sources through the Board or community programs.  Advocate with school administration to ensure measures are put in place to protect and support staff.

33 REACH OUT TO OUR COMMUNITIES

Parents and others in the community can play a signifi cant role in recognizing, preventing and responding to issues of sexual harassment and violence involving young people. It is important to lay the foundation for this through greater awareness of the signs to look for, as well as the underlying issues of sexual and gender stereotypes and prejudice.

• Invite guest speakers from the Board and/or local organizations to present at school council meetings, school open houses or forums, or community events. Ensure speakers and resources refl ect the different cultural and language communities represented in the school and can address issues of sexual harassment from those perspectives.

• Highlight board policies and procedures in school newsletters and at School Council meetings.

• Provide information and tip sheets for parents. Explain what sexual and gender-based harassment involves. Identify warning signs to look for. Provide strategies for prevention and/or responding to situations. List school, community and online resources and supports.

• Feature student work, posters, and/or school events on these topics in school newsletters and on school websites.

• Reach out to build relationships with community-based organizations working on issues of sexual and gender-based harassment and violence.

POLITICAL ACTION

“Never doubt that a small group of Political Action consists of reaching out to other members within the school and wider community and thoughtful, committed citizens can working together to bring about change. This can include seeking greater awareness and support at change the world. Indeed, it is the the leadership level, as well as systemic change at all levels. only thing that ever has.” Margaret Mead MOTIVATE STUDENTS TO GET INVOLVED

Empowering students to speak up about sexual and gender-based harassment and violence is critical. Their voices provide much needed insight into what is going on and what steps must be taken. Students are also more likely to pay attention to what their peers have to say.

• Have students review government policies on human rights and sexual harassment as part of the curriculum and discuss how policies apply to them as students, citizens and workers.

• Hold all-candidates meetings during election periods, including trustee elections, and have students develop questions on gender-equity and gender-based violence.

• Invite students to create safe spaces where they can congregate, discuss issues, and strategize. For example, a Gay-Straight Alliance (GSA) may serve as a vehicle for students to deal with LGBTQ issues and homophobia. You can fi nd resources at MyGSA.ca

• Encourage students to adopt a cause, such as the Sisters in Spirit vigils17, White Ribbon Campaign, Day of Pink, or Take Back the Night events.  Publicize the campaign and organize support within the school or community, using a variety of approaches such as posters, buttons, t-shirts, PA announcements, assemblies, presentations to local groups, and articles in the community paper.  Hold fundraising events to raise money for organizations committed to dealing with violence against women or related issues.

• Set up an equity/school safety committee that involves both staff and students.  Identify areas for action, prepare recommendations and communicate ideas for change to parents, administration, staff, and trustees.  Host a special conference for students with an equity-based theme. This could be held at one large venue, or be a series of rotating workshops that students attend throughout the day. The conference could involve students from the school, family of schools, or across the system.

3434 17 see endnotes p. 54 WORK WITH SCHOOL/SYSTEM PARTNERS SIGNIFICANT DATES

The more people we can get active on this issue, the more effective we will be in making change. September Aim to engage people working at all levels across the school system, inside government, and within Take Back the Night events the community. October Women’s History Month, YWCA • Identify school and system leaders likely to be interested/have a stake in addressing issues of Week Against Violence Campaign, sexual and gender-based harassment and who you can work with. This includes administrators, and Sisters in Spirit Vigils superintendents, school/student safety leaders, equity department staff, and instructional co- November ordinators. Woman Abuse Prevention Month November 25 • Encourage the School Board to give offi cial recognition of and support for dates and campaigns International Day for the linked to sexual and gender discrimination as well as harassment/violence, including Sexual Elimination of Violence Against Harassment Awareness Week, December 6th, International Day Against Homophobia, and the Women White Ribbon Campaign. November 25 - December 6  Publicize offi cial recognition through a press release, website, and other communications White Ribbon Campaign tools. December 6  Highlight the issue at a trustee meeting or through a special event. National Day of Remembrance  Provide support and resources to draw attention to the issues, such as system-wide and Action on Violence Against posters, curriculum development and funding for school initiatives. Women March 8 • Advocate for a committee of students, parents, and staff to review school/system practices and International Women’s Day develop recommendations for change. March 21  Examine names and practices of school groups and events, including sports teams, spirit International Day for the assemblies or initiation activities that perpetuate gender or racial stereotypes and support/ Elimination of Racial promote discriminatory treatment and harassment. Discrimination  Recognize social justice involvement as well as academic and athletic achievements May through school assemblies and awards. Sexual Assault Prevention Month May 17 • Work with the School Council or Home and Schools Association to engage parents in developing International Day Against a plan of action to address issues of sexual and gender-based harassment. Homophobia  Host an evening or series of events where parents can discuss sexual harassment and June 1-7 gender-based violence amongst teens. Sexual Harassment Awareness  Invite a guest speaker or panel to address issues and possible approaches. Look at Week including speakers from a variety of cultural and language communities represented in the June 21 school. National Aboriginal Day  Set up meetings between parents and trustees, the Director’s offi ce and other board offi cials to discuss concerns and recommendations for a plan of action.  Challenge parents to get involved in a White Ribbon campaign or fundraising drive for a local women’s shelter or related organization. “Without leaps of imagination, or  Ask the community police offi cer assigned to your school to meet with representatives dreaming, we lose the excitement to discuss how your school and the police can work together to target harassment and of possibilities Dreaming, after all, violence. is a form of planning.” Gloria Steinem • Lobby for a strong and well-resourced Equity Department/designated staff with a mandate to develop and provide supports, training and materials.

CONCLUSION

This resource package is based on the belief that education can be a primary source for social justice and change. But while we have identifi ed a number of short and long-term ideas to get you started on a plan of action to challenge sexual harassment in your school, this is only a beginning and we encourage educational workers to continue to tap into your collective creativity.

At the same time, we acknowledge that implementing many of these ideas will take time and resources, things that can be diffi cult to access. We encourage you to step forward to ask for the support and resources you need from administration and/or management. More complex initiatives may entail release time; they may require a budget line; they may involve support and resources that your principal and/or manager may have to obtain at a superintendent level.

However, don’t get discouraged if it takes time to get things off the ground. Remember that seemingly little things can have a direct impact on the lives of our students and ourselves and can also be a starting point on which to build. For example, modelling inclusive language in class and in the school community is a no-cost strategy that can help create safe spaces. Taking the small amount of time necessary to review the anti-harassment policy with students on a regular basis would also emphasize a consistent message and reinforce that harassment will not be tolerated.

Educational workers positively impact learning communities and the individual lives of young people they work with in multiple ways, every day. We thank you for making a difference.

35 APPENDIX A: SURVEYS

TAKEN FROM THE JOKE’S OVER (1995)

The Sexual Harassment Survey - Try it in your classroom

1. In your opinion, why do you think someone sexually 5. b) continued harasses another person?  Forced to kiss someone. - was this: by a male  by a female   Called Gay or Lesbian 2. In your opinion, what is the effect of sexual harass- - was this: by a male  by a female  ment on a student?  Negative comments made about your gender. - was this: by a male  by a female 

3. Would the effect of sexual harassment be the same c) If yes, what effect has the sexual harassment for a male as for a female? experience had on you?

4. a) Are you aware of sexual harassment in your school d) If yes, what effect has the sexual harassment setting? yes  no  experience had on your education?

b) If yes, where does sexual harassment usually take place in your school? (check whatever applies) 6. Are you ever afraid of being sexually harassed?  In the hall yes  no   In the classroom  In the gym, playing fi eld or pool area 7. Have you ever sexually harassed another student in  In the cafeteria your school setting? yes  no   In the locker rooms  Outside the school on the school grounds 8. Why do people who sexually harass others think that  In the parking lot it is OK?  On school transportation on the way to school, on the way home or on a school trip  At a fi eld trip location, an outdoor education 9. Who would you be most likely to tell about an incident centre, or at other schools for away games of sexual harassment that happened to you?  Other location:  A friend  A parent or other family member 5. a) Have you ever been sexually harassed in your school  A teacher or counselor setting? yes  no   No one  Other: b) If yes, check the types of sexual harassment you have experienced: (do not use any names) 10. In your school, is there a sexual harassment policy?  Sexual comments, jokes, gestures or looks. yes  no  don’t know  - was this: by a male  by a female   Touched, grabbed or pinched in a sexual way. 11. In your school, is it clear to whom you would report a - was this: by a male  by a female  complaints of sexual harassment  Intentionally brushed up against in a sexual way. yes  no  don’t know  - was this: by a male  by a female   Flashed or mooned. 12. What is your opinion about how sexual harassment - was this: by a male  by a female  complaints are handled by administrators?  Had sexual rumors spread about you. - was this: by a male  by a female   Had clothing pulled at in a sexual way. 13. What could be done in your school to help deal with - was this: by a male  by a female  the problem of sexual harassment?  Shown, given or left sexual pictures, photos, illustrations, messages or notes. - was this: by a male  by a female   Had your way blocked in a sexual way. - was this: by a male  by a female   Had sexual messages/graffi ti written about you on bathroom walls, in lockers, etc. - was this: by a male  by a female 

Kids Help Phone 1-800-668-6868 Lesbian Gay Bi Youth Line 1-800-268-YOUTH

36 APPENDIX B: CURRICULUM RESOURCES

SAMPLE LESSON PLANS

The STOP Program (Lavoie, Vézina, Gosselin and Robitaille, 1993, 1994): This is a dating violence prevention program that targets 14- and 15-year old students enrolled in their third year of secondary school. It is made up of two 75-minute sessions dealing with dating relationships including supplementary activities such as writing a letter of support to a victim. The two primary themes are: 1) abusive behaviour within dating relationships with examples and 2) the rights of the two dating partners. http://viraj.psy.ulaval.ca/english/HTML/frmAnimateur_3.html

The PASSAJ Program (Lavoie, Pacaud, Roy and Lebossé, 2004, 1994) In the PASSAJ Program students explore three main themes: 1) control in dating relationships, 2) sexual abuse in dating relationships and friendships and 3) sexual harassment in work and study situations. The program is comprised of three sessions which can be presented to mixed-gender groups and was developed to take place within the time frame of a 75-minute class period. Although the program was conceived primarily for use within school settings, it may also be used by youth centres, recreational groups, etc. http://viraj.psy.ulaval.ca/english/HTML/frmAnimateur_3.html

The Education and Action Kit (White Ribbon Campaign): This kit contains lesson plans and materials for middle and secondary school students, as well as: • In class exercises that promote healthy relationships and gender equality. • A never-before used in Canada social norms exercise that provides accurate information about real and perceived group attitudes and behaviour towards gender equality, healthy relationships and violence against women. • Facilitation notes and backgrounders for teachers on how to teach on the issues of violence against women. • A specially designed approach that speaks to boys and young men on their role to end violence against women. • Suggested activities and action for planning White Ribbon Days in school communities. • Spiral binding for easy photocopying. Free sample lesson plans can be found at: www.whiteribbon.ca/educational_materials/exercise1.pdf (not available in French) www.whiteribbon.ca/educational_materials/exercise6.pdf (not available in French)

The Joke’s Over (OSSTF/FEESO, 1995) This resource booklet contains several student activities and lesson plans, including ones aimed at defi ning sexual harassment, analyzing scenarios, what to do if harassed, and making videos. There are also materials, including posters and a brochure on how to help a friend and yourself if sexually harassed. Activities and materials may require updating to refl ect new defi nitions and understandings, but provide a helpful starting point.

Creating Spaces: Embedding Equity in Education (OSSTF/FEESO, 2010) This resource book addresses seven different issues related to equity. The following two lesson plans were created to accompany the chapter on sexual harassment, gender-equity and gender violence.

LESSON 1 • Stereotyping + Gender Roles From Creating Spaces: Embedding Equity in Education. (2010). OSSTF Pages 45, 46, 49-52 from Creating Spaces

LESSON 2 • Putting an End to Sexual Harassment From Creating Spaces: Embedding Equity in Education. (2010). OSSTF Pages 47, 48, 53-57

37 LESSON 1 • Stereotyping + Gender Roles

This lesson is designed to start a discussion about gender roles, biases and stereotypes. Students will be presented with the opportunity to refl ect on their personal attitudes regarding traditional gender roles and the way in which society’s attitudestoward men and women are evolving. Curriculum-specifi c student expectations addressed in this lesson can be found on page 38.

Introductory Activity Ask your students to stand up. Designate two opposing walls in the classroom as being “male” and “female”. After you read each of the following behaviour statements (page 39), ask students to decide whether they believe the statement describes male behaviour or female behaviour. If they believe it describes female behaviour, they must walk to the female side of the room and place their hand on the wall. If, on the other hand, they believe the statement describes male behaviour, they must place their hand on the male wall of the classroom. • Note: Depending on how energetic your students are, you may choose to establish behaviour expectations before you begin the activity. No name-calling or physical contact is permitted while changing sides between statements.

Behaviour Statements • Primarily Male or Female Behaviour?

 They are very shallow when they’re  They lie constantly.  They use the Internet to gossip and/or hanging out with their friends.  They waste money on trivial things. make fun of people.  They wear ridiculous clothes.  They talk endlessly about themselves.  They act like they want attention, but  They are never up-front about their  They think they’re so mature but really as soon as you give them attention, true feelings. they aren’t. they act offended.  They are always trying to act older  They don’t listen.  They are bad drivers and don’t even than they really are.  They have a hard time being account- know it. They’re a risk to everyone  They try way too hard to be cool. able for what they do. else on the road.

After you have fi nished reading the above activity, ask everyone to return to their seats.

Teacher-Led Discussion • Refl ecting on our Biases Before starting the discussion, ask students to comment on any patterns that may have emerged during the Introductory Activity. For example:  Did the males in the class mostly stick together?  Were there questions that divided the class into similar proportions of male and female students on either side?  Did many students change their minds, or did most stay at their chosen wall once they got there?

Use an overhead projector to display the overhead note titled “Behaviour Statements” (Appendix 3 • 1B) so that students can make specifi c references to them during the discussion.  Which statements were defi nitely associated with males? Why?  Which statements seemed to be about females? Why?

Think, Pair and Share • Bias vs. Stereotype • Divide your class into pairs, and ask each pair to distinguish between a bias and a stereotype. While these terms are certainly related, challenge them to defi ne the subtle differences between the two. • Next, ask each pair to compare defi nitions with those arrived at by another pair of students. • Ask the groups of four to share their ideas before providing the following defi nitions:  Bias: A tendency or preference toward a particular perspective that interferes with the ability to be impartial, unprejudiced, or objective.  Stereotype: A preconceived idea that attributes certain characteristics to all the members of class or set. The term is often used when referring to an oversimplifi ed, exaggerated, or demeaning assumption.

The key difference is that biases often accompany decisions or choices, whereas stereotypes are generalizations that presume every member of a given demographic will display the same personal characteristics.  If you think that women cannot drive as well as men, or that men never stop to ask for directions when they’re lost, you are buying into common gender-related stereotypes. However, if you choose to do your math homework with a guy in your class instead of a girl because you think guys are better at math than girls, you are biased.  If you think that all women with blonde hair are dumb, you are perpetuating a stereotype. If you hire a brunette employee over a blonde employee because you believe in this stereotype, you are demonstrating a bias and the stereotype was the deciding factor. 38 Teacher-Led Discussion • Reconsidering the Behaviour Statements Revisit the behaviour statements from the Introductory Activity. Tell the class that they are not gender-specifi c, but were actually written by a 30-year-old man asked his opinion about teens in general. Ask students to share their reactions in light of this new information.

Rapid Writing • Stereotyping Teenagers Instruct your students to take out a piece of paper and something to write with. Tell them that you are about to give them two minutes in which to do a rapid-writing activity. The goal will be to disprove any one of the behaviour statements about teenagers covered during the intoductory activity. Ask them to write about life experiences that would serve as arguments against the selected behaviour statements describing teenagers. Before they begin, review the rules of rapid writing:  Your pen or pencil must keep moving. You are not allowed to stop writing. If you can’t think of anything to write, just write what you are thinking and then pick up your train of thought as soon as you get a new idea.  References to specifi c persons (students or staff) are not allowed in this exercise. Also, swearing or other content that is inappropriate for sharing in school cannot be included. After the two minutes have elapsed, ask for volunteers to read what they have written to the class. On the blackboard, record some of the stronger arguments or ideas. • Note: If you have no volunteers, collect three or four samples from the class, shuffl e them, and read them anonymously. Shuffl e them again before handing them back.

Recap • Underscoring and Reviewing Important Information After the rapid-writing activity, take a few minutes to review learning to date and to reinforce the following message: Stereotypes persist because of the human tendency to exclusively remember and/or focus on examples that validate the stereotype in question. There is not behavioural tendency that can be universally attributed to any large demographic group. It is fruitless to live your life expecting people to fall into convenient categories. While some teens may exhibit certain behaviours identifi ed in the behaviour statements discussed earlier, some adults certainly do as well. It is a mistake to assume that one can reliably infer an individual’s personality traits based on race, ethnicity, gender or other group membership.

Individual Writing Assignment • Persuasive Writing Invite your students to choose any of the behaviour statements from the introductory activity (even the one that they chose earlier for the rapid write) and compose a 500 word persuasive commentary that addresses and argues against stereotyping from a teenager’s perspective. The audience for this piece of writing would be a group of adults who strongly believe in the stereotype. The tone of the writing can be informal; however, the writing must attempt to convey serious ideas in a calm and coherent delivery; i.e. students should attempt to persuade and not berate the reader. • Note: If your school has a computer lab, you may consider creating a webpage or blog and allowing students to publish their fi nished work as a collection of teenage voices that stand against age-related stereotypes.

Assessment • Informal and/or Formal Assessment The assessment focus for this lesson is primarily on the written assignment. • Note: You may use the checklist titled “Persuasive Writing Checklist” (page 40) to informally evaluate your students’ self-assessment skills. Writing skills and critical thinking skills can be more formally assessed using the “Persuasive Essay: Assessment Rubric” (page 41).

39 CURRICULUM EXPECTATIONS CHAPTER 3 • Lesson 1

This lesson addresses student expectations specifi ed for the following courses:

Grade 11 Workplace Preparation English • ENG3E Critical Literacy By the end of this course, students will: • Identify the perspectives and/or biases evident in both simple and complex texts and comment on any questions they may raise about beliefs, values, identity, and power.

Interpersonal Speaking Strategies By the end of this course, students will: • Demonstrate an understanding of several different interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., use direct, strong, yet polite language and tone when registering a complaint with customer service about a faulty product; acknowledge others' ideas before challenging their views; avoid the use of personal, defamatory, and prejudicial comments; recognize and adhere to time limits and other constraints).

Grade 11 University Preparation English • ENG3U Critical Literacy By the end of this course, students will: • Explain, with increasing insight, how their own beliefs, values, and experiences are revealed in their writing (e.g., examine their writing to check for bias and to determine whether their language and ideas are inclusive and non-discriminatory; explain how their description of a specifi c event reveals their values, even if these values are not stated explicitly).

Grade 10 Civics • CHV20 Overall Expectations By the end of this course, students will: • Describe the diversity of beliefs and values of various individuals and groups in Canadian society.

40 BEHAVIOUR STATEMENTS • Primarily True of Males or Females?

They are very shallow when they’re hanging out with their friends.

They wear ridiculous clothes.

They are never up-front about their true feelings.

They are always trying to act older than they really are.

They are bad drivers and don’t even know it. They’re a risk to everyone else on the road.

They try way too hard to be cool.

They lie constantly.

They waste their money on trivial things.

They talk endlessly about themselves.

They think they’re so mature but really they aren’t.

They don’t listen.

They have a hard time being accountable for what they do.

They use the Internet to gossip and/or make fun of people.

They act like they don’t want attention, but as soon as you give them attention they act offended.

41 PERSUASIVE WRITING • Checklist

STUDENT NAME ______ACTIVITY ______

Before you submit your writing assignment, complete the following checklist. Your teacher will use the items in this checklist to assess your performance on this assignment. Place a check mark beside each criterion you have met in your persuasive essay.

HHaveave I mmetet tthehe ccriteriariteria fforor a ppersuasiveersuasive essay?essay?

1 My persuasive essay clearly identifi es my intended audience.

2 The introductory paragraph includes my main argument.

3 My body paragraph outlines my supporting arguments.

4 There are no spelling errors in my proposal.

5 The tone of my proposal is professional and respectful.

6 There is a specifi c example to support each of my arguments.

7 The concluding paragraph summarizes my supporting arguments and states my conclusion.

8 There are no grammatical errors in my proposal.

9 The writing is compelling and persuasive.

10 The persuasive essay is typewritten.

42 PERSUASIVE ESSAY • Assessment Rubric

STUDENT NAME ______ACTIVITY ______

Your teacher will use the following criteria to assess your persuasive essay for this lesson:

NEEDS CATEGORY SATISFACTORY GOOD EXCELLENT IMPROVEMENT

Thinking use of few examples to use of some specifi c use of several specifi c persuasiveness is use of processing skills support arguments limits examples to support examples to support enhanced by the persuasiveness arguments hinders arguments builds use of many specifi c persuasiveness persuasiveness examples to support arguments

Thinking ideas are arranged in the arrangement of ideas the arrangement of the arrangement of use of planning skills some parts of the essay in the essay adds some ideas in the essay ideas in the essay • introduction identifi es to add focus focus adds impact adds focus, impact audience and expansion on • introduces main concepts argument • conclusion summarizes

Communication many spelling and some spelling and a few minor spelling no signifi cant spelling use of conventions grammar errors grammar errors or grammar errors or grammar errors

Communication limited sentence variety a moderate variety of a variety of sentence a wide variety of expression and or repetitive sentences sentence structures structures provide sentence structures organization of ideas and provide some fl uency in fl uency in writing provide fl uency in information writing writing

Application identifi es strategies to illustrates strategies to explains strategies to explains strategies to making connections within deal with stereotyping for deal with stereotyping in deal with stereotyping deal with stereotyping and between the intended audience a somewhat persuasive in a persuasive in a compelling and various contexts manner for the intended manner for the persuasive manner audience intended audience for the intended audience

43 LESSON 2 • Putting an End to Sexual Harassment

Sexual harassment is often considered a problem that adults may face when entering the work place; however, students also deal with this issue in our schools. As educators, we must be diligent in stopping, and even preventing, the harassment of our students. This lesson aims to develop strategies to discourage sexual harassment in our classrooms. Curriculum-specifi c student expectations addressed in this lesson can be found on page 44.

Introductory Activity • Shapes and Scripts • Note: Do not tell your students that this lesson will be about sexual harassment. Allow them to participate in the introductory activity fi rst. • Give each student one of the shape cards (page 45) together with the corresponding script from the “Shapes and Scripts” handout (page 46). • Tell your students to imagine that the shapes on the cards they have been given represent their identities, and that this shape is the only aspect of themselves discernable to the person with whom conversations will soon begin to take place. • Instruct students to circulate and initiate discussions with the other “shapes.” Upon meeting a new shape, each student must read the script. Students can supply an appropriate impromptu answer to a question or can simply wait for the next question, if no suitable response comes to mind.

Teacher-Led Discussion • Debriefi ng  Poll the class and ask those to raise a hand who felt they were asked or told something rude, uncomfortable, or mean. Ask them what it was about the scripted comment that seemed inappropriate.  Extend the discussion by asking what kinds of reactions were created by their scripted comments. Characterize these on the black- board under the heading “Reactions” (e.g. offended, insulted, creeped-out, puzzled).  Ask the class for suggestions as to what all of the scripted comments they heard during this exercise had in common.  Ask the students to imagine what this activity would have been like if they were to circulate through the room and make similar comments about each other’s bodies.

Recap • Underscoring and Reviewing Important Information At the end of the teacher-led discussion, take a few minutes to review learning to date and to reinforce the following message: Today’s lesson concerns sexual harassment. Our goal today is to think about the nature of sexually-oriented behaviour that is inappropriate in private or in public places. Sexual harassment is often treated as a joke, but can actually lead to serious consequences. Sexual harassment occurs when one person’s sexually-oriented comments or behaviours objectify or demean another person. If left unaddressed, sexual harassment can poison the emotional climate of the school.

Teacher-Led Discussion • What Does Sexual Harassment Look Like? Use the overhead projector to display the chart titled, “What Does Sexual Harassment Look Like?” (page 47). Take time to read through the fi rst two columns with the class and identify some of the types of sexual harassment that students may have encountered atschool. Ask them to raise their hands if they have witnessed this type of behaviour. After you have fi nished reading the list, most hands will probably be up. This show of hands can be expected to demonstrate the prevalence of sexual harassment in our very schools.

Short Writing Task • Consequences Instruct your class to choose three of the situations from the overhead “What Does Sexual Harassment Look Like?” (page 47). For each situation selected, ask students to write a short paragraph about the potential consequences or outcomes if the behaviour is not stopped. Ask for volunteers to share their answers before moving on to the next activity. • Note: It is worth mentioning that there have been cases in which teens have committed suicide because of sexual harassment experienced at school. Cell phones are now being used to take and send provocative pictures (aka “Sexting”), and this has created a new realm of sexual harassment in high schools.

Overhead • What Does Sexual Harassment Look Like? Return to the overhead chart “What Does Sexual Harassment Look Like?” (page 47). As a class, suggest solutions to the situations posed in the overhead chart. Consider some of the following principles if students’ suggestions remain superfi cial or vague:  Address the behaviour immediately and directly.  Don’t make an excuse for the harasser, or accept the excuse that “It was only a joke.”  Use strong body language to support your position against sexual harassment.  Speak on behalf of the oppressed group, e.g. “Girls think guys who say that/do that are gross.”

44 Teacher-Led Discussion • So What’s the Difference? Make a T-Chart on the blackboard, and ask the class to distinguish between fl irting and sexual harassment. Consider the following differences:

Flirting Sexual Harassment  Is respectful of the other person  Makes the harassed person feel powerless  Goes back and forth  Is uni-directional, initiated by one person against another  Compliments the recipient  Makes the recipient feel degraded  Involves parties sharing power  Harasser retains all the power  Is often encouraged after it starts by the recipient  Is never encouraged after it starts by the person targeted  Is harmless  Is harmful and illegal  Leads to relationships/friendships  Leads to serious emotional anguish for the recipient  Makes the recipient feel good  Makes the recipient feel demeaned and devalued

Extending the Learning • E-mail/Letter Writing Write a 300-word e-mail or a letter to a victim of sexual harassment. Include helpful strategies gathered from today’s discussion that could help the victim confront the person who is harassing him or her, and ultimately bring an end to the harassment. The tone of your letter should be friendly but serious.

Assessment • Informal and/or Formal Assessment The assessment focus for this lesson is primarily on critical thinking as evidenced in the fi nal writing assignment. • Note: You may assess students’ writing and critical thinking skills using the “Email/Letter Writing Assessment Rubric” (Appendix 3 • 2E).

45 CURRICULUM EXPECTATIONS CHAPTER 3 • Lesson 2

This lesson addresses student expectations specifi ed for the following courses:

Navigating the Workplace • Grade 12 Open • GLN4O Working With and Others By the end of this course, students will: • Describe self-management skills (e.g., prioritizing, stress management, problem solving), and use them to deal effectively with challenging situations in the school, community, or workplace (e.g., situations involving harassment, unreliability of others); • Describe and use strategies for managing confl ict (e.g., negotiation, mediation), and explain the issues and diffi culties thatmay be encountered when resolving confl ict.

Canadian Politics and Citizenship • Grade 11 Open • CPC3O Confl ict Resolution Strategies By the end of this course, students will: • Identify the key stages in resolving confl icts (e.g., gathering information, identifying points of view and values, recommending solutions, identifying potential consequences and alternative courses of action, taking action).

Individuals and Families in a Diverse Society • Grade 12 University/College Preparation • HHS4M Diverse Roles of Individuals By the end of this course, students will: • Analyse male and female roles in various societies and historical periods, taking into consideration societal norms and ideals, individuals’ perceptions of roles, and actual behaviours.

Challenge and Change in Society • Grade 12 University/College Preparation • HSB4M Prejudice and Discrimination By the end of this course, students will: • Assess the role of stereotyping as a barrier to full participation in society.

Academic English • Grade 9 • ENG1D Voice By the end of this course, students will: • Establish an identifi able voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing.

Academic English • Grade 9 • ENG1P Identifying Topic, Purpose, and Audience By the end of this course, students will: • Identify the topic, purpose, and audience for a few different types of writing tasks (e.g., a promotional fl yer advertising their school for Grade 8 students in another school; a formal paragraph stating and explaining an opinion on a topic for the teacher; a newspaper article and accompanying photograph for the local newspaper).

46 SHAPES AND SCRIPTS • Game Cards

The following cards are designed to be photocopied, cut out and laminated for classroom use:

47 SHAPES AND SCRIPTS

THE CIRCLE When meeting a triangle, Wow, your edges are really pointy. Why is that piece missing from I think your edges aren’t exactly may say or ask: your middle? straight. When meeting a rounded rectangle, Why aren’t your corners straight? You look kind of like a fat square. I think dark rounded squares are may ask or say: hot. When meeting the irregular object, You look weird. Do you want to hang out with a It must be hard to be so different. may say or ask: real shape?

THE TRIANGLE

When meeting a circle, What happened to your edges? You would look good if the pieces Do you want to roll with me? may ask or say: weren’t missing. When meeting the rounded rect- Why aren’t your corners straight? You look kind of like a fat square. I think dark rounded squares are angle, may ask or say: hot. When meeting the irregular object, You look weird. Do you want to hang out with a It must be hard to be so different. may say or ask: real shape?

THE IRREGULAR OBJECT

When meeting a circle, What happened to your edges? You would look good if the pieces Do you want to roll with me? may ask or say: weren’t missing. When meeting the rounded rect- Why aren’t your corners straight? You look kind of like a fat square. I think dark rounded squares are angle, may ask or say: hot. When meeting the Wow, your edges are really pointy. Why is that piece missing from I think your edges aren’t exactly triangle, may say or ask: your middle? straight.

THE ROUNDED RECTANGLE

When meeting the irregular object, You look weird. Do you want to hang out with a It must be hard to be so different. may say or ask: real shape? When meeting a circle, What happened to your edges? You would look good if the pieces Do you want to roll with me? may ask or say: weren’t missing. When meeting the Wow, your edges are really pointy. Why is that piece missing from I think your edges aren’t exactly triangle, may say or ask: your middle? straight.

48 WHAT DOES SEXUAL HARASSMENT LOOK LIKE?

TYPE EXAMPLE HOW DO YOU STOP IT?

Staring It’s June. Amy wears shorts and a tank top to school because her homeroom is really hot, even in the morning. Pat is sitting beside her. Every time Amy looks over at Pat, he is staring at her body.

Sexual jokes Classes are changing. Your locker is beside a group of students who are really loud. They often say really rude and vulgar things to each other. You hear one member of the group telling a joke about a sex act. The person turns to you and smiles while saying, “Am I right?”

Sexual innuendo You’re sitting with a group of students. One of the guys keeps telling a girl in your group that she has nice “markers” and asks her if he can touch them later. She laughs but you can tell she’s really uncomfortable.

Spreading rumours It’s the day after a long week-end. One of your friends comes up to you and starts to tell you a story about his ex-girlfriend. He says that he heard that she was drunk and making out with another girl from the school during a party that happened during the weekend.

Unwelcome Another student seems to genuinely like talking to you. Every time touching this student approaches you, she or he tries to hug you or put his/her arm around your waist.

Internet gossiping You’re on Facebook or MySpace. A student that you know, but who is not a friend, posts a sexual comment about another student from your school.

Pornography You’re sitting in class and a student ahead of you is showing a friend in a public place some pictures on a cellphone. One of the pictures is of a naked person in a sexual pose. The student passes the phone around and laughs.

Whistling/gestures Every time you walk down a certain hallway in the school, a group of students whistle at you and at other students as well. At the same time, they make obscene gestures with their hands.

Sharing sexual A friend starts asking you about what you are up to sexually with your stories boyfriend or girlfriend. He/she insists that friends tell each other about this kind of stuff, and won’t take no for an answer.

Using inappropriate A student of the opposite sex addresses you with pet names during terms class, such as: “Honey”, “Baby” or “Sexy.”

49 EMAIL/LETTER WRITING • Assessment Rubric

STUDENT NAME ______ACTIVITY ______

Your teacher will use the following criteria to assess your written proposal for this lesson:

CATEGORY NEEDS IMPROVEMENT SATISFACTORY GOOD EXCELLENT

Thinking suggested strategies could suggested strategies could suggested strategies could suggested strategies would use of processing logically produce negative or logically produce some logically produce a positive logically produce positive skills harmful reactions negative responses result results

Communication diction and word choice diction and word choice careful diction and word thoughtful diction and word communication for begin to create a tone that produce a tone that is either choice produce a tone that choice produce a tone that different audiences is either friendly or serious friendly or serious is both friendly and serious balances ‘friendly’ and and purposes ‘serious’

Communication many spelling and grammar some spelling and grammar a few minor spelling and/or no signifi cant spelling or use of conventions errors contribute to a lack errors, some interference grammar errors, no signifi - grammar errors and writing of clarity with clarity cant loss of clarity is complex and concise

Communication few ideas in the letter/ some ideas in the letter/ most of ideas in the letter/ all ideas in the letter/email expression and email are organized email are organized email are well organized are expertly organized and organization of ideas and summarized in the and summarized in the and summarized in the thoroughly summarized in and information conclusion conclusion conclusion the conclusion

Application connects classroom connects classroom connects classroom thoughtfully connects making connections discussion to one strategy discussion to two strategies discussion to three classroom discussion to within and between suggested in the letter/ suggested in the letter/ strategies suggested in the four or more strategies various contexts email email letter/email suggested in the letter/ email

50 APPENDIX C: CAMPAIGNS

Campaigns developed by other education, human rights, community and advocacy groups working to address issues of sexual and gender-based harassment and violence are good sources to tap into. They can provide ideas, speakers, educational materials, and other resources, such as surveys, posters, buttons, book marks, public service announcements, pamphlets, and videos. These materials are frequently available on-line or for minimal cost and may be reproduced, or adapted for local use.

ADDITIONAL CAMPAIGN WEBSITES

In addition to those already identifi ed in the Still Not Laughing annotated bibliography of resources and organizations, check out the following websites and campaigns:

Be the Solution (see sample below). http://wasaam.org/ (not available in French)

I KNOW SOMEONE... www.iknowsomeoneuwo.ca (not available in French)

Addressing Sexual Violence and Sexual Violence Myths through Community-Based Education. www.sexualassaultsupport.ca

Don’t be that guy www.sexualassaultvoices.com/our-campaign.html

Empowering Youth against Hypersexualisation www.hypersexualisationdesjeunes.uqam.ca (not yet available in English)

Know Your PowerTM www.know-your-power.org/ (not available in French)

51 APPENDIX D: INFORMATION PAMPHLETS

The following text is taken from a sample wallet card created by the Greater Essex County District School Board. It offers a starting point that can be adapted and updated for local use. Designing such materials could be done on a school or board-wide basis, or as a student project.

DATING VIOLENCE • HANDOUT FOR STUDENTS

DATING VIOLENCE Adolescents and young adults frequently encounter the problem of sexual violence in dating relationships. Almost all incidents of dating violence that occur, involve someone the victim knows and/or trusts. As in other forms of violence, power and control are the central issues.

DEFINITION: Dating violence includes the emotional, physical or sexual abuse of one partner by the other in a dating relationship where the individual partners are not living together.

Emotional or verbal abuse may include threatening, humiliating, insulting, pressuring, isolating, blaming, yelling, smashing things, and other expressions of anger, jealousy and possessiveness.

Physical abuse involves the use of force and may include restraining, slapping, punching, kicking, hitting, shoving, biting, choking or use of a weapon.

Sexual abuse occurs when sexual behaviour is unwanted and without consent. It includes date rape which is now a term legally defi ned as sexual assault. Threats, force or pressure are often used to gain the compliance of the victim. It does not matter if there has been consenting sexual behaviour prior to the abuse.

WARNING SIGNS Usually dating violence starts with emotional abuse and escalates over time to verbal, physical and sexual abuse.

The following behaviours can be early warning signs of dating violence: • Acting jealous or possessive; • Controlling contact with friends/family/outside activities; • Making all the decisions; • Driving fast or doing other dangerous risk behaviours; • Making accusations of lying; • Becoming angry or violent after drinking or taking drugs; • Not taking “no” for an answer; • “Put downs” concerning ideas, friends, family, appearance.

Other warning signs include behaviour that is: • Threatening; • Manipulative and controlling; • Embarrassing; • Blaming.

TIPS FOR SAFE DATING Here are some tips that you, or someone you know, may fi nd helpful when dating: • Trust your instincts about the behaviour of others; • Meet in public places for the fi rst few dates; • Be assertive: leave if you feel uncomfortable; • Get to know your date: are your date’s values similar to yours? • Get informal references: talk to others who have dated your date; • Keep in touch with family and friends; • Have a safety plan; • Know the address of where you are; • Tell someone where you are going and with whom; • Be able to leave: have money for bus, taxi and phone call; • Pay your own way: avoid obligation; • Give clear messages: let your voice and body language be the same.

52 WHAT CAN YOU DO ABOUT IT? What can you do if you or someone you know is involved in an abusive dating situation? The most important step is to recognize that the situation is abusive and then take action.

Here are some suggestions: • Recognize that no one has the right to control another person; • Put the blame where it belongs, on the abuser; • Tell someone trustworthy about the violence; • End the relationship as soon as possible; • Consider reporting a date rape or a physical assault to the police.

YOUR COMMUNITY SUPPORT SERVICES:

FOR CRISIS INTERVENTION, COUNSELLING AND SUPPORT

Sexual Assault Crisis Centre

24 Hour Crisis Centre: Offi ce Line: REMEMBER: FOR EMERGENCY MEDICAL TREATMENT FOLLOWING A SEXUAL ASSAULT OR FOR ON-GOING MEDICAL INTERVENTION CALL THE HOSPITAL BASED PROGRAM If you feel you are Sexual Assault Treatment Centre “walking on eggshells” HELPFUL NUMBERS to keep your Kids Help Phone 1-800-668-6868 partner from getting Local Police 911 angry, there is trouble ahead. It’s important to realize that the pattern of control and abuse will become worse over time, not better.

Health Canada – Adapted from: Dating Violence: An Issue At Any Age. (1996)

 DATING VIOLENCE YOUR COMMUNITY SUPPORT SERVICES:

Adolescents and young adults Emotional or verbal abuse may in- For Crisis Intervention, frequently encounter the prob- clude threatening, humiliating, in- Counselling and Support sulting, pressuring, isolating, blam- lem of sexual violence in dating ing, yelling, or smashing things, and Sexual Assault Crisis Centre relationships. Almost all inci- other expressions of anger, jealousy 24 Hour Crisis Centre: dents of dating violence that oc- and possessiveness. cur, involve someone the victim Offi ce Line: DATING knows and/or trusts. As in oth- Physical abuse involves the use of For Emergency Medical force and may include restraining, VIOLENCE er forms of violence, power and Treatment following a sexual slapping, punching, kicking, hitting, control are the central issues. assault or for ongoing medical shoving, biting, choking or use of a intervention call the hospital HANDOUT weapon. based program FOR DEFINITION: STUDENTS Sexual abuse occurs when sexual Sexual Assault behavior is unwanted and with- Treatment Centre Dating violence includes the out consent, It includes date rape, emotional, physical or sexual which is now a term legally defi ned abuse of one partner by the oth- as sexual assault. Threats, force or er in a dating relationship where pressure are often used to gain the HELPFUL NUMBERS the individual partners are not compliance of the victim, It does not Kids Help Phone matter if there has been consenting living together. 1-800-668-6868 sexual behavior prior to the abuse. Local police 911

Add the phone numbers and names of your local support services. SAMPLE WALLET CARD: 53 APPENDIX E: WORKSHOPS AND TRAINING

OSSTF/FEESO WORKSHOPS For more information on workshop content and booking arrangements, contact the provincial offi ce at 1.800.267.7867.

Still Not Laughing: Challenging Sexual Harassment in Our Schools (2 Hours) This workshop will present educational workers with a conceptual framework to increase their awareness and understanding of sexual harassment and provide them with an opportunity to use this framework to develop strategies that challenge sexual violence and harassment in their schools and workplaces.

From PAIN to PRIDE - Gender Based Violence & Homophobia (3-5 hours) This challenging full or half day workshop will provide participants with the defi nitions, understanding and strategies necessary to address the impact of gender-based violence and homophobia. With recent research identifying the alarming rate of these forms of harassment and assault in school settings, it is up to everyone to take ownership of the rights and responsibilities we share. Only then will we understand the seriousness of gender-based violence and homophobia, and work to stop it.

Beyond Bullying: Building Safe Schools (3 hours) Participants in this interactive workshop will explore the issues around student bullying: how to identify bullying, the types of bullying, the consequences of bullying and strategies for preventing and dealing with bullying behaviour. A package of resources will be provided to participants.

EQUIP (Engaging Quality Understandings of Inclusive Practices) (3 hours) During this workshop participants will explore issues of equity and inclusivity. The group will explore how to practise inclusion and will receive practical resources/strategies in how to effect change by creating equitable environments within their educational workplaces.

Beyond Bullying: Building Safe Workplaces (3 hours) This interactive workshop will explore the issues around workplace bullying: the types of bullying, the consequences of bullying and strategies for preventing and dealing with bullying behaviour. A package of resources will also be provided to participants.

Cyber Bullying (2 hours) Cyber Bullying is a growing phenomenon with the popularity of websites such as Facebook, YouTube, and RateMyTeacher, and the expansion of new technologies such as IPods, cell phones, digital cameras, MP3 players and other electronic devices that can clandestinely capture pictures, videos, and sound fi les to be quickly uploaded to the Internet. This workshop will explain the different types of cyber bullying and provide strategies for dealing with them.

OTHER WORKSHOPS Many other advocacy and service organizations and community agencies also offer workshops and training on sexual and gender- based harassment, as well as other issues of discrimination. A number of those most appropriate to a school setting/working with youth are identifi ed in the annotated bibliography of resources produced by OSSTF/FEESO in the fall of 201O as part of our Still Not Laughing: Challenging Sexual Harassment in Our Schools project.  DATING VIOLENCE TIPS FOR SAFE DATING WHAT CAN YOU DO ABOUT IT?

 Becoming angry or violent Here are some tips that you, or What can you do if you or someone Usually dating violence starts with  emotional abuse and escalates after drinking or drugs; someone you know, may fi nd helpful you know is involved in an abusive when dating: over time to verbal, physical and  Not taking “no” for an answer; dating situation?  Trust your instincts about the The most important step is to rec- sexual abuse.  “Put downs” concerning ideas, behavior of others; ognize that the situation is abusive The following behaviors can be friends, family, appearance.  Meet in public places for the fi rst few dates; and then take action. HEre are some early warning signs of dating vio-  Be assertive: leave if you feel suggestions: lence: Other warning signs include be- uncomfortable;  Recognize that no one has the Acting jealous or possessive; havior that is:  Get to know your date; Are your right to ocntrol another person;  Controlling contact with  Threatening; date’s values similar to yours?  Put the blame where it belongs,  Get informal references: talk to on the abuser; friends/family/outside  Manipulative and controlling; others who have dated your date; activities;  Embarrassing;  Keep in touch with family and  Tell someone trustworthy about the violence;  Making all the decisions;  Blaming. friends;  Have a safety plan;  End the relationship as soon as  Driving fast or doing other  Know the address of where you possible; dangerous risk behaviors; are;  Consider reporting a date rape or  Making accusations of lying;  Tell someone where you are a physical assault to police. going and with whom;  Be able to leave: have money for It’s important to realize that the bus, taxi and phone call; pattern of control and abuse will  Pay your own way: avoid Remember: If you feel you are obligation; become worse over tme, not better. “walking on eggshells” to keep your partner  Give clear messages, let your Health Canada — Adapted from: Dating voice and body language be the

from getting angry, there is trouble ahead. same. violence: An Issue At Any Age, 1996.  

54 TERMINOLOGY USED IN THIS RESOURCE

Bullying: Repeated, persistent, and aggressive behaviour Sexual Harassment: Unwelcome comments and/or actions of a directed at an individual or individuals that is intended to cause sexual or gender-based nature directed at an individual by someone (or should be known to cause) fear and distress and/or harm whose conduct or comments are, or should reasonably be known to to another person’s body, feelings, self-esteem, or reputation be, offensive, inappropriate, intimidating, hostile, and unwelcome. (Ministry of Education). Bullying is a form of aggression used from Sexual harassment can include: inappropriate touching, offensive a position of power. It can be physical, sexual, psychological/ jokes or remarks, sexual requests or suggestions, catcalls, social, verbal, and/or cyber. (OSSTF/FEESO) unwelcome stares/leering and uncomfortable comments about one’s body, the display of sexually offensive images, demeaning Gender-based violence: The Ministry of Education defi nes nicknames, or verbal abuse towards an individual because of gender-based violence as any form of behaviour—including their gender. Sexual harassment is a form of gender-based psychological, physical, and sexual behaviour—that is based on violence, and includes unwanted actions and comments rooted in an individual’s gender and is intended to control, humiliate, or homophobia and transphobia. (Adapted from the Ontario Human harm the individual. Rights Code and OSSTF/FEESO, The Joke’s Over).

OSSTF/FEESO has developed our own defi nition to expand upon Social Construction: A social construction or social construct the roots of this form of violence, and we use this defi nition in is any phenomenon invented or constructed by participants in a OSSTF/FEESO workshops. We believe that gender-based violence particular culture or society; it occurs because people agree to encompasses any actions (physical, sexual, psychological, or behave as if it exists or follow certain conventional rules. (OSSTF/ systemic) whether intentional or unintentional, that are informed FEESO) by the notion that femaleness, as a social construct, is inherently inferior to the social construct of maleness. Transphobia: Transphobia is the negative valuing and discriminatory treatment of individuals who do not conform in presentation and/ Some school boards have also begun to create their own or identity to conventional conceptions of gender. Lesbians, defi nitions of gender-based violence in order to write appropriate two-spirited people, gay men, bisexuals, and trans-identifi ed policy. The Toronto District School Board is one of the fi rst in individuals are typically the targets of transphobia. Transphobia this regard, and has defi ned gender-based violence as “any and homophobia are closely linked and interdependent. As aggressive action that threatens safety, causes physical, social, with any form of discrimination, transphobia can be personal or or emotional harm, and denigrates a person because of his or systemic, intentional or unintentional. (Adapted from the Queen’s her gender identity, perceived gender, sexual identity, biological University Positive Space program.) sex, or sexual behaviour”. Workplace Harassment: Engaging in a course of vexatious Homophobia: A disparaging or hostile attitude or negative comment or conduct against a worker in a workplace that is known bias, which may be overt or unspoken and which exists on the or ought reasonably to be known to be unwelcome and not already individual or systemic level, towards people who are lesbian, protected under the Human Rights Code. It should be noted that gay, bisexual or transgendered (LGBT). (Ontario Ministry of this defi nition expands upon that included in theOntario Human Education.) Rights Code, which is limited to harassment based upon race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, Poisoned Environment: A poisoned environment is one that age, record of offences, marital status, family status, or disability. is hostile, intimidating, demeaning or offensive for one or (Ontario Ministry of Labour, Bill 168). more persons. It is created when comments or actions based on grounds listed in the Ontario Human Rights Code result Workplace Violence: The exercise of physical force by a person in an atmosphere that make a person feel unwelcome or against a worker in a workplace that causes or could cause uncomfortable. This could involve demeaning remarks, terms physical injury to the worker; an attempt to exercise physical force of endearment, jokes, gossip or innuendo, as well as graffi ti, against a worker, in a workplace, that could cause physical injury pictures, cartoons or photographs. The comments or actions do to the worker; or a statement or behaviour that it is reasonable for not have to be directed at any specifi c person, nor does a person a worker to interpret as a threat to exercise physical force against have to be a member of a Code-protected group to experience the worker, in a workplace, that could cause physical injury to the a poisoned environment. In some cases, a single statement or worker. (Ontario Ministry of Labour, Bill 168). action is all it takes to poison the environment.

55 ENDNOTES

1• Berman, H., Principal Investigator (2002) “Sexual 9• Safe Schools Action Team. Ministry of Education: Ontario Harassment: The Unacknowledged Face of Violence in the (2008). Shaping a Culture of Respect in our Schools: Lives of Girls.” In Helene Berman, & Jiwani Y. (Ed.). In the Promoting Safe and Healthy Relationships. www.edu.gov. Best Interest of the Girl Child: Phase II Report. Research on.ca/eng/teachers/RespectCulture.pdf funded by Status of Women Canada. 10• Ministry of Education: Ontario (2009).Equity and Inclusive 2• Amnesty International (2004). Stolen Sisters: A Human Education in Ontario Schools: Realizing the Promise of Rights Response to Discrimination and Violence Against Diversity. www.edu.gov.on.ca/eng/policyfunding/equity.pdf Indigenous Women In Canada. This powerful report 11• Statistics Canada (1993).Violence Against Women Survey. documents how racial discrimination contributes to http://www.statcan.gc.ca/cgi-bin/imdb/p2SV.pl?Function=ge the inordinately high levels of violence experienced by tSurvey&SDDS=3896&lang=en&db=imdb&adm=8&dis=2 Indigenous women in Canada. The Sisters in Spirit initiative 12• Falconer, J. (2008). The Road to Health: A Final Report on of the Native Women’s Association of Canada (NWAC) School Safety. p.135 continues to raise awareness. 13• OSSTF/FEESO (2010) A Resource List: Still Not Laughing: 3• Ontario Human Rights Commission. (2011). Policy on Challenging Sexual Harassment in Our School. This annotated preventing sexual and gender-based harassment. The bibliography of resources is available in printed form and is complete policy document is available on Ontario Human also available at www.osstf.on.ca/SNL Rights Commission website. www.ohrc.on.ca/en/issues/ 14• Ministry of Education: Ontario (2011). School Climate Surveys. sexual_harassment www.edu.gov.on.ca/eng/teachers/climate.html 4• Berman, H., McKenna K., Arnold C.T., Taylor G., & 15• Ministry of Education: Ontario (2010). The Ontario Curriculum MacQuarrie B. (June 2000). “Sexual Harassment: Everyday Grades 1-8: Health and Physical Education, Interim Report. Violence in the Lives of Girls and Women.” In Advances in Revised. References to dealing with the impact of sexual Nursing Science: 22 (4) harassment and other forms of bullying are found within the 5• Hill, Catherine & Elena Silva. (2005). Drawing the Line: Making Connections for Healthy Living Strand of the Grade 5 Sexual Harassment on Campus. American Association of curriculum. www.edu.gov.on.ca/eng/curriculum/elementary/ University Women (AAUW) Educational Foundation. www. healthcurr18.pdf aauw.org/learn/research/upload/DTLFinal.pdf 16• Public Education Forum: Addressing Sexual Violence: 6• Wolfe, D. & Chiodo D. (February 2008). Sexual Harassment Changing Attitudes, Changing Lives. (June 2011). Key Best and Related Behaviours Reported Among Youth from Grade Practices for Effective Sexual Violence Public Education 9 to Grade 11. CAMH Centre for Prevention Science. Campaigns: A Summary. Toronto: Ontario. www.camh.net/News_events/Media_centre/CAMH%20 17• Information on the Sisters in Spirit vigils held in October and harassment%20paper.pdf the ongoing campaign is available on the Native Women’s 7• Jaffe, P. & Hughes, R. (Fall 2008). “Preventing Violence Association of Canada (NWAC) website at www.nwac-hq.org/ Against Girls.” In Education Forum V.34 (3). OSSTF/FEESO programs/sis-vigils 8• Falconer, Julian et al. School Community Safety Advisory Panel. (2008). The Road to Health: A Final Report on School Safety. The School Safety Panel was established by the Toronto District School Board following the murder of Jordan Manners at C.W. Jefferys in 2007. The Panel’s fi ndings on sexual harassment and violence emerged during its interviews with students and staff and became an important part of the fi nal report and recommendations. The complete report is available online at www.schoolsafetypanel.com/ fi nalReport.html

56

PRESIDENT’S MESSAGE

The Ontario Secondary School Teachers’ Federation/ Fédération des enseignantes-enseignants des écoles secondaires de l’Ontario (OSSTF/FEESO) is committed to a safe, equitable and harassment-free learning and working environment for girls and women in education.

Sexual harassment is no joke. Study after study has shown the negative effects such harassment has, including depression, anxiety, diffi culty concentrating, loss of self-esteem, withdrawal and social isolation. There can be a decline in school or work performance, or a decision to quit outright. Left unaddressed, sexual harassment too often escalates to physical violence and abuse.

Fifteen years ago, OSSTF/FEESO partnered with the Ontario Women’s Directorate and the Ministry of Education and Training to produce The Joke’s Over: Student to Student Sexual Harassment in Secondary Schools. The project was in response to a growing concern about the level of sexual harassment in our schools at that time.

A PROJECT OF OSSTF/FEESO Sadly, recent reports, such as those by the School Community Safety Advisory Panel (Falconer Report) and the Centre for Addiction and Mental Health (CAMH), RESEARCH reveal that the incidence of sexual harassment remains disturbingly high today. Lisa Rosenberg, Women’s Studies Program, York University Still Not Laughing: Challenging Sexual Harassment in Our Schools is a new project WITH CONTRIBUTIONS FROM by OSSTF/FEESO aimed at re-examining this serious issue. This annotated Carole Dion, OSSTF/FEESO Chantal Mancini, OSSTF/FEESO bibliography of resources is one part of the project. A companion document examines the current legislation covering sexual harassment in schools and DESIGN/LAYOUT provides a framework for developing effective strategies to address this form of Audrey Bourque violence with our students and colleagues. We hope these materials will assist us in taking up the challenge! WITH SUPPORT FROM OSSTF/FEESO Status of Women Committee

PUBLISHED WITH THE ASSISTANCE OF Ontario Ministry of Education Kenneth Coran President

The Ontario Secondary School Teachers Federation/Fédération des enseignantes-enseignants Ontario Secondary School Teachers’ Federation TEL 416.751.8300 des écoles secondaires de l’Ontario greatly appreciates the recommendations and comments Fédération des enseignantes-enseignants TEL 1.800.267.7867 provided by individuals and organizations consulted while researching and compiling this des écoles secondaires de l’Ontario FAX 416.751.3394 resource list. Their support has been of great assistance to the project; however, the 60 Mobile Drive, Toronto, Ontario M4A 2P3 www.osstf.on.ca responsibility for the fi nal list of resources is that of OSSTF/FEESO.

AUGUST 2010 This annotated bibliography is intended as a starting point for educators and others RESOURCES interested in challenging sexual harassment Curriculum and Program Tools 7 in our schools. We encourage you to explore Websites 11 beyond the fi rst few items in each section to fi nd Audiovisual 12 those that meet your needs best. We also urge Teen Fiction 13 you to seek out additional resources, including Assistance for Students 14 those within your community.

FRAMEWORK Government and School Board Documents 16 Articles and Books 16

ADVOCACY Organizations 20 Signifi cant Dates 21 International Campaigns 23

Please note: With some exceptions, the resources in this list were created after 2005. Resources have been included in more than one section if different elements have distinct purposes, or where there is a separate website address. Not all items are suitable for all audiences. Some direction has been provided, but review all materials before use with students to ensure they are appropriate. CURRICULUM AND PROGRAM TOOLS

YWCA CANADA F The YWCA Canada provides a number of online resources aimed at improving the lives of women and girls. GirlSpace is a community and content site which includes a booklet The Girl’s Guide to Knowing Her Rights, as well as information on a wide range of other topics aimed at empowering pre-teen and teen girls to deal with the issues they face. The YWCA’s Week Without Violence program, also noted in this resource list under Signifi cant Dates, includes an Organizer’s Kit and other resources such as Are You Cool? and Ten Tips for Expressing Healthy Anger. www.ywcagirlspace.ca www.weekwithoutviolence.ca/1-home.cfm

WHITE RIBBON CAMPAIGN F, B The highly acclaimed White Ribbon Campaign continues to be instrumental in developing information, resources and actions that speak to boys and young men about their role in ending violence against women. The newly revised Education and Action Kits for elementary, middle school and secondary students include in-class lessons, well-planned interactive exercises, and ideas for school wide projects. Exercises help boys examine current constructions of masculinity, understand how this contributes to male violence against women and girls, and refashion these constructions into beliefs that promote healthy and equitable relationships. The program It Starts with You: It Stays with Him encourages men, including educators and coaches, to act as role models and reach out and motivate boys to build healthy, equal RESOURCES relationships. All White Ribbon Campaign materials are bilingual. www.whiteribbon.ca Curriculum and Program Tools Websites SAFE@SCHOOL F Audiovisual Teen Fiction This very informative website is one component of a joint project of the Ontario Teachers’ Federation (OTF) and the Centre ontarien de prévention des agressions (COPA). It is aimed Assistance for Students at providing information, links and resources on different topics related to safety at school, including sexism, racism, homophobia and bullying. Resources on sexual harassment and violence include Dating Violence; Youth-to-youth: Warning Signs of an Unhealthy Relationship; and Sexual Harassment in School: Your Rights and Responsibilities. There are also links to related toolkits and activities, as well as references. www.safeatschool.ca/index.php?q=resources/resources-on-equity-and-inclusion/sexism

ONTARIO WOMEN’S DIRECTORATE F This provincial government website offers a wide range of online information, resources, and links on women and women’s issues. It includes materials on sexual harassment and violence in the home, the community and the workplace. Some areas of the site are aimed specifi cally at youth and children, including Equality Rules and Youth Space which are noted in the next section. The website also highlights signifi cant dates for women and women’s equality. www.citizenship.gov.on.ca/owd/english

METROPOLITAN ACTION COMMITTEE ON VIOLENCE AGAINST F WOMEN AND CHILDREN (METRAC) This community-based, Canadian organization works towards preventing violence against women, youth and children, recognizing that anti-violence measures must address the distinctive realities of women and children of diverse communities. The website highlights their successful peer education program ReAct: Youth Preventing Violence. You can also fi nd safety audit materials, and download, or order online, a wide range of preventive resources, including quizzes and pamphlets on topics such as dating violence, healthy relationships and harassment. There is a booking form, including costs, for in-class workshops and assemblies. Consult the list of publications and prevention resources to fi nd out which are available in French. French l Mature l Boys l Culturally Sensitive www.metrac.org

6 7 TOOLS FOR CHANGE: AN EDUCATOR’S RESOURCE SITE ROOTS OF EQUALITY F Elementary Teachers Federation of Ontario in partnership with Springtide Resources and Tools for Change was developed by the Centre for Research and Education on Violence Ontario Women’s Directorate, 2008 against Women and Children with funding from the Ontario Women’s Directorate. The website identifi es key resources for teachers, parents and youth on developing healthy and equitable This joint initiative provides youth-friendly resources on developing healthy and equal relationships. There is also a comprehensive listing and evaluation of additional resources for relationships aimed at students aged 8-14. It includes lesson plans for Grades 1-8 , workshop educators that can be searched by topic category. Each item is linked to Ontario curriculum outlines for Grades 7-8 and a brochure that lists resources available in French. There are guidelines for grades 3-9 and includes pedagogical recommendations. also tip sheets in different languages, including French, aimed at helping parents/caregivers www.toolsforchange.ca recognize the signs of violence and how to prevent it. www.springtideresources.org/programs/show_proj.cfm?proj_id=3 CANADIAN SAFE SCHOOLS NETWORK F WOMAN ABUSE AFFECTS OUR CHILDREN: AN EDUCATOR’S GUIDE This organization provides pertinent information and resources about bullying for students, Linda Baker & Peter Jaffe, 2007, developed for the English-language Expert Panel for Educators, parents and educators which may be helpful in discussions of sexual harassment. The Ontario Women’s Directorate student section of the website offers strategies as well as information on types of bullying and why people bully. There are also resources and professional development tools for educators This resource for elementary teachers, principals and guidance counsellors was developed by to assist them in understanding bullying and knowing how to intervene. Parents are given an Expert Panel for Educators formed as part of the Ontario government’s Domestic Violence information on bullying and what they can do to help their children. A new resource, Where’s Action Plan. The site includes an educator’s guide, video modules, and a resource list aimed Your Line – Preventing Peer Sexual Victimization, also listed under Audio Visual resources, is at helping educators recognize signs that students may be living with woman abuse. aimed at girls aged 12-15 who are victimized by sexual assault. It can be purchased online. www.curriculum.org/womanabuse Some resources, including Cool Kids in the Zone/Enfants Cool dans la Zone and anti-bullying posters and brochures, are available in French. DRAWING THE LINE: SEXUAL HARASSMENT ON CAMPUS www.canadiansafeschools.com/programs/resources.htm Catherine Hill and Elena Silva, December 2005, American Association of University Women www.canadiansafeschools.com Educational Foundation

WE WEREN’T MEAN, BUT… This report looks at the perceptions, experiences and responses of American college students with respect to sexual harassment. The report offers statistics for US colleges and OSSTF, 2010 Creating Spaces: Embedding Equity in Education, pages 40-57 information about how to create a harassment free campus. This chapter addresses sexual harassment as an equity issue and helps educational workers www.aauw.org/learn/research/upload/DTLFinal.pdf identify their preconceptions and understand some of the theoretical contexts. It also provides strategies for the school and classroom, including two lesson plans: Lesson 1 – Stereotyping HARASSMENT FREE HALLWAYS: HOW TO STOP SEXUAL HARASSMENT IN and Gender Roles and Lesson 2 – Putting an End to Sexual Harassment. Both lessons are SCHOOL linked to curriculum expectations and include rubrics and materials. A CD at the end of the Daria Black, January 2004, American Association of University Women Educational Foundation book contains a PDF version of the resource. This guide offers information for students, parents and schools on addressing sexual Available for purchase from the OSSTF/FEESO Federation Store. harassment and includes surveys, checklists and strategies. Guidelines for creating a STOP/VIRAJ F harassment free policy and model policies are also provided. www.aauw.org/learn/research/upload/completeguide.pdf Lucie Vézina, Annie Gosselin & Line Robitaille, 1995, Université Laval, 85 pages PASSAJ SCHOOL-BASED VIOLENCE PREVENTION PROGRAMS – A RESOURCE MANUAL Francine Lavoie , Marie-Christine Pacaud, Marjolaine Roy & Catherine Lebossé, 2007, Université Laval, 193 pages This online manual offers a review of different school-based programs aimed at preventing violence against girls and young women, including dating violence, sexual assault and sexual The STOP program was developed in Quebec in 1995 and deals with issues of violence harassment. A separate link looks at prevention programs addressing sexual harassment within dating relationships. Although fi fteen years old, the STOP document contains important among youth. The introduction for each site sets out a helpful overview on the emergence, insights into abusive behaviour and the rights of dating partners. The PASSAJ program was background and objectives of these types of programs. Although most were developed in the published in 2007 for 16 and 17 year olds and explores control in dating relationships, sexual late 1990’s and early 2000’s, many of the reviewed programs offer ideas and resources that abuse in dating relationships and friendships, and sexual harassment in work and study are still pertinent and/or could be adapted to meet current needs. situations. The website provides teachers and facilitators with both the STOP and PASSAJ www.ucalgary.ca/resolve/violenceprevention/English/reviewprog/youthdprogs.htm#prog1 program guides and documents. www.ucalgary.ca/resolve/violenceprevention/English/reviewprog/harassprogs.htm http://viraj.psy.ulaval.ca/english/index2.html VIOLENCE PREVENTION TOOLKIT, NATIVE WOMEN’S C THE JOKE’S OVER: STUDENT TO STUDENT SEXUAL HARASSMENT IN F SECONDARY SCHOOLS ASSOCIATION OF CANADA (NWAC) Project team from OSSTF/FEESO, Ontario Women’s Directorate, Violence Prevention Secretariat The NWAC Youth Council developed the fi rst Violence Prevention Toolkit in 2007 with the and Ministry of Education and Training, 1995 support of community organizations and other partners. The original workshop was geared toward youth and service providers with training on fi ve components of violence, including This resource was released in 1995 in response to concerns raised by students, parents, domestic violence, sexual assault, date violence, emotional violence and bullying. The toolkit teachers and superintendents regarding sexual harassment in secondary schools. It has already been used to train over 440 participants successfully but is now being evaluated includes information on sexual harassment and how to stop it, effective school policies and to support future opportunities and is not currently posted. Check the website for updated procedures, teaching modules, and ideas for student activities. While dated in some areas, information on availability. many sections are still relevant to addressing this signifi cant issue today. http://nwac-hq.org/programs/violence-prevention-toolkit Available for purchase from the OSSTF/FEESO Federation Store.

8 9 VIOLENCE AGAINST INDIGENOUS WOMEN IN CANADA C TEACHINGSEXUAL HEALTH.CA Regan Mancini, November 2007, OSSTF/FEESO This Alberta-based website provides information for parents, students and teachers on human This annotated bibliography offers a comprehensive overview of available resources on sexuality and sexual health. The section for teachers offers ideas on resources, instructional violence against Indigenous women in Canada. The extensive list includes information on methods and lesson plans by topic and by grade. This includes lessons on assault and abuse, materials such as Amnesty International’s Stolen Sisters Report and the Sisters in Spirit relationships and decision-making. initiative of the Native Women’s Association of Canada, as well as other items including www.teachingsexualhealth.ca novels, fi lms, websites, and government documents. Educators will fi nd the annotation a helpful guide to fi nding appropriate materials. www.osstf.on.ca/adx/aspx/adxGetMedia.aspx?DocID=7308,546,541,442,365,Documents&M ediaID=1375&Filename=indigenous-resource-list.pdf&l=English WEBSITES KIZHAAY ANISHINAABE NIIN – I AM A KIND MAN AND YOUNG PEOPLE’S C, B INITIATIVE EQUALITY RULES F This initiative of the Ontario Federation of Indian Friendship Centres is directed at encouraging Equality Rules is supported by the Ontario government and geared towards students aged men and boys of Aboriginal communities to speak out against abuse against Aboriginal 8-14. It offers online resources, quizzes, and scenarios to help young adolescents learn women and girls. Online resources include traditional teachings, a community action kit and about healthy, equal relationships. Students are also taught how to recognize attitudes and petition, and links to related sites. behaviours that lead to male violence against women and girls. The site includes additional www.iamakindman.ca/IAKM/YouthSite/index.php?option=com_content&view=article&id=97& information and links for teachers and parents/guardians. Itemid=111 www.equalityrules.ca/en/index.html

CLIMB THE HILL: SEXUAL HARASSMENT IN THE WORKPLACE YOUTH SPACE F Ontario Federation of Labour, 2010 This web-based resource offers an overview of the issue of sexual harassment, how it is This kit was developed to provide information about the steps unions can take to address manifested, its impacts and strategies for change. It is appropriate for both elementary and violence and harassment against women. The kit contains fi ve issue sheets: Sexual secondary students. The materials on What Every Girl and Woman Should Know About Sexual Harassment Is; What the Union Can Do; Local Union Representatives; Some Myths and Facts Assault, as well as Harassment Is No Joke: Preventing Sexual Harassment at School and Work, about Sexual Harassment; and Collective Agreement Harassment Audit Checklist. Materials are appropriate for secondary school students and educators. This area also links to Equality address both sexual harassment in the workplace and the community and would be useful Rules listed separately above. as curriculum resources and for developing schools as safe workplaces. A companion video www.citizenship.gov.on.ca/owd/english/youthzone/index.shtml is also available. http://www.ofl .ca/index.php/html/index_in/climb_the_hill/ KIDS HELP PHONE F

THE FOURTH R – RELATIONSHIP BASED VIOLENCE PREVENTION The Kids Help Phone website offers online resources and information for children and teens on a range of issues, including harassment and sexual assault. Students are provided with a CAMH Centre for Violence Prevention, 2008 space to tell their stories and play games, and they can post online questions for counselors The Fourth R is a comprehensive school-based program that includes students, teachers, to answer. There is access to an online topic library and a list of other relevant websites. parents, and the community in reducing violence and risk behaviours. Visit the website to www.kidshelpphone.ca/Kids/Home.aspx learn about different elements of the program available for purchase, including curriculum www.kidshelpphone.ca/Teens/Home.aspx guides, materials for youth safe school committees and after-school initiatives, and parent resources. There are also materials addressing issues from an Aboriginal perspective. REPLAY VIDEO GAME F Training for teachers, other professionals and community partners is available. Developed by the Metropolitan Action Committee on Violence against Women and Children www.youthrelationships.org/index.html (METRAC), with guidance from the Ontario Teacher’s Federation, this online video game SEXUAL HARASSMENT SUPPORT is geared towards youth aged 8-14. It is designed to challenge their perceptions about relationships and provide tools for responding to situations involving both themselves and This American-based website provides support for those who have experienced sexual others. The video game comes with an online booklet for youth, parents and educators. harassment. It offers online information about sexual harassment, including how it is generally www.metrac.org/replay/ perpetrated, myths surrounding it, its impacts, what to do, and how to get support. There is www.metrac.org/resources/downloads/educators.handbook.pdf also information regarding sexual harassment in education. www.sexualharassmentsupport.org SEXUALITYANDU.CA F A GUIDE TO ADDRESSING TEEN DATING VIOLENCE AND SEXUAL ASSAULT IN A SCHOOL SETTING This site is administered by the Society of Obstetricians and Gynaecologists of Canada and provides information about sexuality and sexual health. There are areas for teens, parents, Peace Over Violence, with assistance from California Women’s Law Center, February 2008 teachers and healthcare providers. Lesson plans are available for a number of topics on This guide looks at the responsibility of schools in preventing and responding to dating and sexual health, including Analyzing Relationships; Saying No and Meaning It; and Recognizing sexual violence in schools and the community. While much of the information and legal Infl uences on Sexual Behaviour and Decisions. There is also a section that addresses drug- framework is specifi c to California, the document also provides general guidance on issues facilitated sexual assault. such as legal obligations, the need for a comprehensive plan and policies, services for those www.sexualityandu.ca/adults/assault.aspx involved, training for staff, and violence prevention education for students. www.sexualityandu.ca/teachers/index.aspx http://new.vawnet.org/category/Documents.php?docid=1300 www.sexualityandu.ca/teens/index.aspx

10 11 SHELTERNET F as well as three different classroom modules, also with a user’s guide. A rap song from the DVD entitled Under Pressure is included. Shelternet, a national online resource and support network for abused women and their www.cbc.ca/documentaries/passionateeyeshowcase/2009/teensworld/ children, has a section Just for Kids that provides information about abuse. There is also a www.itsateensworld.com section for teens that focuses on relationships and offers quizzes such as What’s my Healthy Relationship IQ, and provides advice on topics such as cyberstalking and how to be a good FINDING DAWN friend. There are links to other relevant sites. Information is posted in a number of different Christine Welsh, National Film Board, 2006, 73 minutes languages, including English and French. www.shelternet.ca/en/children-youth Acclaimed Métis fi lmmaker Christine Welsh presents a compelling documentary that puts a www.shelternet.ca/en/teens human face on a national tragedy: the murders and disappearances of an estimated 500 Aboriginal women in Canada over the past 30 years. This is a journey into the dark heart of Native women’s experience in Canada. From Vancouver’s Skid Row to the Highway of Tears in northern British Columbia to Saskatoon, the fi lm honours those who have passed AUDIO VISUAL and uncovers reasons for hope. Finding Dawn illustrates the deep historical, social and economic factors that contribute to the epidemic of violence against Native women in this country. Available for viewing online through the NFB website. CBC DIGITAL ARCHIVES: MONTREAL MASSACRE F www.nfb.ca/fi lm/fi nding_dawn This site includes video and audio clips from the news coverage and commentary provided STILL KILLING US SOFTLY 3: ADVERTISING’S IMAGES OF WOMEN M by the CBC during the Montreal Massacre of December 6th 1989 and the days that followed. Jean Kilbourne, Media Education Foundation, 2006, 34 minutes There is also coverage of subsequent events, including the launch of the White Ribbon Campaign, the campaign for gun control, and an interview with Marc Lepine’s mother marking Through showcasing many advertising images and analyzing them, Kilbourne’s fi lm examines the 20th anniversary of the massacre. Suggestions for educational activities with students of the negative and often sexist portrayals of women and girls in advertising and challenges all ages are made available as well as links to related websites. us to consider the relationship between advertising and issues such as sexism and gender http://archives.cbc.ca/society/crime_justice/topics/398/ violence. Available for viewing online. www.google.ca/search?q=Still+Killing+Us+Softly+3%3A+Advertising%E2%80%99s+Image POLYTECHNIQUE F, M s+of+Women%2C&sourceid=ie7&rls=com.microsoft:en-us:IE-SearchBox&ie=&oe=&redir_ Denis Villeneuve, Remstar Media Partners and Alliance Films, 2009, 77 minutes esc=&ei=Kn0eTLfxDYK78gb-88CyDA This movie dramatizes the Montreal Massacre and is based on the true events of December SEXY INC. OUR CHILDREN UNDER INFLUENCE M 6, 1989 when a male gunman entered Ecole Polytechnique in Montreal and killed 14 women. Sophie Bissonette, National Film Board, 2007, 35 min 27 s The events are viewed through the eyes of two students. Released in 2009, this fi lm is now available at most local DVD rental stores. A trailer can be seen on the website shown below. This documentary looks at the hypersexualization of our environment and the damaging http://remstarfi lms.com/en/catalog/polytechnique/ effects this is having on young people. Marketing and advertising bombard children with degrading sexual images as well as sexist stereotypes that treat girls of all ages as sexual AFTER THE MONTREAL MASSACRE M objects. The fi lm also offers suggestions for countering this troubling trend. Available for Gerry Rogers, National Film Board of Canada, 1990, 27 minutes viewing online. There is also a Teacher Guide that can be downloaded. www.onf-nfb.gc.ca/eng/collection/fi lm/?id=55401 Rogers examines the immediate aftermath of the Montreal Massacre. She particularly analyzes the Canadian media coverage of the Massacre and how the “common sense” CLIMB THE HILL: SEXUAL HARASSMENT IN THE WORKPLACE awareness of the event meant coverage was often biased with respect to understandings of Ontario Federation of Labour (OFL/FTO), December 2009, 20 minutes male violence. Available in VHS through the OSSTF Research Library or can be purchased through the NFB This fi lm discusses the seriousness of sexual harassment in the workplace through interviews Film Collection. with many women in various fi elds. It was produced as a companion to theClimb the Hill kit www.onf-nfb.gc.ca/eng/collection previously noted. To obtain a copy of the DVD, contact the Women’s Rights Director at the OFL. The script for the DVD can be downloaded from the following website. WHERE’S YOUR LINE? PREVENTING PEER SEXUAL VICTIMIZATION M http://ofl.ca/uploads/library/health_safety/F_2010_OFL_REVISED_SCREENGRABS_web_ Canadian Safe Schools Network, February 2009 summary.pdf This DVD is aimed at girls aged 12-15 who have been or are currently victims of sexual assault and is intended to provide needed support and prevent further victimization. The DVD can be purchased through the CSSN website and comes with a facilitator’s guide and class set of brochures (25) to help students feel safe to self-identify, use safe strategies to report an TEEN FICTION assault, and get the necessary supports and services in place to leave abusive situations. www.canadiansafeschools.com/programs/resources/wheresyourline.htm SARAH’S WATERFALL: A HEALING STORY ABOUT SEXUAL ABUSE M Ellery Akers, 2009, Safer Society Press WIRED FOR SEX, LIES AND POWER TRIPS: IT’S A TEEN’S WORLD M Lynn Glazier, CBC Documentaries, 2009 Written in fi rst person diary format, this award-winning novel focuses on healing from the effects of sexual abuse rather than the abuse itself. Sarah has joined a girls’ survivor group This documentary premiered in October 2009 on CBC’s The Passionate Eye and offers a after being abused by her stepfather and the book includes a description of specifi c healing candid view of the lives of three groups of teenagers as they navigate a sexually charged exercises used in this group. world. The website www.itsateensworld.com provides background material and quiz, as well as information on how to obtain a copy. The DVD comes with a user’s guide to the documentary,

12 13 DREAMLAND M Sarah Dessen, 2002, Puffi n Books By the New York Times bestselling author, Dreamland fi ctionalizes the important topic of abusive teen dating relationships. In this novel, Dessen searches for answers to why so many girls get into abusive relationships and why they stay. Suitable for students aged 14 and over.

LESLIE’S JOURNAL M Allan Stratten, 2000, Annik Press In this novel, Leslie is involved in what quickly becomes an abusive relationship. The story describes her journey from the fi rst giddy kiss she shares with Jason to her fear when she decides to take action against him. Suitable for students aged 14 and over.

BREATHING UNDERWATER M, B Alex Finn, 2002, New York: Harper Teen/Harper Collins The novel’s protagonist is the male abuser in a teen relationship and the story explores the anger and motivation behind the verbal and physical abuse of his girlfriend. Suitable for students aged 14 and over.

SWIM THE FLY M, B Don Calame, 2009, Candlewick Press While this novel has been billed as a boys’ comedy full of “offensive, knuckleheaded fun”, the story of a group of boys and their summer quest to see a naked girl provides a context for discussion about the role of women and society’s willingness to accept inappropriate behaviour as just “normal” teenage high jinks. Suitable for students aged 14 and over.

FRAMEWORK ASSISTANCE FOR STUDENTS Government and School Board Documents Articles and Books KID’S HELP PHONE F Kid’s Help Phone provides youth with a direct, safe and anonymous place to call for information and counseling. This service is available across Canada, including rural and isolated communities. The website also enables youth to post online questions for counselors and offers resources and information on a range of issues including harassment and sexual assault. There is access to an online topic library and a list of other relevant websites. Toll-free number: 1-800-668-6868 www.kidshelpphone.ca

ASSAULTED WOMEN’S HELPLINE This anonymous and confi dential crisis line for women and girls is accessible throughout Ontario. Names are not required and an individual’s number does not show on call display or any telephone bill. The service is also open to friends and family of abused women and girls. Toll free number: 1-866-863-0511 www.awhl.org

ONTARIO COALITION OF RAPE CRISIS CENTRES (OCRCC) The Ontario Coalition of Rape Crisis Centres (OCRCC) has been instrumental in supporting and advocating on behalf of women and girls who have been raped. This umbrella organization has a link that lists all the rape crisis centres and related support services throughout Ontario. The site also includes resources for teens and adult survivors, as well as material regarding defi nitions and myths about sexual assault. www.ocrcc.ca

French l Mature l Boys l Culturally Sensitive

14 15 GOVERNMENT & SCHOOL BOARD DOCUMENTS SEXUAL HARASSMENT: EVERYDAY VIOLENCE IN THE LIVES OF GIRLS AND WOMEN Helene Berman, Katherine McKenna, Carrie Traher Arnold, Gail Taylor & Barbara MacQuarrie, SHAPING A CULTURE OF RESPECT IN OUR SCHOOLS: PROMOTING F 2000, Advances in Nursing Science 22(4), pages 32-46 SAFE AND HEALTHY RELATIONSHIPS This article looks at the pervasiveness of sexual harassment as experienced by girl children Safe School Action Team Report, December 11, 2008, 50 pages and highlights research showing that all girl children are affected, not just those traditionally The Safe School Action Team’s report looks at gender-based violence, homophobia, sexual considered to be at-risk. The sexual harassment of girls takes varied forms and begins at a harassment and inappropriate sexual behaviour in schools. The report provides information surprisingly early age. Attention is also paid to how violence becomes “normalized” in the about the scope of the problem and barriers to reporting, as well as concrete recommendations lives of girls and women. for action to lessen rates of abuse and improve safety for students. www.crvawc.ca/documents/Sexual%20Harassment%20Everyday%20Violence.PDF www.edu.gov.on.ca/eng/teachers/RespectCulture.pdf PREVENTING VIOLENCE AGAINST GIRLS EQUITY AND INCLUSIVE EDUCATION IN ONTARIO SCHOOLS: F Peter Jaffe & Ray Hughes, Fall 2008, Education Forum 34(3), Ontario Secondary School REALIZING THE PROMISE OF DIVERSITY Teachers Federation, pages 17-19 Ministry of Education, 2009, 98 pages These authors highlight the resistance that often occurs when discussing violence against This document sets out a vision and action plan to build an inclusive and equitable education girls. The article provides statistics and information that underscores the importance of system in Ontario. Guidelines and expectations are provided regarding the development, understanding this violence. They also offer several strategies to create safer spaces for girls implementation and monitoring of school policies. Practical strategies and examples are also in the educational setting. included. www.osstf.on.ca/adx/aspx/adxGetMedia.aspx?DocID=a23e42d0-03d2-4f69-866c- www.edu.gov.on.ca/eng/policyfunding/inclusiveguide.pdf ef132420c834&MediaID=e73f6711-8f6e-44a1-b5d6-5846a016cde5&Filename=fall-2008. pdf&l=English FAMILY VIOLENCE IN CANADA: A STATISTICAL PROFILE F Ottawa: Statistics Canada, Ministry of Industry, October 2009, 64 pages BULLYING, VICTIMIZATION AND SEXUAL HARASSMENT DURING THE TRANSITION TO MIDDLE SCHOOL This government publication reports on and examines family violence in Canada, detailing A.D. Pellegrini and Maria Bartini, 2000, American Educational Research Journal, Vol. 37, No. fi ndings regarding spousal violence, child abuse, elder abuse, and family homicide. Shelters 3, pages 699-725 in Canada are also listed and assessed. www.statcan.gc.ca/bsolc/olc-cel/olc-cel?lang=eng&catno=85-224-X This article discusses how sexual harassment and other abuse behaviours increase as students enter high school. The importance of peer groups in contributing to, and in preventing THE ROAD TO HEALTH: A FINAL REPORT ON SCHOOL SAFETY sexual harassment is examined. The impact of educators’ behaviours is also assessed. School Community Safety Advisory Panel, Toronto District School Board, January 2008, http://aer.sagepub.com/cgi/content/abstract/37/3/699 595 pages GUYS, GANGS AND GIRLFRIEND ABUSE B Also known as the Falconer Report, this report by the School Community Safety Advisory Mark D. Totten, 2000, Broadview Press, Broadview Press, 239 pages Panel addresses school safety in the aftermath of the murder of Jordan Manners at C.W. Jefferys Collegiate. Investigation by the Panel following this tragic death revealed signifi cant This book won an award from the American Sociological Association in 2001. The author issues of sexual harassment and assault, as well as barriers to reporting. The report includes studies how masculinity is constructed by marginalized youth and is then tied to the information on the nature and severity of the concern, as well as recommendations for change. violent enactment of gender ideologies prevalent in youth gangs. He also includes practical www.schoolsafetypanel.com guidelines for dealing with youth violence that are aimed at students, parents and educators. Available in larger libraries in Ontario. SEXUAL HARASSMENT AND MASCULINITY: THE POWER AND MEANING OF B ARTICLES AND BOOKS GIRL WATCHING Beth A. Quinn, in Kaleidoscope of Gender: Prisms, Patterns and Possibilities, Second Edition, 2008, ed. Joan Z. Spade, Sage Publications, pages 497-508 SEXUAL HARASSMENT AND THE DEVELOPING SENSE OF SELF AMONG Based on her research regarding men’s conceptions of women and girls, this author assesses ADOLESCENT GIRLS the link between masculinity and sexual harassment. Her study raises many important Helene Berman, Janet Izumi & Carrie Traher Arnold, 2002, Canadian Journal of Counselling questions regarding the role of empathy for creating new models of masculinity. 36(4), pages 265-280 Available in most university libraries in Ontario and can also be purchased through the Toronto This article presents research from the Ontario component of a multi-phased national action Women’s Bookstore or Sage Publications. study on sexual harassment and violence as experienced by girls. It addresses the highly www.sagepub.com/booksProdDesc.nav?prodId=Book234280& public nature of this harassment, as well as the many subtle and explicit ways it is condoned. The effect is to silence girls and diminish their sense of self. The article also looks at the WOMEN UNDER THE DOME OF SILENCE: SEXUAL HARASSMENT AND THE implications for counselors. ABUSE OF FEMALE ATHLETES www.crvawc.ca/documents/Sexual%20harassment%20and%20the%20development%20 Sandra Kirby et al, in Canadian Woman Studies: An Introductory Reader, 2006, eds. Andrea sense%20of%20self%20among%20adolescent%20girls.pdfsense%20of%20self%20 Medovarski and Brenda Cranney, Inanna Publications, pages 300-309 among%20adolescent%20girls.pdf The author highlights the pervasiveness of sexual harassment of girls in sport in Canada, looks at how it is tolerated, and discusses the pernicious impact of this abuse for girls. Canadian Woman Studies is available in most university libraries in Ontario and can also be purchased through the Toronto Women’s Bookstore or Inanna Publications. 16 www.yorku.ca/inanna/about.html 17 SEXUAL HARASSMENT IN SCHOOL: INVISIBLE ISSUES FOR GIRLS AND YOUNG WOMEN WITH DISABILITIES. Harilyn Rousso, 2009, Gender and Diversities Institute, Newton, Massachusetts Rousso discusses her research which reveals that girls and young women with disabilities are far more likely to be sexually harassed at school than their peers but their experiences are often marginalized. www2.edc.org/GDI/publications_SR/publications/CRicaPub/RoussoEnglish.pdf

OUT OF THE SHADOWS: WOMAN ABUSE IN ETHNIC, IMMIGRANT C AND ABORIGINAL COMMUNITIES. Josephine Fong, ed., 2010, Women’s Press, 324 pages The contributors to this collection each examine how women experience and resist male violence in their communities, for a broader understanding of how male violence is mediated not just by gender, but also by race, class, ethnicity and religion. Available in most university libraries in Ontario and can also be purchased through the Toronto Women’s Bookstore or Women’s Press. www.cspi.org

VIOLENCE AGAINST WOMEN Lisa Rosenberg & Ann Duffy, in Feminist Issues: Race, Class and Sexuality, 2009, ed. Nancy Mandell, Pearson Canada These authors provide a broad overview of violence against women in Canada and globally. They include discussions of different types of male violence, including sexual harassment. Available at most university libraries in Ontario and can also be purchased at the Toronto Women’s Book Store and from Pearson Canada. www.pearsonhigheredu.com ADVOCACY

CHILDREN IN AFGHANISTAN BRAVE SEXUAL HARASSMENT C Organizations AS THEY WALK TO SCHOOL Signifi cant Dates Haley Jarvis, in RAWA News, December 2009, Revolutionary Association of Women of International Campaigns Afghanistan This article was written for RAWA, an association of Afghani women fi ghting for human rights and social justice for women and girls in Afghanistan. Jarvis examines the everyday sexual harassment that girls face in their attempts to go to school. www.rawa.org/temp/runews/2009/01/29/children-in-afghanistan-brave-sexual-harassment- as-they-walk-to-school.html

TESTED TO THEIR LIMIT: SEXUAL HARASSMENT IN SCHOOLS C AND EDUCATIONAL INSTITUTIONS IN KENYA Juliana Omale, in No Paradise Yet: The World’s Women Face a New Century, 2000, eds. J. Mirsky and M. Radlett, Panos Omale’s chapter details how girls are precluded from having equity in education in Kenya because of the widespread harassment and violence they experience from their male peers. Omale discusses the impact of this, noting that many girls do not go to class out of fear, use the library only when necessary and do not leave their residences unless going to school.

WIFE ASSAULT AND FAMILY VIOLENCE FROM THE NATIVE PERSPECTIVE: C NOT JUST A WOMEN’S ISSUE The Apo-Way-A-In Mississauga Women’s Shelter, no date This 14 page booklet takes an indigenous approach to family violence. It contextualizes the violence, looks at those who perpetrate the abuse and those who are exposed to it. It also provides a list of intervention services. Available for a nominal cost through METRAC. www.metrac.org/resources/downloads/native.pdf

French l Mature l Boys l Culturally Sensitive

18 19 ORGANIZATIONS ONTARIO WOMEN’S JUSTICE NETWORK (OWJN) C The mandate of this organization is to demystify the Ontario legal system with respect to violence against women and girls. Their perspective is feminist and they use the term YWCA CANADA F “violence” to address social barriers as well as personal violence, including physical, sexual, The YWCA Canada is an important national organization that provides many community-based and emotional abuse. The intention is to reach and assist diverse groups of women, and programming and online resources aimed at improving the lives of women and girls. Their the site has specifi c information relevant for aboriginal women, immigrant women, women in research and advocacy continues to foster women’s leadership and equality across Canada. poverty, young women, elderly women, criminalized women, queer and trans women. Publications are posted on their website, including the Report on the Status of Women and www.owjn.org/owjn_2009/index.php?option=com_content&view=article&id=224&Item Girls in Canada (2009), a four-page overview of continuing barriers to equality. Girls Space and id=109 A Week without Violence are two YWCA programs aimed specifi cally at young women and are also noted elsewhere in this resource list. CANADIAN RED CROSS – RESPECTED: VIOLENCE AND ABUSE PREVENTION F www.ywcacanada.ca The Red Cross RespectEd program offers prevention education aimed at teaching children http://ywcacanada.ca/en/publications and adults about skills for creating healthy relationships and how to recognize the signs of www.ywcagirlspace.ca abuse, dating violence and harassment. Promoting Healthy Dating Relationships for Youth www.weekwithoutviolence.ca/1-home.cfm looks at healthy and unhealthy relationships, communication and prevention skills, legal issues and community resources. Programs are delivered by trained volunteers. Check the WHITE RIBBON CAMPAIGN (WRC) F, B website for local availability. The WRC is the only organization focused primarily on educating boys and young men about www.redcross.ca/article.asp?id=27213&tid=030 their role in ending violence against women. Now international in scope, the WRC began in F 1991 when a number of Canadian men took the initiative in urging men to speak out about CANADIAN WOMEN’S FOUNDATION violence against women and show their opposition by wearing a white ribbon. The group This national organization helps better the lives of women and girls in Canada through its organizes an annual campaign leading up to December 6th and has also developed a number work to end male violence. Its current campaign Shelter from the Storm is the largest national of campaign resources suitable for use throughout the year. Information on the Education and campaign in Canada on this issue. Action Kits is provided in other sections of this resource list. www.shelterfromthestorm.ca/issue.html www.whiteribbon.ca www.cdnwomen.org/EN/section05/3_5_1_3-research_resources.html

METROPOLITAN ACTION COMMITTEE ON VIOLENCE AGAINST WOMEN F FAMILY LAW EDUCATION FOR WOMEN (FLEW/FODF) F, C AND CHILDREN (METRAC) The focus of this organization is to ensure that women from diverse backgrounds have access METRAC is a not-for-profi t, community-based organization that works to prevent and end to information about their legal rights in Ontario. The fl yer on criminal and family law covers violence against women, youth, and children within and among diverse communities. issues involving sexual assault and abuse. Information is available on the website in English, Priority program areas are community safety, community justice, and community outreach French and nine other languages. You can also access videos in American Sign Language or and education. The website highlights their successful peer education program ReAct: Youth have the material read to you. Publications are free of charge through Service Ontario. Preventing Violence, as well as materials for community-based safety audits and a wide range Toll Free number: 1-800-668-9938 of preventive resources. Other initiatives include work with THRIVE (a coalition working to end www.onefamilylaw.ca violence against women of colour and Aboriginal women) and the Ontario Women’s Justice Network website which provides access to legal information, particularly to vulnerable women. THE MISS G PROJECT FOR EQUITY IN EDUCATION www.metrac.org The Miss G Project’s mandate is to ensure educational equity for students, especially girls. WOMEN’S LEGAL EDUCATION AND ACTION FUND (LEAF) They operate from a feminist, anti-oppression framework and their major campaign has been focused on getting Women’s and Gender Studies programs offered in Ontario’s secondary LEAF is a national non-profi t organization working to promote equality for women through legal schools. The website provides a link for educators who want to develop and share materials action, public education and law reform. Information on the legal challenges initiated by LEAF on women, gender or feminism in their classrooms. is available on their website. A new LEAF Speakers Bureau now features women’s voices on www.themissgproject.org/teachers topics such as Representation of Women in Popular Culture. One hour workshops on equality rights are also available. LEAF at Work sessions help students analyze real-life scenarios they may encounter at work, including sexual harassment and discrimination. No Means No is a one hour workshop aimed at teaching students about their legal rights and responsibilities in SIGNIFICANT DATES relation to sexual assault and consent. For more information or to make a booking, contact LEAF. www.leaf.ca TAKE BACK THE NIGHT MARCHES – SEPTEMBER F NATIVE WOMEN’S ASSOCIATION OF CANADA (NWAC) F These women and girl-only marches take place, usually in late September, in municipalities across Canada. They are a visible way to take a stand against sexual violence against Founded in 1974, the mandate of the Native Women’s Association of Canada (NWAC) is women and to recognize symbolically the right of women and girls to feel safe. They are often to achieve equality for all Aboriginal women in Canada. It is actively involved with partner accompanied by rallies and other events. For more information on the history of Take Back organizations across the globe working to end discrimination against Indigenous women, the Night as well as details about local events each year, check the Internet or contact your including the United Nations and Amnesty International. One of NWAC’s ongoing initiatives labour council, women’s centre, rape crisis centre, women’s shelter or YWCA. Information is is the Sisters in Spirit campaign, including ongoing research, education and political action. also posted on the Ontario Women’s Directorate site. http://nwac-hq.org www.citizenship.gov.on.ca/owd/english/resources/information/dates/night.shtml

20 21 SISTERS IN SPIRIT VIGILS – OCTOBER 4TH commemorated as the National Day of Remembrance and Action on Violence against Women with memorials taking place all across Canada. General information can be found on the The violence experienced by Aboriginal women and girls in Canada is a national tragedy. The Status of Women Canada website. Many women’s groups, labour unions and community Sisters in Spirit Vigil is a time to honour the lives of missing and murdered Aboriginal women organizations hold events to commemorate this day and highlight the ongoing need for action. and girls and to demand action. In recent years, the number of vigils across the county has www.swc-cfc.gc.ca/dates/vaw-vff/index-eng.html grown signifi cantly. http://nwac-hq.org/programs/sis-vigils DAY OF PINK – FEBRUARY YWCA CANADA WEEK WITHOUT VIOLENCE – OCTOBER F Day of Pink developed as an annual event after students in Nova Scotia supported a grade nine boy who was being harassed for wearing a pink shirt. The day has now become an This campaign takes place annually during the third week of October. It is a community-based opportunity for school communities to stand up against the barriers, bullying and harassment outreach program aimed at preventing violence against women and girls. A major component created by discrimination. Normally marked in February, check the Internet for information on is to work with schools and students at every grade level across Ontario. Ideas are posted specifi c dates each year. online to help plan activities, events and campaigns during this week and throughout the www.dayofpink.org year. An organizer’s kit and media kit are also available online. Relevant materials can be purchased through the online store. INTERNATIONAL WOMEN’S DAY – MARCH 8TH F www.weekwithoutviolence.ca/1-home.cfm International Women’s Day has been celebrated globally on March 8th for over a century. During WOMEN’S HISTORY MONTH – OCTOBER F the week preceding, and on March 8th itself, events are organized locally, provincially, nationally and internationally which celebrate women’s past and present economic, social and political Women’s History Month in Canada was proclaimed in 1992 and provides an opportunity to achievements. It is also a time to refl ect on the future and demarcate the barriers that still learn about the important contributions of women and girls to our society, as well as the many remain for women’s equality in Canada and globally. More comprehensive information on the challenges that women have faced in achieving equality. October marks the anniversary of the history of IWD, as well as a listing of Canadian and international events, is available through signifi cant Persons Case which established that women were legally persons in Canada under an Internet search. Canadian and Ontario government websites also note this signifi cant date the British North America Act. through Status of Women Canada and the Ontario Women’s Directorate. www.swc-cfc.gc.ca/dates/whm-mhf/index-eng.html www.swc-cfc.gc.ca/dates/iwd-jif/index-eng.html www.citizenship.gov.on.ca/owd/english/resources/information/dates/whm.shtml www.citizenship.gov.on.ca/owd/english/resources/information/dates/iwd.shtml TH F PERSONS DAY – OCTOBER 18 SEXUAL ASSAULT PREVENTION MONTH – MAY F This date commemorates the decision on October 18, 1929 by the Privy Council that Canadian Since 1988, women’s groups and communities in Ontario have recognized May as Sexual women were legally “persons”. The court case led by the Famous Five was aimed at winning Assault Prevention Month. This is an opportunity to raise awareness of this serious issue and the right for women to hold public offi ce, including in the Senate and as magistrates, and take steps to prevent sexual assault. Information and links to related resources are available helped pave the way for women to participate fully in all aspects of public life. on the Ontario Women’s Directorate website. www.swc-cfc.gc.ca/dates/gg/case-affaire-eng.html www.citizenship.gov.on.ca/owd/english/resources/information/dates/assault.shtml F INTERNATIONAL DAY FOR THE ELIMINATION OF VIOLENCE AGAINST SEXUAL HARASSMENT AWARENESS WEEK – JUNE F WOMEN – NOVEMBER 25TH Since 2007, the fi rst week of June has been recognized asSexual Harassment Awareness th The United Nations has designated November 25 as the International Day for the Elimination Week in Ontario. The focus of this week is to increase awareness of sexual harassment and of Violence against Women. This date is an opportunity to raise public awareness and highlight how to prevent it. The date was chosen in honour of Teresa Vince and honours all women the need to challenge continuing and widespread gender-based violence around the world. who have been victimized by sexual harassment in the workplace and other settings. The The date marks the 1960 assassination of the three Mirabal sisters, political activists in the Ontario Women’s Directorate has material on its website and additional information including Dominican Republic. statements by women’s, community and labour groups can also be found through the Internet. www.un.org/en/events/endviolenceday www.citizenship.gov.on.ca/owd/english/resources/information/dates/harassment.shtml WHITE RIBBON CAMPAIGN, NOVEMBER 25TH – DECEMBER 6TH F, B The White Ribbon Campaign is aimed at men and boys taking responsibility to speak up and work to end violence against women. In Canada, the campaign takes place from November INTERNATIONAL CAMPAIGNS 25th, the International Day for the Elimination of Violence Against Women, until December 6th, the National Day of Remembrance and Action on Violence Against Women. During this time, men and boys are encouraged to wear a white ribbon as a symbol of their commitment not to MAKING RIGHTS A REALITY: GENDER AWARENESS WORKSHOPS F, C remain silent about violence against women. As noted elsewhere, the White Ribbon Campaign Amnesty International Publications, 2004, 76 pages also operates educational programmes throughout the year. White Ribbon pledge sheets, As part of Amnesty International’s campaign to stop violence against women, they devised a ribbons, postcards and other resources are available through their website. resource with workshop modules addressing violence against women and girls. The workshop www.whiteribbon.ca also offers ideas and advice on how to organize campaigns and lobby governments for change in this area. Amnesty’s campaign website for Stop Violence Against Women includes updates F NATIONAL DAY OF REMEMBRANCE AND ACTION ON VIOLENCE AGAINST from countries around the world. TH WOMEN - DECEMBER 6 www.amnesty.org/en/campaigns/stop-violence-against-women/activist-toolkit December 6th is the anniversary of the Montreal Massacre in 1989 when 14 women www.amnesty.org/en/campaigns/stop-violence-against-women engineering students were murdered at Ecole Polytechnique in Montreal. This day is now

22 23 SAFE SCHOOLS: EVERY GIRLS RIGHT F, C Amnesty International Publications, 2008 This report profi les the many types of violence faced by girls in countries around the globe and discusses how this violence acts as a barrier to girls’ accessing education. The website includes the global report Safe Schools: Every Girls Right as well as fact sheets and banners for downloading. www.amnesty.org/en/campaigns/stop-violence-against-women/issues/empowerment-women/ safe-schools

UNITED NATIONS – UNITE TO END VIOLENCE AGAINST WOMEN F, C The United Nations website has information about women’s issues globally, including campaigns, international conventions and organizations. The current United Nations’ campaign on violence is Unite to End Violence against Women which is focused on gender based violence around the world in all its forms. The website includes resources, ideas for action and news. Taking Action includes a section on actions for universities and schools. www.un.org/en/women/endviolence

24 a resource list VIOLENCE AGAINST INDIGENOUS WOMEN IN CANADA A PROJECT OF Human Rights Committee, OSSTF Status of Women Committee, OSSTF

RESEARCHED AND COMPILED BY Regan Mancini

WITH SUPPORT AND CONTRIBUTIONS FROM Amnesty International Canadian Labour Congress First Nations House, University of Toronto Métis Nation of Ontario Metropolitan Action Committee on Violence Against Women & Children National Film Board of Canada Ontario Federation of Indian Friendship Centres Ontario Institute for Studies in Education, University of Toronto Toronto Women’s Bookstore

ORGANIZATIONS CONTACTED OR CONSULTED Aboriginal Education Association, British Columbia Anishnawbe Health Toronto Anduhyaun Atenlos BC Teachers’ Federation Canadian Broadcasting Corporation Canadian Teachers’ Federation Council Fire Native Cultural Centre Elementary Teachers’ Federation of Ontario Imaginative/Centre for Aboriginal Media Ministry of Education Native Canadian Centre Native Women’s Association of Canada Native Women’s Resource Centre, Toronto Ontario Native Women’s Association Ontario Women’s History Network Ontario Federation of Labour Aboriginal Committee Spirit of the People United Nations Association of Canada York University First Nations & Aboriginal Student Association

DESIGNED BY Sanam Ghani

The Ontario Secondary School Teachers Federation/Fédération des enseignantes-enseignants des écoles secondaires de l’Ontario greatly appreciates the recommendations and comments provided by individuals and organizations consulted during the process of researching and compiling this resource list. This support has been of great assistance to the project overall; however, the responsibility for the final list of resources is that of OSSTF/FEESO.

Most books and films are available at the Toronto Women’s Bookstore. www.womensbookstore.com TABLE of CONTENTS

BOOKS ...... 1

AUDIO/VISUAL ...... 4

ARTICLES ...... 6

REPORTS ...... 7

DECLARATIONS, CONVENTIONS, AND ACTS ...... 10

WEBSITES ...... 12

ADDITIONAL RELATED RESOURCES ...... 13 Ontario Secondary School Teachers’ Federation Fédération des enseignantes-enseignants des écoles secondaires de l’Ontario

The Ontario Secondary School Teachers’ Federation is committed to an educational policy which includes the teachings of Aboriginal peoples from their perspective. In addition, we believe that appropriate resources must be made available to assist educators in exploring the issues and challenges which confront Indigenous peoples in Canada.

One of these critical issues is violence against Indigenous women. It is an issue that cries out for greater awareness and attention, including discussion in our secondary schools.

As the Amnesty International Stolen Sisters report so clearly demonstrates, the prevalence of this violence is shocking in itself. No less appalling is the failure of our criminal and justice systems to provide adequate protection to Indigenous women. We must also examine the history of social and economic marginalization that has torn apart families and communities and pushed Indigenous women into extreme poverty, homelessness and prostitution, leaving them more vulnerable to violence.

Yet this is only part of what we need to learn. There are also stories of hope, of individual recovery, and of fighting back as Indigenous women and their allies take steps to change the direction of the story. This resistance has taken place through the personal struggles of individual women, as well as through collective action.

It is our hope that the following resource list will help you in accessing the kind of information necessary to understand better the complexity of this issue and for introducing it to your students. The list has been annotated to help guide your selection of materials and includes a range of readily accessible print, audio-visual and internet resources that offer different perspectives on, and insights into, this issue. Some are more controversial in their views; all are certain to increase awareness and encourage discussion.

Developing this resource list has been a joint project of the Status of Women and Human Rights committees, and the two committees will be distributing copies through the local OSSTF district offices. Additional copies may be obtained by contacting the provincial liaison to the Status of Women or Human Rights committee.

In closing, OSSTF wishes to thank our researcher Regan Mancini. We greatly appreciate both the knowledge and the dedication she brought to this project. We also want to thank the many individuals and organizations within the Aboriginal community, as well as those from labour, education and women’s groups, who offered their support and input.

Kenneth Coran President

OSSTF/FEÉSO 60 Mobile Drive Toronto ON M4A 2P3 Canada . T 416-751-8300 F 416-751-3394 . www.osstf.on.ca VIOLENCE AGAINST INDIGENOUS WOMEN BOOKS 1

NOVELS Out of the Depths* ☼ Isabelle Knockwood, 2001, Roseway Publishing, 176 pages Half-breed* This book is written by a woman from a Mi’kmaq nation in Maria Campbell, 1973, McClelland and Stewart Limited, Eastern Canada and describes the emotional, spiritual, and 184 pages physical violence she experienced in the residential school This is an autobiography of a Métis woman living in western system. Canada. It provides a good basis to understand the impact of  Consider combining with: Film: Hollow Water. colonization and the resulting complexities of discrimination Contains explicit content. and prejudice experienced by Indigenous peoples in Canada and fueling the violence Indigenous women experience. Bobbi Lee: Indian Rebel*  Consider combining with: Films: Donna’s Story, Lee Maracle, 1990, Women’s Press, 241 pages Finding Dawn and For Angela. This is a story about an Indigenous woman struggling with her identity, systemic racism and violence. In Search of April Raintree* ☼  Consider combining with: Films: Finding Dawn and Beatrice Culleton, 1983, Pemmican Publications, 228 pages For Angela; Book: Iskwewak. The author juxtaposes the lives of two Métis sisters who were taken from their childhood home by children’s services. The Daughters are Forever story raises questions about the racism experienced by Lee Maracle, 2002, Polestar, 250 pages Indigenous peoples in Canada. This book is about a young Salish woman’s struggle with her  Consider combining with: Films: Donna’s Story, past and her reconciliation with her daughters. The author Finding Dawn and For Angela. raises various issues connected to violence against women and the experiences many of these women face. Just Another Indian:  Well crafted, this book is written in a manner based on A Serial Killer and Canada's Indifference* ☼ Salish Nation storytelling which may be difficult for young Warren Goulding, 2001, Fifth House Ltd., 219 pages readers to comprehend. This book traces the crimes of John Martin Crawford, a serial killer who preyed on Indigenous women and the manner in SHORT STORIES which his case was dealt with by the Canadian justice system. It raises concerns about racism, police inaction and policies, Strong Women Stories: and the media. Native Vision and Community Survival  Consider combining with: Book: Iskwewak; Kim Anderson & Bonita Lawrence (Eds), Sumach Press, Films:Two Worlds Colliding and Finding Dawn. 264 pages This collection of essays focuses on the state of Indigenous Missing Sarah: communities today and possibilities for the future by looking A Vancouver Woman Remembers Her Vanished Sister* ☼ at the activities of Indigenous women within their homes Maggie de Vries, 2004, Penguin Books, 274 pages and communities. This book is based on a journal kept by Sarah de Vries, a  Sections to note: Chapter 4: The Eagle Has Landed, woman from Vancouver of mixed race (Black, Canadian Chapter 15: From Violence to Leaders, Chapter 17: Indigenous, Mexican Indian and white) who was abducted and Coming Full Circle. Consider combining with almost every her DNA found on Robert Pickton’s farm. It is an autobiography resource on this list. written by her non-biological white sister.  Consider combining with: Films: Finding Dawn and Donna’s Story.

* User friendly/contains accessible language ☼ Contains explicit sexual or violent content NOVEMBER 2007  Notes VIOLENCE AGAINST INDIGENOUS WOMEN BOOKS 2

II Organizing: Chapter 2: We’re not taking it anymore* in Kecia Larkin, Canada* in Enough is Enough: Aboriginal Women Speak Out, Positive Women: Voices of Women Living With HIV/AIDS Janet Silman, December 1992, The Women’s Press, Andrea Rudd and Darien Taylor (Eds), 1992, Second Story pages 93-118 of 253 pages Press, pages 54-59 of 269 pages This book chapter contains several short stories told by This is a brief story of an Indigenous woman from the Indigenous women who pressured the government to change Vancouver area who experienced sexual violence as a child, the laws that denied them “Indian status” when they married a began a life of prostitution and then contracted HIV/AIDS. non-Indigenous man, thereby dispossessing them and It demonstrates the link between violence and HIV exposure, increasing their risk of experiencing violence. and the tremendous resilience of Indigenous women.  Consider combining with The Indian Act;  Consider combining with: Books: In Search of April Film: Waban-Aki. Raintree and Half-breed; Film: Hollow Water.

Stolen from our Embrace: The Abduction of First Nations BOOKLETS Children and the Restoration of Aboriginal Communities* ☼ Suzanne Fournier and Ernie Crey, June 1998, Wife Assault & Family Violence from the Native Perspective: Douglas and McIntyre, 250 pages Not Just a Woman’s Issue Through various short stories, this book delves into the The Apo-Way-A-In Mississauga Women’s Shelter, residential school and child welfare experience linking no date, 14 pages Indigenous dispossession and experiences of abuse to the This booklet takes an Indigenous approach to family violence. violence in their communities today. It examines the issue of It contextualizes the violence, looks at those who inflict abuse sexual abuse from the perspective of perpetrators and and those who are exposed to it, as well as intervention survivors and the issue of fetal alcohol syndrome. services.  Sections to note: Chapter 4: Infinite Comfort and Time—  Copies can be obtained for a nominal fee from Healing Survivors of Sexual Abuse. Chapter 5: I am METRAC: 1-877-558-5570. Responsible, I am Accountable—Healing Aboriginal Sex Consider combining with: Book: Stolen From Our Embrace; Offenders. Consider combining with: Films: Hollow Water Stories: Men and Women Lived with the Seasons; and Finding Dawn; Booklet: Wife Assault & Family Film: Hollow Water. Violence from the Native Perspective; Book: The Circle Game.

Men and Women Lived with the Seasons* Florence Kenney in Messengers of the Wind: Native American Women Tell Their Life Stories, Jane Katz (Ed), 1995, Ballantine Books, pages 33-45 of 317 pages This story is written by an Indigenous woman who lived in Alaska and experienced both abuse by a spouse and sexual abuse within a residential school.  Consider combining with: Books: Stolen from Our Embrace and Out of the Depths; Film: Hollow Water; Booklet: Wife Assault & Family Violence from the Native Perspective.

* User friendly/contains accessible language ☼ Contains explicit sexual or violent content NOVEMBER 2007  Notes VIOLENCE AGAINST INDIGENOUS WOMEN BOOKS 3

TEXTBOOK-LIKE BOOKS The Dispossessed: Life and Death in Native Canada Geoffrey York, 1990, McArthur & Company Publishing, Iskwewak—Kah’ Ki Yaw Ni Wahkomakanak/Neither Indian 283 pages Princesses Nor Easy Squaws This book is a collection of stories from First Nations and Métis Janice Acoose, 1995, Women’s Press, 132 pages peoples across Canada focusing on the major issues facing This book addresses the stereotypical images of Indigenous Indigenous peoples. It contains several stories about life on the women (e.g. “Indian princesses, easy squaws, suffering help- reserves, resource extraction, legal systems, identity, less victims, and tawny temptresses”) portrayed in popular belonging, and health. literature such as the works of Margaret Laurence and William  Pages 158-166 in Chapter 6: Foreign Justice: Native People Patrick Kinsella. and The Law provides a succinct overview of the famous  Consider combining with: Books: Half-breed and Helen Betty Osborne case. Many of the chapters can be Just Another Indian; Film: Finding Dawn. combined with other resources on this list.

The Circle Game: Shadows and Substance in the Indian Chain Her By One Foot Residential School Experience in Canada Karen Anderson, June 1993, Routledge; Roland David Chrisjohn, 2006, Theytus Books, 334 pages 1st edition, 250 pages This book argues that Indigenous Peoples in Canada have The author uses case studies of the Huron and Montagnais to been subjected to genocide and that residential schools were demonstrate how their egalitarian societies were transformed a weapon of this genocide. and their cultures destroyed with the introduction of white  The book contains the Convention on the Prevention and ways. She argues that women have not always been subju- Punishment of the Crime of Genocide. Consider comparing gated by men, and that these structures of domination are this Convention to the arguments made in the text for socially and historically specific. Grade 12 History or Law Courses.  Resource for teachers and Grade 12 students.

A Little Matter of Genocide Ward Churchill, 1998, Arbeiter Ring Publishing, 531 pages This collection of essays examines the definition of genocide and demonstrates that since the arrival of Columbus, Indigenous peoples have experienced genocide which continues today.  Resource for teachers and grade 12 students.

Nation to Nation: Aboriginal Sovereignty and the Future of Canada Diane Engelstad & John Bird (Eds), 1992, House of Anansi Press Limited, 236 pages This book is a compilation of short chapters written by Indigenous authors about residential schools, land claims, justice systems, Canadian history, assimilation, non-Indigenous participation in Indigenous struggles etc.  These short chapters can easily be used in conjunction with several of the resources listed in this document.

* User friendly/contains accessible language ☼ Contains explicit sexual or violent content NOVEMBER 2007  Notes VIOLENCE AGAINST INDIGENOUS WOMEN AUDIO/VISUAL 4

FILMS Hollow Water* ☼ Directed by Bonnie Dickie, 2000, For Angela* Produced by Joe MacDonald, NFB, 48 minutes Directed by Nancy Trites Botkin and Daniel Prouty, This documentary is set in an Ojibwa village in Northern Produced by Joe MacDonald and Nancy Trites Botkin, NFB, Manitoba. With a history of violence, suicide, addiction, and 1993, 21 minutes sexual abuse, the community attempts to heal itself using This is a drama about the experience of an Indigenous woman traditional Indigenous approaches. and her daughter as they are verbally assaulted by three youth  Consider using for a high school law course and combining on a bus. with: Books: Stolen From Our Embrace and Out of the  It is an excellent film to initiate a discussion about the Depths; Stories: Kecia Larkin, Canada and Men and racism that leads to violence against Indigenous women in Women Lived with the Seasons; Booklet: Wife Assault and Canada. Consider reading Anti-Racism in Teacher Family Violence from the Native Perspective. Education: Rethinking Our Practice and Racism, Sexism and Colonialism before showing. Waban-Aki: People from Where the Sun Rises* Also available in French. Directed, written and produced by Alanis Obomsawin, 2006, NFB, 104 minutes Finding Dawn* ☼ This film explores the exploitation and economic consequences Directed and written by Christine Welsh, of “Indian” status in Canada by focusing on the Abenaki Produced by Svend-Erik Eriksen, NFB, 2006, 73 minutes community of Odanak, Quebec. This film documents the journey of a Métis woman as she  Consider combining with: Stories: II Organizing: Chapter 2: travels from Vancouver’s skid row to Highway 16 in Northern We’re not taking it anymore. British Columbia to Saskatoon to honour the Indigenous women whose murders and disappearances remain unsolved. Mohawk Girls* The film illustrates the deeply rooted historical, social and Directed and written by Tracey Deer, economic factors that perpetuate and contribute to the Produced by Joanne Robertson, Christina Fon, Linda Ludwick violence these women experience and urges everyone to and Adam Symansky, NFB, 2005, 62 minutes prevent it. This film focuses on the lives of four teenagers living on  The film discusses the John Crawford case. Indigenous reserve as they struggle with issues of identity, culture, abuse, activists Ernie Crey, Janice Acoose, and Beverley Jacobs and family, and their decisions to live, study and work on or appear in the film. Consider combining with: off reserve. Books: Just Another Indian, Half-breed, In Search of April  This is a great film to spark discussions about youth and life Raintree, Stolen from our Embrace, and Iskwewak. on reserve.

Donna’s Story* ☼ Two Worlds Colliding* Directed by Doug Cuthand, 2001, Directed and Written by Tasha Hubbard, Produced by Jerry Krepakevich, NFB, 50 minutes Produced by Bonnie Thompson, NFB, 2004, 49 minutes This film traces the healing process of a Cree woman in This film chronicles the investigation of Saskatoon’s infamous Saskatchewan who, as an adolescent, was sexually and “freezing deaths” (Indigenous men dumped by police in fields physically abused, addicted to drugs, and who worked in outside the city) and the gulf between an Indigenous prostitution. She later re-emerged to provide abuse and community and the police force. addiction counseling for Indigenous adults and youth.  Consider combining with: Book: Just Another Indian.  Consider combining with: Books: In Search of April Also available in French. Raintree, Missing Sarah and Half-breed.

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First Nations: The Circle Unbroken* AUDIO Various authors, directors and producers, NFB and Face to Face Media Society, 1993 -1998, various lengths Missing Lives: A Special Report By The Canadian Press* This is a collection of short videos (approx 14-25 minutes The Record, no date, 19 minutes each) on various topics relating to Indigenous peoples in This site links to an audio documentary about several missing Canada (identity, residential schools, healing, traditional Indigenous women, their stories and the stories of their practices and more) as told by Indigenous peoples. families as they try to search for their loved ones.  These films are accompanied by a teaching manual which  This site also links to a several articles about missing designates the age group for which each film was intended women. Consider combining with: Books: Missing Sarah and provides a brief synopsis of background information on and Just Another Indian. the issues raised in each film. www.therecord.com/cp_specials/missing_lives/ (select audio documentary from the menu) Rocks at Whiskey Trench* Directed and produced by Alanis Obomsawin, 2000, 105 minutes This film focuses on the events that transpired on August 28, 1990 (during the Oka crisis) when a convoy of 75 cars containing Mohawk women, children and elders left their community in fear of a possible advance by the Canadian army. They crossed Montreal’s Mercier Bridge and were greeted by a shower of rocks thrown by an angry mob while the police watched and did nothing. The film delves into the history of the community and the consequences of land appropriation which has decreased the territory by more than two-thirds.  Requires a good attention span.

Conspiracy of Silence ☼ Directed by Francis Mankiewicz Produced by Bernard Zukerman, CBC and ABC, 1991 Based on the Lisa Priest book of the same name, this film dramatizes the shocking murder of Helen Betty Osbourne, a young Cree woman, who was abducted, sexually assaulted and brutally killed by four white men in The Pas, Manitoba in 1971. The drama reveals the racism behind the local code of silence that blocked the RCMP investigation, despite widespread com- munity knowledge of the killers’ identities.

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ARTICLES Case comment: R.V. Gladue. (social policy of Canada’s Supreme Court) Racism, Sexism, and Colonialism: Jean Lash, 2000, Fall, Canadian Woman Studies, The Impact on the Health of Aboriginal Women in Canada vol. 20, no. 3, pages 85-87 Carrie Bourassa, Kim McKay-McNabb & Mary Hampton, 2004, This article examines a Supreme Court case which dealt with Fall, Canadian Woman Studies, vol. 24, no. 1, pages 23-29 an abused Indigenous woman who was accused of killing her This article provides an overview of how racist, sexist and husband. The author analyses how the Canadian justice colonial notions and legislation have contributed to the poor system treated this woman and argues that the courts failed health and marginalization of Indigenous women in Canada. to consider her Indigenous background and abuse history  A must read for older high school students! when assessing her case. Consider combining with: Film: For Angela.  Consider using for a high school law course and combining with: Books: Just Another Indian and Missing Sarah. The Continuing Struggle against Genocide: Indigenous Women’s Reproductive Rights Low Level Flight Testing: Innu Women Fight Back D. Marie Ralstin-Lewis, Spring 2005, Wicazo Sa Review, Maggie Helwig, 1993, Spring, Canadian Woman Studies, pages 71-95 vol. 13, no. 3, pages 52-53 This article discusses the violent acts of forced sterilization and This article links violence against Indigenous women to military drug testing conducted on Indigenous women in Canada. It activities in the far north of Canada. also recounts the traditional role of Indigenous women within  Consider combining with: Film: Hunters and Bombers. their communities.  Consider combining with: Books: The Circle Game and Aboriginal Women Convention on the Prevention and Punishment of the Industry Canada, no date, 6 pages Crime of Genocide. This document provides background information on Iroquoian and Ojibwa traditional way of life and links its destruction to the Is Canada Peaceful and Safe for Aboriginal Women? violence Indigenous women experience. Anita Olsen Harper, 2006, Canadian Woman Studies,  Questions and activities for students are listed at the end of vol. 25, no. 1,2, pages 33-38 the webpage. Suitable for grade 10 students. This article focuses on racialized violence experienced by www.schoolnet.ca/aboriginal/issues/women-e.html Indigenous women and the inaction of police to intervene or protect them. It also summarizes the Sisters in Spirit initiative.  Consider combining with: Books: Just Another Indian and Missing Sarah.

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REPORTS AUTHORED BY INDIGENOUS ORGANIZATIONS The Start of Something Powerful: Strategizing for Safer Communities for BC Aboriginal Women Breaking Free Survey Pacific Association of First Nation’s Women, BC Women’s Ontario Native Women’s Association of Canada, 2004, Hospital & Health Centre, the BC Association of Specialized 12 pages Victim Assistance and Counselling Programs, October 2003, This is a follow-up to ONWA’s 1989 family violence project Office of Special Advisor on Aboriginal Health, BC Ministry of report Breaking Free: A Proposal For Change. The purpose of Health Planning, and the Society of Obstetricians and the 2004 survey was to assess family violence among Gynecologists of Canada, 18 pages Aboriginal women and families in Ontario to determine any This report analyses racialized violence and the lack of changes since the 1989 publication. government support and culturally appropriate services for  Available from OSSTF Research Library. Indigenous communities, and provides recommendations to address these issues. Aboriginal Domestic Violence in Canada  www.endingviolence.org/publications/232/SaferCommfor Aboriginal Healing Foundation, 2003, 135 pages BCAboriginalWom.doc This report explores factors contributing to and sustaining family violence in Indigenous communities including the justice Mairin Iwanka Raya: system, male beliefs, public policy, unemployment, geographic Indigenous Women Stand against Violence location, etc. and proposes interventions to address them. International Indigenous Women’s Forum, 2006, 64 pages  Sections to note: Pages 2-3 have short paragraphs of This report is produced by Indigenous women’s groups around women’s statements regarding the violence they have the world and provides various Indigenous women’s perspec- experienced which provide an overview of the situations tives on the violence they experience. these women face. The organization responsible for this  Sections to note: Arguments made on page 12 regarding report also has a series of recent reports addressing how the UN declarations define violence against women Indigenous peoples’ experiences with residential schools, differently from Indigenous women. Consider combining trauma, healing, fetal alcohol syndrome etc. with: UN Declaration on the Elimination of Violence www.ahf.ca/publications/research-series Against Women. www.fourworlds.ca/pdfs/DomesticViolence.pdf www.madre.org/fimi/vaiwreport06.pdf

Researched to Death: B.C. Aboriginal Women and Violence Review of Beijing from an Indigenous Perspective, Pacific Association of First Nations Women, BC Women’s Secretariat Permanent Forum on Indigenous Issues Hospital and Health Centre, BC Association of Specialized Beverley Jacobs, President, Native Women’s Association of Victim Assistance and Counselling Programs, September 2005, Canada, March 2005, 10 pages 24 pages This review looks at the issues of systemic racism such as the This report analyzes various studies conducted in the early-mid culturally insensitive manner in which violence against 1990s about Indigenous women and violence in Canada and Indigenous women is addressed and highlights the following reviews the lack of response over the last 10 years to the issues which contribute to the violence: poverty, education and recommendations made. training, health, economy, power and decision-making, and  Consider combining with Government Reports noted in human rights. this section.  Consider combining with: Report: Mairin Iwanka Raya. www.endingviolence.org/publications/286/ www.un.org/esa/socdev/unpfii/documents/ FinalReportSeptember2005.doc presentation_jacobs_en.doc

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Make Poverty History: Canada: Stolen Sisters – A human rights response to The First Nations Plan for Creating Opportunity discrimination and violence against Indigenous women Assembly of First Nations, no date in Canada, October 2004, 23 pages This website provides links to various documents and AFN  www.amnesty.ca/resource_centre/reports/view.php?load= comments on reports relating to the social conditions of First arcview&article=1895&c=Resource+Centre+Reports Nations people across Canada. There are several documents about how the AFN believes these systemic issues should CANADIAN GOVERNMENT REPORTS be addressed.  Consider combining with the various government reports Family Violence in Aboriginal Communities: in this section. An Aboriginal Perspective www.afn.ca/article.asp?id=2903 Karen Green, 1996, Health Canada and Department of Indian Affairs and Northern Development, 9 pages STOLEN SISTERS REPORT This report provides sound-bite information on the definition of family violence, its incidence, factors that contribute to it and Stolen Sisters: A Human Rights Response to Discrimination what is being done to address it. and Violence against Indigenous Women in Canada  Contains links to additional resources. Amnesty International, October 2004, 67 pages Consider combining with: Report: Researched to Death. This influential report examines how racial discrimination con- www.phac-aspc.gc.ca/ncfv-cnivf/familyviolence/pdfs/ tributes to the inordinately high levels of violence experienced aborigin.pdf by Indigenous women and girls in Canada. It also tells the story of public indifference to the safety of Indigenous women that Aboriginal Justice Implementation Commission Final Report has denied them adequate protection against this violence and The Aboriginal Justice Implementation Commission, 2001, added to their vulnerability. Manitoba Government  The complete Stolen Sisters report is available at This report recommends that actions, both jointly and www.amnesty.ca independently be taken by the Province of Manitoba, the federal government and Indigenous governments to address various The following Amnesty International documents provide Indigenous issues, and highlights violence against women and overviews of the Stolen Sisters report. Their shorter length may children as a priority. make them more appropriate for classroom use.  Section to note: Chapter Nine: Violence towards Aboriginal Women and Children. Amnesty International Canada Public Brief www.ajic.mb.ca/reports/final_toc.html Amnesty International, October 2005, 5 pages  www.amnesty.ca/campaigns/resources/ Measuring Violence Against Women: sisters_brief_oct2005.pdf Statistical Trends 2006 Statistics Canada, 2006, 97 pages Canada: STOLEN SISTERS, Discrimination and Violence This is the latest government document created on violence Against Indigenous Women in Canada, A Summary of against women in Canada. Amnesty International’s Concerns, 2004, 17 pages  Sections to note: Executive Summary provides an overview  www.amnesty.ca/campaigns/resources/ of the report; Risk Factors Associated with Violence Against amr2000304_summary.pdf Women; Violence Against Aboriginal Women; and Violence Against Women in the Territories. statcan.ca/english/research/85-570-XIE/85-570- XIE2006001.pdf

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Violence Against Women: Statistical Trends The Report of the Royal Commission on Aboriginal Peoples October 2006, The Daily, Statistics Canada, 3 pages Prepared by: Mary C. Hurley, Law and Government Division This provides an overview of the report above. and Jill Wherrett, Political and Social Affairs Division,  statcan.ca/Daily/English/061002/d061002a.htm October 1999/Revised August 2000, 3 pages This provides a summary of the RCAP Report and the actions Family Violence in Canada, A Statistical Profile taken by the government to address the RCAP’s concerns. July 2005, Canadian Centre for Justice Statistics, Statistics  www.parl.gc.ca/information/library/PRBpubs/ Canada, Minister of Industry, 89 pages prb9924-e.htm This is a Canadian government report on family violence in Canada. Canada’s Aboriginal Action Plan  Pages 8-11 provide an overview of this document’s content. Indian and Northern Affairs Canada (INAC) Public Enquiries Consider combining with: Report: Family Violence in Contact Centre, May 2006, various pages Aboriginal Communities. This website provides links to various government documents www.statcan.ca/english/freepub/85-224-XIE/ and progress reports produced in response to the RCAP report. 85-224-XIE2005000.pdf  Look for link to Gathering Strength: Canada’s Aboriginal Action Plan (pamphlet). Understanding the Role of Healing in www.ainc-inac.gc.ca/gs/index_e.html Aboriginal Communities Marica B. Krawll, July 1994, Ministry of the Solicitor General Speaking notes for the Assembly of First Nation’s Regional of Canada, 100 pages Chief Angus Toulouse, RCAP Report Card: A Failing Grade This report looks at individual and community healing, as well Assembly of First Nations, October 2006, 3 pages as making recommendations to the Canadian government to This article looks at the Canadian government’s actions since assist in the healing process. Information is based on data the publishing of the RCAP report. collected from interviews with Indigenous peoples.  Consider combining with: Canada’s Aboriginal Action Plan.  The Executive Summary provides an overview of the report. www.afn.ca/article.asp?id=2948 Consider combining with: Report: Researched to Death; Film: Hollow Water. UNITED NATIONS REPORTS ww2.psepc-sppcc.gc.ca/publications/abor_corrections/ 199410_e.pdf Human Rights and Indigenous Issues: Mission to Canada, Report of the Special Rapporteur on the situation of human rights and fundamental freedoms of indigenous people ROYAL COMMISSION ON ABORIGINAL PEOPLES REPORT United Nations Commission on Human Rights, December 2004 This report outlines the 2004 mission of UN Special Report of the Royal Commission on Aboriginal Peoples Rapporteur who recommended that the Canadian government Royal Commission on Aboriginal Peoples (RCAP), October eliminate provisions which disadvantage Indigenous women 1996, Supply and Services Canada, Indian and Northern and increase their exposure to violence. Affairs Canada, 4000 pages  www. ohchr.org/english/bodies/chr/docs/61chr/ This is the exhaustive 5-volume RCAP report. E.CN.4.2005.88.Add.3.pdf  Sections to note: Volume 3: Gathering Strength, Chapter 1- New Directions in Social Policy; Chapter 2- The Family/Section 3, Family Violence; Volume 4: Perspectives and Realities, Chapter 2- Women’s Perspectives. www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html

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DECLARATIONS, CONVENTIONS, AND ACTS Convention on the Elimination of All Forms of Discrimination against Women The Indian Act United Nations, Adopted December 1979, entry into force Minister of Public Works & Government Services Canada, September 1981, 11 pages 1876, updated October 2004, 64 pages CEDAW is legally binding. The UN Committee on the Elimination The Indian Act is administered by the Minister of Indian and of All Forms of Discrimination Against Women monitors Northern Affairs Canada and is the legal document used to compliance with the Convention. define the relationship between Indigenous peoples in Canada  www.unhchr.ch/html/menu3/b/e1cedaw.htm and the Canadian government. It deals with registered Indians, their bands, and the Indian reserve system. Convention on the Prevention and Punishment of the  Sections to note: Chapter 1-5: Sections entitled: Crime of Genocide Definition and Registration of Indians, Indian Register and United Nations, Ratified December 1948, entry into force Band Lists, pages 5-12. January 1951, 4 pages Consider combining with: Book: Enough is Enough; This convention defines genocide as acts committed with Film: Waban-Aki. intent to destroy a national, ethnical, racial or religious group laws.justice.gc.ca/en/i-5/text.html in whole or in part.  Consider combining with: Books: The Circle Game, Out of Classroom Edition Topic: Bill C-31* the Depths, and Stolen From Our Embrace; The Aboriginal Multi-Media Society (AMMSA), no date Article: The Continuing Struggle against Genocide: This document provides an overview of Bill C31 and how some Indigenous Women’s Reproductive Rights. Indigenous Peoples perceived it. www.unhchr.ch/html/menu3/b/p_genoci.htm  Consider combining with: Book: Enough is Enough; Film: Waban-Aki. UN Declaration on the Rights of Indigenous Peoples and www.ammsa.com/classroom/CLASS1C-31.html Programme of the Second International Decade of the World's Indigenous People Indian Act/Bill C31* Tebbtebba Foundation, 2006 Congress of Aboriginal Peoples, 1998 Adopted by the UN Human Rights Council, the UN Declaration This website provides many links to help understand the on the Rights of Indigenous Peoples has yet to be adopted by Indian Act and Bill C31 and their impact. the UN General Assembly. If adopted, it would be a major step  Consider combining with: Book: Enough is Enough; towards the elimination of human rights violations suffered by Film: Waban-Aki. Indigenous peoples worldwide. This document contains the www.abo-peoples.org/programs/C-31/c-31.html draft declaration and comments made by a key UN body responsible for Indigenous issues (The UN Permanent Forum Declaration on the Elimination of Violence against Women on Indigenous Peoples). United Nations, 20 December 1993, 6 pages  Consider combining with: Canada’s Position and Public This declaration is the first international human rights Statement found below. instrument to address exclusively and explicitly the issue of www.tebtebba.org/about_us/publications/special/ violence against women. It affirms that violence violates, special.htm impairs or nullifies women’s human rights and the exercising of their fundamental freedoms.  Consider combining with: Report: Mairin Iwanka Raya: Indigenous Women Stand against Violence. www.unhchr.ch/huridocda/huridoca.nsf/ (Symbol)/A.RES.48.104.En?Opendocument

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Frequently Asked Questions: Declaration on the Rights of Declaration on the Rights of Indigenous Peoples, Indigenous Peoples* The Declaration on the Rights of Indigenous Peoples United Nations Permanent Forum on the Rights of Indigenous adopted by the Human Rights Council Peoples, no date, 2 pages International Working Group on Indigenous Affairs, no date, This is a brief summary of the UN Declaration on the Rights of various pages Indigenous Peoples. This website links to various opinions and articles regarding  Consider combining with: Canada’s Position. the UN Declaration on the Rights of Indigenous Peoples. www.un.org/esa/socdev/unpfii/documents/dec_faq.pdf  Consider combining with: Declaration on the Rights of Indigenous Peoples and Public Statement. Public Statement* www.iwgia.org/sw248.asp Assembly of First Nations, Amnesty International, KAIROS, Rights and Democracy, Native Women’s Association, Canadian Canada’s Position: United Nations Draft Declaration on the Friends Service Committee, Inuit Circumpolar Conference Rights of Indigenous Peoples Canada, Ligue des droits en libertés, November 2006, 2 pages Indian and Northern Affairs Canada, June 2006, 10 pages This statement by Canadian non-governmental organizations This is a statement made by Indian and Northern Affairs challenges the Canadian Government’s decision not to sign Canada about Canada’s position on the UN Declaration on the the UN Declaration on the Rights of Indigenous Peoples. Rights of Indigenous Peoples.  Consider combining with: Declaration on the Rights of  Consider combining with: Declaration on the Rights of Indigenous Peoples and Canada’s Position. Indigenous Peoples and Public Statement. www.afn.ca/cmslib/general/JPS-UN.pdf www.ainc-inac.gc.ca/nr/spch/unp/06/ddr_e.html

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WEBSITES Native Women’s Association of Canada The NWAC website offers information, resources and news Sisters in Spirit updates on a variety of issues related to the social, economic, The Sisters in Spirit campaign is a program intended to raise cultural and political well-being of First Nations and Métis awareness of violence against Indigenous women in Canada. women within First Nation, Métis and Canadian societies. One This is their official website. important initiative is the Sisters in Spirit campaign. Informa-  Consider combining with: Books: Missing Sarah and tion is available in both English and French. Just Another Indian; Film: Finding Dawn.  In June 2007, NWAC co-hosted the first National Aboriginal www.sistersinspirit.ca/ Women’s Summit. Information on the summit, including position papers and recommendations can be missingpeople.net found on the NWAC website www.nwac-hq.org and on the This website contains links to several articles relating to the official NAWS website: Robert Pickton case and missing women in general as well as www.laa.gov.nl.ca/laa/naws/default.htm articles that discuss Canada’s failure to protect Indigenous women from abuse and serial killers. National Aboriginal Circle Against Family Violence  Consider combining with: Books: Missing Sarah and This website includes resources addressing family violence Just Another Indian; Film: Finding Dawn. and violence prevention, including violence against Aboriginal www.missingpeople.net/ women.  A report entitled Aboriginal Women and Family Violence Za-geh-do-win submitted to Indian and Northern Affairs in July 2006 This website links to resources on Indigenous initiatives in can be found in the publications section of the NACAFV health, healing and family violence. website. The report is of particular interest because it  Materials will soon be made available by ordering on-line. includes many personal comments by Aboriginal women Materials can be ordered by phone. addressing the incidence of violence as well as its impact www.za-geh-do-win.com/mission.htm and the barriers to reporting. www.nacafv.ca/en/html Aboriginal Rights Resource Tool Kit Canadian Labour Congress Anti-Racism and Human Rights Femmes Autochtones du Québec Inc/Quebec Native Departments, May 2005 Women Inc. While created for use within the labour movement, this The FAQ-QNW represents women from the First Nations in resource is also appropriate for high school courses. It provides Quebec and Aboriginal women living in urban areas. The web- an overview of the historical and contemporary situation of site and publications are available in English and in French. Indigenous Peoples, demographical and socio-economic  In July 2007, the FAQ-QNW hosted Restoring the Balance, information, human rights concerns, labour issues, and links the 5th Continental Meeting of Indigenous Women of the to additional resources. Americas. The official website is  Also available in French. www.faq-qnw.org/5conti/links.html canadianlabour.ca/index.php/s4265305dbe412/ Links to resources concerning Indigenous women interna- Aboriginal_Rights_Re tionally can be found on the website of the International Indigenous Women’s Forum/Foro Internacional de Mujeres Indigenas at www.indigenouswomensforum.org/ www.faq-qnw.org

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The following are additional resources which may be of use:

BOOKS ARTICLES

All Our Relations: Native Struggles for Land and Life The Costs of Separation: The Birth Experiences of Women in Winona LaDuke, 1999, South End Press, 241 pages Isolated and Remote Communities in British Columbia This book looks at Indigenous resistance to environmental Jude Kornelsen & Stefan Grzybowski, 2004, Fall, degradation and cultural erosion. Canadian Woman Studies, vol. 24, no. 1, pages 75-80  Each chapter is about 25 pages long. This article focuses on the birth experiences of Indigenous women in rural areas and how this experience has changed Where the Rivers Meet over time. Don Sawyer 1988, Pemmican  It is a study and therefore is more academic than other Set in a fictional community, this story portrays a young articles listed here. Aboriginal woman’s questioning of the education she is getting and its relevance to her and other Aboriginal youth. She turns Canada’s Missing Women to her people’s traditional culture for support and returns to Joan Delaney, December 2005, The Epoch Times, 2 pages school to organize for change. This article summarizes the connection violence against Indigenous women has to the lack of political commitment to address the issue, and how the disappearances of AUDIO VISUAL Indigenous women are linked to drugs and prostitution. It high- lights the work of key people and organizations addressing Hunters and Bombers* violence against Indigenous women. Directed by Nigel Markham and Hugh Brody,  en.epochtimes.com/news/5-12-15/35787.html Produced by Rex Tasker and Alan Hayling, NFB and Nexus Television, 1991, 53 minutes Federal government backs Sisters in Spirit This film focuses on an Innu community in Labrador as they Melodie Caruso, January 2006, Capital News Online, struggle with the impacts of low level flying over their lands. 2.5 pages  This film is largely subtitled. This article provides a short overview of some of the work being done to address violence against Indigenous women in Kanehsatake: 270 Years of Resistance Canada and the gaps that exist in understanding it. Directed by Alanis Obomsawin, Produced by Alanis Obomsawin  Consider combining with articles from the website and Wolf Koenig, 1993, NFB, 119 minutes Canada’s Missing Women and resources noted there. This is the Oka story told from the perspective of women who temagami.carleton.ca/jmc/cnews/27012006/n3.shtml were on the front-line of the resistance.  Consider combining with: Books: Nation to Nation or The Dispossessed.

Where the Spirit Lives Directed by Bruce Pittman, Music by Buffy Ste. Marie. 1989, 98 minutes This four-part video series stars Michelle St. John and is set in 1930’s western Canada. The drama centres on the story of a young First Nations girl named Aston-Komi who is taken by the Canadian government and placed in a residential school where she is forced to abandon her heritage and adopt white culture.

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REPORTS A Resource Guide on Family Violence Issues for Aboriginal Communities HIV/AIDS and Aboriginal Women, Children and Families: David McTimoney, 1994, Ottawa, ON: Health Canada and A position statement Department of Indian Affairs and Northern Development, Prepared by Tracey Prentice, The Canadian Aboriginal AIDS 52 pages Network, March 2004, 17 pages This guide provides an overview of Indigenous values and This report links substance abuse to risk of HIV infection. draws attention to the factors that contribute to violence (resi-  Sections to note: Gender Roles, Self-Esteem and Violence dential schools, colonialism, oppression) and to measures that Against Women (page 5) and chart which demonstrates can be taken to address it. the rates of HIV infection for Indigenous and non-  It has lots of “question and answer” type information, Indigenous women (page 3). Consider combining with: pictures and diagrams. Story: Kecia Larkin, Canada. www.phac-aspc.gc.ca/ncfv-cnivf/familyviolence/pdfs/ resourceguide.pdf Family Violence: A fact sheet from the Department of Justice Canada* The Department of Justice Canada, no date, 13 pages WEBSITES This document defines what is meant by physical, sexual, emotional, economic/financial, and spiritual abuse, as well as Aboriginal Youth Network* what is meant by neglect and exploitation. It looks at the This website is a voicebox of Indigenous youth. prevalence of this violence in Canada, the factors that  Consider combining with: Film: Mohawk Girls. contribute to it, and prevention methods. www.ayn.ca/  The author frequently uses ‘point form’ which makes it easier to read. Consider combining with: The Aboriginal Multi-Media Society* Report: Researched to Death. AMMSA’s website has many links to articles on www.justice.gc.ca/en/ps/fm/family_violence_ Indigenous Issues. fact_sheet.pdf  www.ammsa.com/classroom/CLASS1C-31.html

Challenging Racism: Going Beyond Recommendations, Congress of Aboriginal Peoples* Report of the CLC National Anti-racism Task Force CAPonline provides information about Indigenous Peoples Canadian Labour Congress, October 1997, 111 pages across Canada who do not live on reserve. This action-oriented document is a review of racism and  www.abo-peoples.org/ discrimination within labour unions and includes correspon- ding plans for unions to address it. The authors link this Aboriginal Education* racism to discriminatory policies with regards to education, This BC Teachers Federation website provides teaching housing, immigration, employment, politics, legal systems, resources about Indigenous issues. and the media.  www.bctf.ca/IssuesInEducation.aspx?id=5664  Many issues are dealt with in short articles (3-5 pages) and each has an action plan associated with it. canadianlabour.ca/updir/Task-Force-Report-Final-E- 1997.pdf

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EDUCATIONAL TOOLS AND WORKSHOPS

Aboriginal Peoples: Past and Present* Cheryl Erlandson, 1998, Saskatchewan Teachers’ Federation and the Ministry of Education of Saskatchewan This is a study unit on Indigenous issues for multigrade/multi- age instructional use.  Section to note: Social Studies. www.stf.sk.ca/teaching_res/library/teach_mat_centre/ tmc/E11417/aboriginal_peoples.htm#Social%20Studies

Anti-Racism In Teacher Education: Rethinking Our Practice Njoki Wane, 2003, Orbit, Volume 33, No. 3, pages 6-8 This article focuses on approaching anti-racism issues within the classroom.  Consider reading before addressing violence against Indigenous women in the classroom. This issue contains many resources for anti-racist teaching.

Canadian Race Relations Foundation This website contains excellent resources (such as Walking in Beauty: Placing Aboriginal Perspectives in Canadian Class- rooms) for educators who are interested in anti-racism education.  Consider perusing before teaching students about violence against Indigenous women. www.crr.ca/

Transforming Lives Sarah Hendriks, 2002, World Vision Canada, 20 pages While this manual is made by an international organization, many of the activities and workshops noted inside are applicable to the relationship many Canadians have with Indigenous communities in Canada.  www.worldvision.ca/home/media/ transformingLivesSG2.pdf

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______A PROJECT OF Human Rights Committee, OSSTF Status of Women Committee, OSSTF

RESEARCHED AND COMPILED BY Regan Mancini

DESIGNED BY Sanam Ghani

NOVEMBER 2007 THE CANADIAN RESPONSE TO VIOLENCE AGAINST INDIGENOUS WOMEN IN CANADA

Researched to Death: B.C. Aboriginal Women and Violence Pacific Association of First Nations Women, BC Women’s Hospital and Health Centre, BC Association of Specialized Victim Assistance and Counselling Programs, September 2005, 24 pages This report analyzes various studies conducted in the early-mid 1990s about Indigenous women and violence in Canada and reviews the lack of response over the last 10 years to the recommendations made.  http://www.endingviolence.org/publications/286/FinalReportSeptember2005.doc

Just Another Indian: A Serial Killer and Canada’s Indifference* ☼ Warren Goulding, 2001, Fifth House Ltd., 219 pages This book traces the crimes of John Martin Crawford, a serial killer who preyed on Indige- nous women and the manner in which his case was dealt with by the Canadian justice system. It raises concerns about racism, police inaction and policies, and the media.

The Start of Something Powerful: Strategizing for Safer Communities for BC Aboriginal Women Pacific Association of First Nation’s Women, BC Women’s Hospital & Health Centre, the BC Association of Specialized Victim Assistance and Counselling Programs, October 2003, Office of Special Advisor on Aboriginal Health, BC Ministry of Health Planning, and the Society of Obstetricians and Gynecologists of Canada, 18 pages This report analyses racialized violence and the lack of government support and cultur- ally appropriate services for Indigenous communities, and provides recommendations to address these issues.  http://www.endingviolence.org/publications/232/SaferCommforBCAboriginalWom.doc A PROJECT OF Human Rights Committee, OSSTF a top 20 resource list Hollow Water* ☼ Status of Women Committee, OSSTF VIOLENCE AGAINST Directed by Bonnie Dickie, 2000, Produced by Joe MacDonald, NFB, 48 minutes This documentary is set in the Ojibwa village in Northern Manitoba. With a history of RESEARCHED AND COMPILED BY Regan Mancini INDIGENOUS WOMEN violence, suicide, addiction, and sexual abuse, the community attempts to heal itself IN CANADA using traditional Indigenous approaches. DESIGNED BY Sanam Ghani

Strong Women Stories: Native Vision and Community Survival A more comprehensive resource list is available through OSSTF/FEESO. Kim Anderson & Bonita Lawrence (Eds), Sumach Press, 264 pages www.osstf.on.ca This collection of essays focuses on where Indigenous communities are today and where they want to go by looking at the activities of Indigenous women within their homes and communities.  Note particularly Chapter 4: The Eagle Has Landed; Chapter 15: From Violence to Leaders; Chapter 17: Coming Full Circle.

* User friendly/contains accessible language ☼ Contains explicit sexual or violent content  Notes NOVEMBER 2007 OVERVIEW OF VIOLENCE AGAINST INDIGENOUS WOMEN IN CANADA VIOLENCE AGAINST WOMEN IN CANADA Report of the Royal Commission on Aboriginal Peoples Royal Commission on Aboriginal Peoples October 1996, Supply and Services Canada, Racism, Sexism, and Colonialism: Measuring Violence Against Women: Statistical Trends 2006 Indian and Northern Affairs Canada, 4000 pages The Impact on the Health of Aboriginal Women in Canada Statistics Canada, 2006, 97 pages After the Oka Crisis in the summer of 1990, the Royal Commission on Aboriginal Peoples Carrie Bourassa, Kim McKay-McNabb & Mary Hampton, 2004, Fall, Canadian Woman This is the latest government document created on violence against women in Canada. (RCAP) was established to study the evolution of the relationship between Indigenous Studies, vol. 24, no. 1, pages 23-29 Note particularly the following sections: Executive Summary; Risk Factors Associated peoples, the government of Canada and Canadian society generally. The following This article provides an overview of how racist, sexist and colonial notions and with Violence Against Women; Violence Against Aboriginal Women; and Violence Against sections of their exhaustive 5-volume report should be noted: Volume 3: Gathering legislation have contributed to the poor health and marginalization of Indigenous women Women in the Territories. Strength, Chapter 1-New Directions in Social Policy; Chapter 2-The Family/Section 3, in Canada.  http://www.statcan.ca/english/research/85-570-XIE/85-570-XIE2006001.pdf Family Violence; Volume 4: Perspectives and Realities, Chapter 2-Women’s Perspectives.  http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html Is Canada Peaceful and Safe for Aboriginal Women? THE GLOBAL CONTEXT Anita Olsen Harper, 2006, Canadian Woman Studies, vol. 25, no. 1,2, pages 33-38 Human Rights and Indigenous Issues: Mission to Canada, Report of the Special This article focuses on racialized violence experienced by Indigenous women and the Mairin Iwanka Raya: Indigenous Women Stand against Violence Rapporteur on the situation of human rights and fundamental freedoms of inaction of police to intervene or protect them. It also summarizes the Sisters in Spirit International Indigenous Women’s Forum (FIMI), 2006, 64 pages Indigenous people initiative. This report is produced by Indigenous women’s groups around the world and provides United Nations Commission on Human Rights, December 2004 various Indigenous women’s perspectives on the violence they experience. This report outlines the 2004 mission of UN Special Rapporteur who recommended that Finding Dawn* ☼ The arguments on page 12 regarding how the UN declaration defines violence against the Canadian government eliminate provisions which disadvantage Indigenous women Directed and written by Christine Welsh, Produced by Svend-Erik Eriksen women differently from Indigenous women are particularly noteworthy. and increase their exposure to violence. NFB, 2006, 73 minutes  http://www.madre.org/fimi/vaiwreport06.pdf  http://www.ohchr.org/english/bodies/chr/docs/61chr/E.CN.4.2005.88.Add.3.pdf This film documents the journey of a Métis woman as she travels from Vancouver’s skid row to Highway 16 in Northern British Columbia to Saskatoon to honour the Indigenous UN Declaration on the Rights of Indigenous Peoples and Programme of the Canada’s Position: United Nations Draft Declaration on the Rights of women whose murders and disappearances remain unsolved. The film illustrates the Second International Decade of the World's Indigenous People Indigenous Peoples deeply rooted historical, social and economic factors that perpetuate and contribute to Tebbtebba Foundation, 2006 Indian and Northern Affairs Canada, June 2006, 10 pages the violence these women experience and urges everyone to prevent it. The film dis- Adopted by the UN Human Rights Council, the UN Declaration on the Rights of Indige- This is a statement by Indian and Northern Affairs Canada about Canada’s position on cusses the John Crawford case. Indigenous activists Ernie Crey, Janice Acoose, and Bev- nous Peoples has yet to be ratified. If ratified, it would be a major step towards the the UN Declaration on the Rights of Indigenous Peoples. erley Jacobs appear in the film. elimination of human rights violations suffered by Indigenous peoples worldwide. This  http://www.ainc-inac.gc.ca/nr/spch/unp/06/ddr_e.html document contains the draft declaration and comments by a key UN body responsible for Stolen Sisters: A Human Rights Response to Discrimination and Violence against Indigenous issues (The UN Permanent Forum on Indigenous Peoples). DISPOSSESSION OF INDIGENOUS PEOPLES IN CANADA Indigenous Women in Canada  http://www.tebtebba.org/about_us/publications/special/special.htm Amnesty International, October 2004, 67 pages Stolen from our Embrace: The Abduction of First Nations Children and the This influential report examines four main factors which have consistently been neg- CANADIAN POLITICAL CONTEXT Restoration of Aboriginal Communities* ☼ lected and have contributed to an increased risk of violence against Indigenous women Suzanne Fournier and Ernie Crey, June 1998, Douglas and McIntyre, 250 pages in Canada: systemic social and economic marginalisation of these women through gov- Indian Act/Bill C31* Through various short stories, this book delves into the residential school and child wel- ernment policies which have forced them into extreme poverty, homelessness and prosti- Congress of Aboriginal Peoples, 1998 fare experience linking Indigenous dispossession and experiences of abuse to the vio- tution; failure of Canadian police to protect Indigenous women; exploitation of these This website provides many links to help understand the Indian Act and Bill C31 and lence in their communities today. It examines the issue of sexual abuse from the women by Indigenous and non-Indigenous men; racism and societal indifference to the their impact. perspective of perpetrators and survivors and the issue of fetal alcohol syndrome. violence experienced by Indigenous women and the accountability of the perpetrators.  http://www.abo-peoples.org/programs/C-31/c-31.html The following sections should be noted: Chapter 4: Infinite Comfort and Time—Healing  http://www.amnesty.ca/amnestynews/upload/amr2000304.pdf Survivors of Sexual Abuse; Chapter 5: I am Responsible, I am Accountable—Healing II Organizing: Chapter 2: We’re not taking it anymore* Aboriginal Sex Offenders. The Continuing Struggle against Genocide: Indigenous Women’s Reproductive Rights in Enough is Enough: Aboriginal Women Speak Out, Janet Silman, December 1992, D. Marie Ralstin-Lewis, Spring 2005, Wicazo Sa Review, pages 71-95 The Women’s Press, pages 93-118 of 253 pages The Dispossessed: Life and Death in Native Canada This article discusses the violent acts of forced sterilization and drug testing conducted This contains several short stories by Indigenous women who pressured the government Geoffrey York, 1990, McArthur & Company Publishing, 283 pages on Indigenous women in Canada. It also recounts the traditional role of Indigenous to change the laws denying them Indian status when they married a non-Indigenous This book is a collection of stories from First Nations and Métis peoples across Canada women within their communities. man, thereby dispossessing them and increasing their risk of experiencing violence. focusing on the major issues facing Indigenous peoples. It contains several stories about life on the reserves, resource extraction, legal systems, identity, belonging, and health. Pages 158-166 in Chapter 6: Foreign Justice: Native People and The Law provide a succinct overview of the famous Helen Betty Osborne case. Audiovisual Educational Resources (A Resource List, Still Not Laughing: Challenging Sexual Harassment in Our Schools, published by OSSTF/FEESO)

CBC DIGITAL ARCHIVES: MONTREAL MASSACRE This site includes video and audio clips from the news coverage and commentary provided by the CBC during the Montreal Massacre of December 6th 1989 and the days that followed. There is also coverage of subsequent events, including the launch of the White Ribbon Campaign, the campaign for gun control, and an interview with Marc Lepine’s mother marking the 20th anniversary of the massacre. Suggestions for educational activities with students of all ages are made available as well as links to related websites. http://archives.cbc.ca/society/crime_justice/topics/398/

POLYTECHNIQUE Denis Villeneuve, Remstar Media Partners and Alliance Films, 2009, 77 minutes This movie dramatizes the Montreal Massacre and is based on the true events of December 6, 1989 when a male gunman entered Ecole Polytechnique in Montreal and killed 14 women. The events are viewed through the eyes of two students. Released in 2009, this film is now available at most local DVD rental stores. A trailer can be seen on the website shown below. http://remstarfilms.com/en/catalog/polytechnique

AFTER THE MONTREAL MASSACRE Gerry Rogers, National Film Board of Canada, 1990, 27 minutes Rogers examines the immediate aftermath of the Montreal Massacre. She particularly analyzes the Canadian media coverage of the Massacre and how the “common sense” awareness of the event meant coverage was often biased with respect to understandings of male violence. Available in VHS through the OSSTF Research Library or can be purchased through the NFB Film Collection. www.onf-nfb.gc.ca/eng/collection

WHERE’S YOUR LINE? PREVENTING PEER SEXUAL VICTIMIZATION Canadian Safe Schools Network, February 2009 This DVD is aimed at girls aged 12-15 who have been or are currently victims of sexual assault and is intended to provide needed support and prevent further victimization. The DVD can be purchased through the CSSN website and comes with a facilitator’s guide and class set of brochures (25) to help students feel safe to self-identify, use safe strategies to report an assault, and get the necessary supports and services in place to leave abusive situations. www.canadiansafeschools.com/programs/resources/wheresyourline.htm

www.whiteribbon.ca www.itstartswithyou.ca

WIRED FOR SEX, LIES AND POWER TRIPS: IT’S A TEEN’S WORLD Lynn Glazier, CBC Documentaries, 2009 This documentary premiered in October 2009 on CBC’s The Passionate Eye and offers a candid view of the lives of three groups of teenagers as they navigate a sexually charged world. The website www.itsateensworld.com provides background material and quiz, as well as information on how to obtain a copy. The DVD comes with a user’s guide to the documentary, as well as three different classroom modules, also with a user’s guide. A rap song from the DVD entitled Under Pressure is included. www.cbc.ca/documentaries/passionateeyeshowcase/2009/teensworld/ www.itsateensworld.com

FINDING DAWN Christine Welsh, National Film Board, 2006, 73 minutes Acclaimed Métis filmmaker Christine Welsh presents a compelling documentary that puts a human face on a national tragedy: the murders and disappearances of an estimated 500 Aboriginal women in Canada over the past 30 years. This is a journey into the dark heart of Native women’s experience in Canada. From Vancouver’s Skid Row to the Highway of Tears in northern British Columbia to Saskatoon, the film honours those who have passed and uncovers reasons for hope. Finding Dawn illustrates the deep historical, social and economic factors that contribute to the epidemic of violence against Native women in this country. Available for viewing online through the NFB website. www.nfb.ca/film/finding_dawn

STILL KILLING US SOFTLY 3: ADVERTISING’S IMAGES OF WOMEN Jean Kilbourne, Media Education Foundation, 2006, 34 minutes Through showcasing many advertising images and analyzing them, Kilbourne’s film examines the negative and often sexist portrayals of women and girls in advertising and challenges us to consider the relationship between advertising and issues such as sexism and gender violence. Available for viewing online. www.google.ca/search?q=Still+Killing+Us+Softly+3%3A+Advertising%E2%80%99s+Images+of+Women%2 C&sourceid=ie7&rls=com.microsoft:en-us:IE-SearchBox&ie=&oe=&redir_esc=&ei=Kn0eTLfxDYK78gb- 88CyDA

SEXY INC. OUR CHILDREN UNDER INFLUENCE Sophie Bissonette, National Film Board, 2007, 35 min 27 s This documentary looks at the hypersexualization of our environment and the damaging effects this is having on young people. Marketing and advertising bombard children with degrading sexual images as well as sexist stereotypes that treat girls of all ages as sexual objects. The fi lm also offers suggestions for countering this troubling trend. Available for viewing online. There is also a Teacher Guide that can be downloaded. www.onf-nfb.gc.ca/eng/collection/film/?id=55401

www.whiteribbon.ca www.itstartswithyou.ca

CLIMB THE HILL: SEXUAL HARASSMENT IN THE WORKPLACE Ontario Federation of Labour (OFL/FTO), December 2009, 20 minutes This fi lm discusses the seriousness of sexual harassment in the workplace through interviews with many women in various fi elds. It was produced as a companion to the Climb the Hill kit previously noted. To obtain a copy of the DVD, contact the Women’s Rights Director at the OFL. The script for the DVD can be downloaded from the following website. http://ofl.ca/uploads/library/health_safety/F_2010_OFL_REVISED_SCREENGRABS_web_summary.pdf

www.whiteribbon.ca www.itstartswithyou.ca