Building a Just and Sustainable Future Dr

EDUCATION FORUM Building a just and sustainable future Dr. Samantha Nutt, War Child Canada

Spring 2010 Vol. 36, Issue 2 osstf/feeso

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To receive your free copy of “Solid. Strong. Supportive.” contact [email protected] Spring 2010, Vol. 36, Issue 2 Contents Ph o t o: L o: i sha am

12 rp Columns Features Departments

7 Building a dream 12 Building a just and sustainable 4 Openers/Mot de l’éditrice A unique cross-cultural project brings future/18 Préparer un avenir juste By/par Wendy Anes Hirschegger together a community et durable By Bill McGillis By/par Samantha Nutt 34 Stills By Sue Stevens and Chuck Baxter 9 More than names 22 Teaching about homelessness on a war memorial Learning compassion through drama 36 Beyond the classroom A research project that makes By Cameron Ferguson By Ronda Allan history meaningful By Clint Lovell 26 The school that comes 40 Forum picks to the students Meeting the needs of the Aboriginal 45 Last word/Mot de la fin students of Christian Island By/par Ken Coran By Marty Wilkinson

30 Andrea Horwath speaks out A fresh perspective from the Leader of the Ontario NDP By Paul Kossta

Editor Wendy Anes Hirschegger Managing Editor Ronda Allan Traffic Co-ordinator Audrey Bourque Copy Editor Jocelyn Laurence Translation Diane Saint-Pierre; Publicité Ser- vices Art Direction and Design Fresh Art & Design Inc. Cover Liam Sharp Editorial Submissions Unsolicited manuscripts, photographs, artwork, and materials sent on speculation should include ample postage on a self-addressed, stamped envelope Member Canadian Educational Press Association; Education Forum (ISSN 0840-9269) is indexed in the Canadian Education Index and available online in the Canadian Business & Current Affairs Database from Micromedia Ltd., 20 Victoria Street, Toronto, Ontario M5C 2N8. Tel. 416- 362-5211 Publisher Ontario Secondary School Teachers’ Federation/Fédération des enseignantes-enseignants des écoles secondaires de l’Ontario, www.osstf.on.ca. Published tri-annually. Advertising rates listed in CARD, on osstf/FEESO’s website www.osstf.on.ca or available upon request Business Manager W e n d y B o l t Sales Director Renate M. Brandon Advertising Office Education Forum, 60 Mobile Drive, Toronto, Ontario M4A 2P3. Tel. 416-751-8300. Fax: 416-751-3394. GST 107800682. Although advertisements are screened as carefully as possible, acceptance of an advertisement does not imply OSSTF/FEESO endorsement of the product or service. Advertising contracts are subject to cancellation upon receipt of complaints from members Subscription Rates One school or calendar year (3 issues): $15. Outside Canada: $20. Single issues: $5. Back issues: $6 Postmaster Return undelivered copies to 60 Mobile Drive, Toronto, Ontario M4A 2P3. Canadian Publications Mail Product Sales Agreement No. 40012523. Submissions Education Forum, 60 Mobile Drive, Toronto, Ontario M4A 2P3. Tel. 416-751-8300, Toll free 1-800-267-7867; [email protected]

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EDUCATION FORUM 3 O p e n e r s by Wendy Anes Hirschegger

Communities and partnerships Working together to make the world a better place

ne of the highlights at every Nation of Christian Island in Georgian resources at www.homelesshub.ca. OSSTF/FEESO Annual Meet- Bay. The program comes to the students “Building a dream” by Bill McGil- O ing of the Provincial Assembly during the winter months when it is dif- lis is a wonderful article about a unique (AMPA) is the keynote speaker on Sun- ficult for the students to get to school on structure being constructed in Timmins day morning. Invariably, these speakers the mainland. It emphasizes indigenous to serve as a “healing place” for Aborigi- are well known and passionate about culture and history while also giving the nal men, women and children who have their initiatives and about the role of students the life skills, work habits and been the victims of domestic violence. public education in making our society self-esteem that all high school students Gary Martin, the Health Promoter for and our world a better place. In recent need in order to be successful. the Misiway Milopemahtesewin Com- years, we have had such notable speak- munity Health Centre in Timmins, ers as Stephen Lewis, Roméo Dallaire, acting on a dream he had, engaged the Marc Kielburger and Lieutenant Gover- help of the elders within his community, nor David C. Onley. submitted a proposal to the Ministry of This year’s speaker was Dr. Saman- the Attorney General for funding and tha Nutt, Founder and Executive Di- Invariably, AMPA obtained the agreement of the District rector of War Child Canada. The stories School Board Ontario North East to en- she told the rapt delegates and guests keynote speakers list students in the Construction Craft were at times heart-rending and at oth- Worker program to build it. ers, heart-warming. They were also of a are well known and Paul Kossta’s profile of Andrea Hor- very sensitive nature, and so as not to passionate about wath, the Leader of the Ontario New endanger War Child’s work in the war- Democratic Party, tells us that she has ravaged areas of the world, she asked us their initiatives and been a community activist for over 20 not to publish them. Since we usually years. His discussion with Horwath request a copy of the keynote speech about the role of ranges widely over many aspects of pub- to use as the cover story of our spring lic education, especially how it is being issue following AMPA, we obviously public education dealt with by the current government. needed a Plan B. Fortunately, Dr. Nutt The article touches on standardized test- was able to provide us with an article in making our ing, accountability, special education, the she had written for another publication funding formula, declining enrolment, but which addressed the same issues she society and our schools as community hubs, school safe- shared with her audience at AMPA. That world a better place. ty and pensions. article, “Building a just and sustainable Finally, “More than names on a war future,” speaks of the partnerships that memorial” by Clint Lovell tells of a War Child builds within communities Grade 10 history project that resulted in in order “to prevent a cycle of interna- the publication of a book, The Boys from tional-aid dependency and to promote Barrie, which provides profiles of all of community pride and resiliency.” Cameron Ferguson’s article, “Teach- the 63 World War II casualties from The theme of community partnerships ing about homelessness,” describes an ex- Barrie whose names are inscribed on the is also a significant factor in the program cellent drama project at Markham’s Bur cenotaph. The article describes how this that Marty Wilkinson writes about in Oak Secondary School that challenges research project has benefitted both the “The school that comes to the students.” students to learn about homelessness and students and the families of those men in A partnership among the Beausoleil then create drama pieces that address ways that had not been anticipated. Education Authority and the two school this social issue in order to raise their As we move towards summer, we hope boards in the Simcoe Muskoka area has own and others’ awareness about this is- you will find something among these ar- resulted in a unique program for Grade 9 sue. This project and others are available ticles to inspire you in the work you do in Aboriginal students of the Beausoleil First through the Homeless Hub’s education public education.

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CURRICULUM understanding how insurance works Mot de l’éditrice par Wendy Anes Hirschegger

Communautés et partenariats Travailler ensemble pour faire de notre monde un monde meilleur

des points saillants à Beausoleil Education Authority et les deux structure unique qui a été construite chaque Réunion annuelle conseils scolaires de la région de Simcoe à Timmins (Ontario) pour servir de de l’Assemblée provinciale Muskoka a entraîné un programme très « place de guérison » pour les hommes, u n e (RAAP) d’OSSTF/FEESO est le con- unique pour les élèves autochtones de 9 les femmes et les enfants autochtones qui férencier d’honneur du dimanche matin. année du Beausoleil First Nation of Chris- sont victimes de violence familiale. Gary Ces conférenciers sont toujours très bien tian Island dans la baie Georgienne. Le Martin, promoteur de la santé pour le connus et enthousiastes à propos de leurs programme est offert aux élèves durant Misiway Milopemahtesewin Community initiatives et du rôle que joue l’éducation les mois d’hiver alors qu’il est difficile Health Centre de Timmins, a réalisé un publique pour améliorer la société et le pour ces derniers de se rendre à l’école de ses rêves, s’est assuré l’aide des aînés de monde. Au cours des dernières années, sur la terre ferme. Il insiste sur la culture sa communauté, a soumis une proposi- nous avons accueilli des conférenciers et l’histoire autochtones tout en donnant tion afin d’obtenir des fonds du ministère réputés tels que Stephen Lewis, Roméo aux élèves des connaissances de base, du Procureur général et du District School Dallaire, Marc Kielburger et David C. des habitudes de travail et l’estime de soi Board Ontario North East pour recruter Onley, lieutenant-gouverneur. dont tous les élèves du palier secondaire des étudiants du programme de manœu- La conférencière de cette année était ont besoin pour réussir. vre en construction afin de la construire. Samantha Nutt, fondatrice et directrice Le profil d’Andrea Horwath, chef générale de War Child Canada. Les récits Les conférenciers du Nouveau parti démocratique de qu’elle a partagés avec les délégués et les l’Ontario, préparé par Paul Kossta, nous invités étaient par moment déchirants et d’honneur à la RAAP apprend qu’elle a été activiste communau- réconfortants à d’autres moments. Les taire pendant plus de 20 ans. La discus- récits relataient des faits délicats et, afin sont toujours... sion avec elle a porté sur un large éventail de ne pas compromettre le travail de War de sujets liés à l’éducation publique et Child dans les régions du monde dévas- enthousiastes à propos surtout sur la façon dont le gouvernement tées par la guerre, elle nous a demandé de leurs initiatives et actuel traite de l’éducation publique. de ne pas les publier. Puisque nous de- L’article aborde les tests standardisés, la mandons habituellement une copie du du rôle que joue l’éducation redevabilité, l’éducation de l’enfance en discours afin de l’utiliser comme article- difficulté, la formule de financement, vedette de notre numéro du printemps publique pour améliorer la baisse des effectifs, les écoles comme après la RAAP, nous avions de toute carrefours communautaires, la sécurité à évidence besoin d’une solution de rela société et le monde. l’école et les régimes de retraite. change. Heureusement, Samantha Nutt Enfin, l’article de Clint Lovell « More a pu nous fournir un article qu’elle a L’article de Cameron Ferguson inti than names on a war memorial » nous in- rédigé pour une autre publication, mais tulé « Teaching about homelessness » décrit troduit un projet d’histoire de 10e année qui abordait les mêmes problèmes qu’elle un magnifique projet d’arts dramatiques qui a amené la publication d’un livre in- a partagés avec l’auditoire à la RAAP. à l’école secondaire Bur Oak qui invite titulé The Boys from Barrie. Ce livre bro- Cet article « Préparer un avenir juste et les élèves à en apprendre davantage sur sse un portrait de 63 personnes de Bar- durable » parle des partenariats que War les sans-abri et à ensuite créer des pièces rie décédées durant la Seconde Guerre Child a créés avec ces communautés afin dramatiques qui abordent ce problème mondiale et dont les noms figurent sur « d’éviter le cycle de la dépendance à social dans le but de sensibiliser les au- le cénotaphe. L’article décrit ce que les l’aide internationale et de susciter la fierté tres et eux-mêmes à ce problème. Ce élèves ont retiré de ce projet de recherche et la résilience des communautés. » projet et bien d’autres sont disponibles de même que les familles de ces hommes Le thème des partenariats commu- par l’entremise du centre de ressources d’une manière qui n’avait pas été prévue. nautaires est aussi un facteur important éducatives Homeless Hub à l’adresse sui À l’approche de l’été, nous espérons que dans le programme qu’a écrit Marty vante : www.homelesshub.ca. vous trouverez parmi ces articles quelque Wilkinson dans « The school that comes « Building a dream », rédigé par Bill chose qui vous inspirera dans votre tra- to the students. » Un partenariat entre le McGillis, est un excellent article sur une vail au sein de l’éducation publique.

6 Spring 2010 A h e a l i n g j o u r n e y by Bill McGillis

Building a dream A unique cross-cultural project brings together a community

viding a place where “co-ordinated healing programs and services for Aboriginal men, women and youth victimized by domestic violence can occur in a culturally respectful manner.” At present, programs that address these needs are often housed in build- ings and offices that belong to their re- spective organizations. With the primary practical objective being the physical construction of the teepee of Gary Mar- tin’s vision, these services and programs could now have their own special home in a culturally appropriate structure and environment. It was decided that a teepee nine metres in diameter would be erected southeast of Timmins on bush land called Miken Otaski or Michael’s Land. Owned by the Ojibway and Cree Cultural Centre, this land has a special cultural significance for the Aboriginal people of the area. the late summer of 2008, Gary membering the dream, he recalls that he While the community partners Martin had a dream. “The dream did not immediately identify the dwell- worked on developing the proposal, i n was about a young girl, walking as a teepee. Relying upon the cus- Martin approached Steve Pladzyk, Su- ing. She was holding hands with her toms of his culture, he sought advice and perintendent of Schools with District grandmother and talking about what direction from elders within his com- School Board Ontario North East, with was missing in her life and what she munity. “I shared this dream with com- another vision. What if the Technical needed to develop into a strong, healthy munity partners,” he says, “and discussed Studies Department at Timmins High Aboriginal woman. They were in the the need to help our women and fami- and Vocational School built the teepee bush with a dwelling that looked much lies.” Through this sharing of his vision, within the framework of the school’s like a teepee.” Martin’s sense of purpose and direction Construction Craft Worker (CCW) In his role as in-house Health Pro- achieved greater definition and the path classes? The response from the Tim- moter for Misiway Milopemahtesewin to fulfilling the practical, long-standing mins High teachers was immediate and Community Health Centre in Tim- dream of providing much-needed ser- enthusiastic. Under the direction of mins, Martin has consistently champi- vices became clear. CCW teacher Barry Trebilcock, a team oned the need for services that address Dubbed The Healing Together Proj- was assembled that included Trebilcock, issues of violence within the commu- ect, the initiative was launched under Allan Daschuk, a Design Technical nity. His dream, along with the iconic the auspices of the Ojibway and Cree Studies teacher, and Dino Colasacco, force of its defining imagery, eventually Cultural Centre, working in partner- the school’s Welding Fabrication in- i s provided inspiration and a new direc- ship with a variety of service and com- structor. They quickly developed draft a Dioni r tion for his quest to build improved ser- munity organizations. As its primary blueprints for the construction. Initially d n a vices in response to issues of violence. objective, the project aimed to unite all they had planned to use primarily the

ion: S Although the dream was a visionary Aboriginal and non-Aboriginal organi- wood and drywall materials typical at r

st experience for Martin, it did not initially zations throughout the city of Timmins of other CCW builds. However, after llu I provide him with all the answers. Re- and the surrounding area. The goal: pro- considering the relative isolation of the

EDUCATION FORUM 7 site, the environmental rigors implicit tion — the [students’] marks will all be cross-cultural relationships within the in a forest location and the potential for fours.” While the scope of the project greater Timmins community.” fire and vandalism, they decided on a represents new territory that stretches When it comes to their students, metal-on-metal design. the existing boundaries of their de- Colasacco’s and Trebilcock’s enthu- In a convergence that, in retrospect, partment, both Trebilcock and Cola- siasm is infectious. Aaron Tinney, an seems almost providential, the philo- sacco remain undaunted. In fact, they 18-year-old welding student, is looking sophical concepts and practical objec- draw energy and inspiration from the forward to “the challenge of building tives of the project were only just com- objectives of the work and the recogni- the teepee.” Fellow student, 19-year-old pleted when the Ontario Ministry of the tion that the facility will be available Aaron Gagnon, is also eager to imple- Attorney General called for proposals to ment the new skill sets that will be used address issues of violence against women. to complete the structure. “This project As Martin recalls: “The same group of is going to expand our knowledge and individuals who realized the need also skills way above the high-school level,” came together to start the process. The “This whole project he says, “giving us opportunities and proposal just seemed to come together. experience that will help prepare us for It was women who came to me in this will kick-start new a successful future in the trades.” And dream and it was women who gave me for 18-year-old Leiland Wheesk, an Ab- direction — the elders, the children and initiatives and original student from the Mattagami the spirit helpers.” In response to their First Nations community southwest of proposal, on July 27, 2009, the ministry build on existing Timmins, there is the added thrill of confirmed the Ojibway and Cree Cul- building a facility that will stand as a tural Centre would receive $203,000 cross-cultural symbol of both his heritage and his fu- for The Healing Together Project as part ture. “It is an honour to participate,” of the ministry’s 2008-09 Aboriginal relationships within he says, “for the elders and all who will Victims Support Grant Program. come to visit the centre.” The concrete foundations for the the greater Timmins Recently, Gary Martin visited the structure have been laid and Trebil- site of The Healing Together Project cock’s CCW class were able to access community.” at Miken Otaski. “I put some tobacco the site and begin construction by down and asked our ancestors to guide mid-April. Both Trebilcock and Cola- us with the whole project.” With the sacco recognize the considerable chal- completion of the teepee less than three lenges they face in putting together to a broad cross-section of community months away, Martin’s faith and enthu- an all-metal building. Clearly, metal groups within the city. “The impact on siasm remain unabated. And already is a much less forgiving material than the community and the level of gratifi- he is looking forward to “other possi- those the students have worked with in cation are new experiences,” Colasacco bilities.” He speculates about holding the past. But as Trebilcock says, “We says. “This whole project will kick-start “our own powwows” at the teepee. The can’t accept anything less than perfec- new initiatives and build on existing surrounding acreage also offers the potential for growing the medicine plants that would be used in ceremonies conducted at the site. Barbara Coloroso's 2010 Summer Institute But for Martin, a self-described sec- Teaching with Wit and Wisdom ond-generation survivor of the residen- An institute for K-12: classroom teachers, tial school system, the project presents special education teachers, & administrators the opportunity for restoration and rec- JULY 7, 8, 9, 2010 onciliation, and for “re-establishing the rules and responsibilities of our Aborigi- Ryerson University Toronto, Ontario nal population.” It is this that represents Topics: the fulfillment of his vision, and the con- Day 1: Teaching with Wit and Wisdom tinuation of the healing journey he has Day 2: The Bully, the Bullied, and the Bystander undertaken for himself, his community Day 3: Just Because It's Not Wrong, Doesn't Make It Right: and the spirits of his ancestors. helping kids to think and act ethically www.kidsareworthit.com Bill McGillis is the Teachers’ Bargaining Unit [email protected] 1-800-729-1588 president of District 1, Ontario North East, and an avid community activist.

8 Spring 2010 Living history by Clint Lovell

More than names on a war memorial A research project that makes history meaningful

per and television coverage of our inves- tigations brought a flurry of emotional phone calls: “He was my brother…. I was born weeks after he was killed…. I am named after him…. I have some photos…. I have some letters….” The students were surprised and deep- ly moved by the gratitude they heard from those who knew our Boys from Barrie. Students such as Jordan discovered he had a great-uncle whose name was on the war memorial. His grandmother showed him photos of her cheerful brother, Harv Ir- win, his Lancaster crew and their funeral. Lieut. Joseph McBride came alive to Sere- na through the poetry he wrote before his death near Monte Cassino in 1944. One evening, she received a call: “My name is Pat Thomson, I’m Joe McBride’s sister and I would like to meet you.” They have been friends ever since. Our online material also helped unite Pat with family she had grandfather was in they rarely talked to their kids, they lost touch with 45 years ago. the war but he never would often open up to their grandchil- In 2006, we completed the list of our MY talked about it. He’s dren or sometimes a complete stranger. 63 World War II casualties and pub- dead now.” History teachers hear this a As this generation passes from us, lished the profiles on the Veterans Affairs lot nowadays. Late this past winter, John their grandchildren have an increasingly Canada website (Google “The Boys from Babcock, the last World War I soldier small window of opportunity to hear Barrie”). Yet the project never ends. The of the Canadian Expeditionary Force, their stories. But what about that kid phone rings and a voice cracks with emo- passed away at age 109. Fortunately, who never knew his grandfather? Enter tion, or e-mails arrive from all over the his youth kept him out of the front-line the history teacher. world that provide poignant details of a trenches. We know this because he told In 2005, the Year of the Veteran, I as- life lost long ago. us. He told us in many newspaper and signed each of my Grade 10 students a John Coady e-mailed us from Or- television interviews. name from the World War II list on our egon. “I did not get to know my uncle, Sadly, too many old soldiers took cenotaph in Barrie. Starting with Inter- but every member of my family knows their stories with them. They spared their net sources we began to put faces to the the story as related many times by my children the haunting memories of fear, names. Further research into military- mother. She loved her brother very much regret, exhilaration and sadness they ex- unit histories and war diaries added to and would have loved to know the infor- perienced in war. Men who grew up as our circumstantial evidence. Students mation researched by Nicole…. It is im- the sons of taciturn men who had fought spent hours, their burning eyes notwith- portant for students to regard the past as in places named Vimy and Ypres came standing, scouring local newspapers on a guide to the future. At this time, many of age in the Dirty Thirties, the worst microfiche, since letters from boys over- young soldiers from both our countries economic depression in our history, then seas were often published in community are involved in armed combat that could went off to war themselves, returning papers. Occasionally, we got lucky if a cost them their lives or alter their lives home to build a country, Canada, that casualty report featured a photograph of in a negative way. The costs of armed became the envy of the world. Although one of our young soldiers. Local newspa- combat seldom include all the victims,

EDUCATION FORUM 9 as you seek out your place in life.” This fall we published The Boys from Barrie as a book and were pleasantly surprised when half the print run sold in less than two weeks. Between the book, newspaper features and television clips, almost 100 students can now Google their name and appear as a published writer! The legacy continues as another group of students travels to Europe to place poppies on the graves of their soldiers. Many will wear dog tags stamped Clint Lovell’s Grade 10 class with a visiting veteran with the names of their grandparents and great-grandparents as they see the areas as death and destruction continue in the soldier who buried his brother that their ancestors fought over long ago. waves long after the incident…. We were night in Italy. It turned out that the man Our window of opportunity for stu- able to communicate with a shipmate of who had laid his comrade to rest actually dents to meet the WWII generation will my uncle during the time he contracted lives two blocks from my house. For 60 soon close. Instead of your students read- smallpox and died. We are making plans years Bill Ford had often woken at night ing history, why not engage them in writ- to meet this gentleman…. This contact thinking of John. After the war, he tried ing about it? Once they have completed was a result of the project.” to find the Shortreed family without their project, you can publish it online For Remembrance Week, we pro- success, but thanks to this Grade 10 his- at the Canadian Virtual War Memorial. duced a poster featuring snapshots of each tory project, Bill is now quite close to the Start now — time is running out on this of our Boys from Barrie. We circulated Shortreed family. part of history. And history isn’t in the the posters for display in downtown store After a visit to my class Bill wrote, “I past. We carry it inside us. windows. Local television shot a story in was realizing that I was not much older which students were interviewed in front than you folks when I joined the Cana- Clint Lovell teaches history at Eastview Sec- of the poster. Canadian Bob Shortreed, dian Army. I expected that I would feel ondary School in District 17, Barrie. He also watching the news via satellite in Florida, like the older person that I am and that currently serves on the Governing Council of was stunned when the camera panned it would be difficult to speak to you the Ontario College of Teachers. across the poster and stopped on the face in a way that you would be comfort- of his older brother, John, who was killed able with and would understand. As I in May 1944 at the age of 21. A short time looked at each one of you, time seemed Helpful websites for developing after the fateful telegram arrived at the to melt away and I became one of you. a cenotaph project in your Shortreed home, Mrs. Shortreed received You will never know how much I ap- community a bouquet of flowers. Her son overseas had preciated the welcome you gave me and • The Commonwealth War Graves not forgotten her on Mother’s Day. the questions you asked assured me Commission: www.cwgc.org Bob Shortreed found me and I found that our country will be in good hands • The Canadian Virtual War Memorial: www.vac-acc.gc.ca/remembers/sub. cfm?source=collections/virtualmem • The Royal Canadian Legion publishes PRINCIPALS—TEACHERS the death of each Canadian veteran Looking for the Ultimate Cultural Experience? in the Last Post section of Legion Magazine: www.legionmagazine.com/ The Canadian Trillium College, a certified high school in China, requires en/lastpost. qualified principals and teachers of: English, E.S.L., Mathematics, Physics, • The Military and Peacekeeping sec- Business & Social Science for Jan. & Sept. 2010. Familiarity with ESL programs/services an asset. tion of Collections Canada: www.col- lectionscanada.gc.ca/military-peace/ Terms: Competitive compensation (CND$) and free return air, private furnished accommodation, local travel and more. index-e.html This is an ideal opportunity for retired teachers or beginning teachers or • Soldiers of the First World War, teachers on “teacher funded leaves” to experience the culture and mysteries 1914-1918 • War Diaries of the of China. First World War • Second World War Apply Now! Forward resume and cover letter to: Don Folz Service Files: Canadian Armed Forces War Dead Tel: 416-763-4121. Fax: 416-763-5225. Email: [email protected]

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www.rto-ero.org • 416.962.9463 • 1.800.361.9888 Harolyn Panetta Suite 300, 18 Spadina Road, Toronto, ON M5R 2S7 member since 1987 Building a just and sustainable future Choosing to respond in the face of injustice By Samantha Nutt

Dr. Samantha Nutt, the Founder and Executive Director of War Child Canada, was the keynote speaker at the OSSTF/FEESO Annual Meeting of the Provincial Assembly (AMPA) on March 14, 2010. While she was unable to provide us with a copy of her address to AMPA because of the sensitive nature of some of the information she shared, Dr. Nutt gave us the following article that speaks to the same themes.

One of the questions I am most fre- of girls finishing primary school. And quently asked, as Founder and Executive while the challenges may be different for Director of War Child Canada, is: “If we boys, they too require special consider- really want to make a difference in the ation and support. Many young boys in lives of those living with war or poverty, the DRC found themselves caught up globally, what’s the single most important in an eight-year civil war that saw them thing that we can do?” And my answer is exploited as combatants, porters and la- always the same: support education. This bourers for various armed groups. support isn’t limited to initiatives that Congolese children have witnessed promote education at the primary and horrors that many of us, living in Can- secondary levels in developing countries ada, can thankfully not even imagine. but is also directed at Canadian students Congolese teachers, therefore, are faced of all ages so they, too, can be globally with the insurmountable task of not only engaged and involved. helping children learn but also of acquir- The challenge, then, is in knowing ing the knowledge and training they which kind of educational programs need to meet the unique academic and have the greatest impact — both on psychosocial needs within their class- Canadian students and on students in rooms. On top of all of this, schools in the developing world. (To avoid confu- the eastern DRC were looted — stripped sion, the term “developing countries” of even the most basic classroom supplies has been used in this article to refer- in an environment where children can ence countries at the lowest end of the rarely afford shoes, let alone textbooks, Human Development Index, including pens and paper. those that are impacted by war.) So any meaningful effort to support In the Democratic Republic of Con- education in the DRC — or, for that go (DRC), for example — a war-ravaged matter, in any conflict-ridden or poverty- country in which War Child Canada stricken community — must carefully has been working for the past six years balance all these competing needs and — children’s educational needs go far priorities in order to be maximally ef- beyond bricks and mortar. While re- fective. It means providing a structurally building schools is a high priority and sound, child-friendly educational envi- something in which the organization ronment with well-trained, sensitized Child Canada’s school-rehabilitation and is actively engaged, students need more teachers. It also means working diligently teacher-training programs rely on local than a safe place to learn and grow. Girls, to ensure communities take ownership of labour and on the full participation of especially, need the support of families their schools and are prepared to invest communities, as well as local government and communities in order to make sure both human and financial capital into and civil-society groups. While this pro- they have an equal opportunity to at- maintaining them. cess can often be more time-consuming tend school. In many conflict-affected For these reasons, the only way to than sending in foreign staff or volun- areas, ensuring girls’ access to education be certain that children in the develop- teers to do the work, it is the only way requires careful community sensitization ing world will have a sustainable future to prevent a cycle of international aid and mobilization, as families with lim- through education is to fully involve lo- dependency and to promote community ited resources often fail to see the benefit cal communities at all stages. All of War pride and resiliency.

14 Spring 2010 about global issues. First, it is imperative that students of all ages — from elementary level through high school — understand that all people, irrespective of gender, race, religion, geography or ethnicity, deserve to live with dignity and are entitled to the same basic rights and protections. This awareness is critical to respecting and promoting human rights worldwide, and it begins with the recognition that we cannot ignore injustice simply because it doesn’t directly involve us. Second, there needs to be a philosophi- cal shift in the didactic way in which international humanitarian and development issues are taught as an act of charity, rather than as a moral choice. When the suffer- ing of the people of Darfur, for example, is reduced to a charitable act — something we can choose, as Canadians, to pay attention to or not — we fail to learn from the lessons of history, which teach that we have a moral and ethical obligation to respond in the face of injustice. War is, after all, a distinctly human construct, and it requires a distinctly human response to mitigate its effects, globally. The death of six million Jews in World War II and nearly one million Rwandans in 1994 should serve as an omnipresent reminder that allowing horrors to unfold anywhere in the world is indefensible. When we teach children that helping those in need, either here at home or beyond our borders, is “charity” — rather than a social responsibility — we leave them believing there is always the option of doing nothing whenever it suits us. Finally, it is critical that Canadian students understand what good development really means. These are con- versations that can be had even with elementary-aged students. All students p h o

understand the importance of learning t o: W o:

I can tell you from first-hand experi- started with the reopening of a school. by doing things for themselves. They a r ch

ence that few things make my job more But the success of initiatives such as are therefore capable of understanding il satisfying than watching a war-ravaged these is not limited to what happens at that when we strip that opportunity d ca n community pull together to create a the field level; it is also dependent upon from people living with war or poverty, ada ; pre brighter future for their children through the kind of global education that teach- we deny them the chance to learn and v iou

education. I have listened to Congolese ers impart back here at home. make their own positive contributions s p a children, who, five years ago, could nei- When it comes to Canadian students, towards their communities. This also L ge: i ther read nor write, tell me about their there are certain fundamental principles disrespects the level of knowledge, ex- S am

hopes and dreams to be their country’s that can and must be adhered to in order perience and capacity that exists within ha next generation of doctors, lawyers, busi- to ensure younger generations of Cana- these communities — in effect, a form rp ness leaders and presidents — and it all dians are fully engaged in and informed of cultural arrogance.

EDUCATION FORUM 15 Some statistics • A child born to an educated mother is more than twice as likely to survive to the age of five. • H IV/AIDS infection rates are halved among young people who finish primary school. • Worldwide, 101 million children of primary-school age do not attend school. • In sub-Saharan Africa, 41 million primary-school-age children are out of school, and in South Asia, 31.5 million remain out of school. • In the DRC, more than 4.4 million So when Canadian students approach ners, and that meaningfully and system- children are not in school. This international development with the be- atically invest in local capacity-building, number includes 2.5 million girls and lief that the most effective contribution see first-hand the lasting impact of their 400,000 displaced children. they can make is to fly to a developing efforts — an impact that can be felt long • In the DRC, more than a quarter of country and do the work themselves, after a project has ended. For these rea- children ages five to 14 are working. they are not fully aware of the limitations sons, it is essential that Canadian students of their impact. This does not mean that learn that good development is about overseas volunteer work involving stu- much more than what “we” can do for school. Funds raised through their initia- dents (“voluntours”) cannot have a major “them” or vice versa. It is, at its core, about tives are translated into direct financial educational benefit in terms of expand- promoting lasting change by respectfully support for War Child’s international ing a student’s horizon and making him fostering community self-reliance. programs, including War Child’s Access or her more globally aware. But, without Since War Child Canada’s incep- to Education program in the war-ravaged exception, these kinds of programs give tion, equipping students and educators DRC, where 26 schools have been rebuilt the educational advantage to Canadian in Canada with the tools and resources in eastern Kivu. Like War Child’s other students rather than to those in the de- necessary to tackle the issues and get in- international programs, the students’ veloping world. volved at the local level has always been a hard work not only creates a monetary In order for development initiatives priority. At the high school level, students contribution to these communities but to be most effective and sustainable, the have raised over $700,000 for Keep The is invested directly into the local infra- best approach — and the one that should Beat, War Child’s signature fundraising structure, since War Child works with be taught in Canadian classrooms — in- campaign for children affected by war. local communities and uses local materi- cludes local communities in identifying Saltfleet Secondary School in Hamilton als, supplies and labour. their needs and their priorities, and fully is one of War Child’s champion schools. Education is the greatest gift any of engages them in the learning process. Over the past three years, the students us can ever receive. It is the dividing line Canadian humanitarian organizations have raised over $15,000 and have estab- between dependence and independence, that forge strong linkages to local part- lished a Keep The Beat tradition at their between ignorance and tolerance, and between despair and hope. Over the past 15 years of working in war zones all over the War Child Canada’s work world, whenever I have asked a child — War Child Canada is an award-winning charity that provides opportunities and long- even children living in the most desperate, term solutions for war-affected children, focusing on education, strengthening chil- abject conditions — what they most want dren’s rights, reducing poverty and fostering self-reliance. War Child Canada works in for themselves, they universally reply, “I partnership with local people and organizations to build sustainable programming that want to learn and to go to school.” Let’s empowers children and their communities. The organization currently provides active help make that possible. support to communities in Afghanistan, Sudan (Darfur), Uganda, Democratic Republic ada n of Congo, Ethiopia, Sri Lanka, Sierra Leone, Georgia and Haiti. War Child Canada also Dr. Samantha Nutt is a medical doctor and d ca il generates awareness, support and action for children’s rights everywhere and has an internationally acclaimed expert on hu- r ch a domestic outreach programs in schools and among youth across Canada. For more man rights and development issues who o: W t information, please visit www.warchild.ca or contact 1-866-war-child. has worked in some of the world’s most vio- o h p lent flashpoints.

16 Spring 2010 Forum FullAD:NewYoungMinds 4/30/10 3:08 PM Page 1

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, la fondatrice et direc- l’accès des filles à l’éducation passe im- Dr. Samantha Nutt manquablement par la sensibilisation et trice générale de War Child Canada, était la conférencière la mobilisation, car les familles aux res- d’OSSTF/FEESO lors de la Réunion annuelle de l’Assemblée sources limitées ne comprennent sou- provinciale qui s’est tenue le 14 mars 2010. Si elle n’a pas vent pas les avantages pour leurs filles de été en mesure de nous fournir un exemplaire de son dis- terminer l’école primaire. Si les défis que doivent relever les garçons sont parfois cours à la RAAP à cause de la nature délicate de certains différents, eux aussi nécessitent une prise des renseignements qu’il contenait, elle nous a toutefois en compte et un appui spéciaux. Nombre fourni l’article ci-après qui aborde les mêmes thèmes. de jeunes garçons de ce pays se sont re- trouvés pris au piège d’une guerre civile de huit années qui les a enrôlés comme L’une des questions qui m’est posée le développement » fait ici sommairement combattants, porteurs ou travailleurs plus souvent, en tant que fondatrice et référence aux pays qui se situent au plus pour divers groupes armés. directrice générale de War Child Canada, bas de l’indice de développement hu- Les enfants congolais ont vu des hor- est la suivante : « Si l’on veut vraiment main et comprend ceux qui sont touchés reurs que la plupart d’entre nous qui faire une différence dans la vie des per- par la guerre.) vivons au Canada, ne peuvent même sonnes touchées par la guerre ou la pau- En République démocratique du pas imaginer. Par conséquent, les en- vreté, à l’échelle mondiale, que convient- Congo (RDC), par exemple, où une seignants congolais sont confrontés à il de faire avant tout? » Ma réponse est guerre a ravagé le pays et où War Child la tâche insurmontable non seulement toujours la même : appuyer l’éducation. Canada travaille depuis les six dernières d’aider ces enfants à apprendre, mais Cet appui ne se limite pas aux initiatives années, les besoins éducationnels des en- aussi d’acquérir à l’école les connais- de promotion de l’éducation primaire et fants vont bien plus loin que le fait d’avoir sances et la formation dont ils ont be- secondaire dans les pays en développe- un bâtiment où apprendre. Si la recon- soin pour répondre à leurs besoins péda- ment, mais il s’adresse aussi aux élèves struction des écoles est essentielle et si gogiques et psychosociaux uniques. De canadiens de tout âge afin qu’ils puissent, notre organisme y prend une part active, plus, les écoles de l’est du Congo ont eux aussi, s’engager et participer à des les élèves ont besoin de bien plus qu’un été pillées, vidées jusqu’aux fournitures initiatives internationales. Le défi se pose endroit sûr où apprendre et se dévelop- scolaires les plus élémentaires dans un alors de savoir quel type de programmes per. Les filles, plus particulièrement, ont milieu où les enfants peuvent rarement p h o t

pédagogiques a le plus grand impact, à la besoin de l’appui de leur famille et de s’offrir une paire de chaussures, sans par- L o: i fois sur les élèves canadiens et sur ceux leur communauté pour avoir des chances ler des manuels, des stylos et du papier. S am des pays en développement. (Pour éviter égales d’assister aux cours. Dans de nom- Tout effort sérieux d’appui à l’éducation ha toute confusion, l’expression « pays en breuses régions touchées par les conflits, en RDC ou, dans ce cas, de toute com- rp munauté touchée par un conflit ou par bute en reconnaissant qu’on ne peut tout la pauvreté, doit soigneusement soupeser L’éducation, simplement pas ignorer l’injustice qui ne l’ensemble de ces besoins et de ces priorités nous touche pas directement. qui se font concurrence pour donner des c’est la ligne Ensuite, il faut opérer un changement résultats optimaux, c’est-à-dire offrir un philosophique dans les moyens didac- milieu scolaire structuré, accueillant pour qui sépare la tiques employés pour enseigner les ques- les enfants et pourvu d’enseignants sensi- tions humanitaires et de développement bilisés et bien formés. Cela signifie égale- dépendance de à l’échelon international, qui sont plus ment œuvrer pour faire en sorte que les un choix moral qu’un acte de charité. communautés se chargent de leurs écoles l’indépendance, Si la souffrance du peuple du Darfour, et soient prêtes à investir en moyens hu- par exemple, est réduite à un acte de mains et financiers pour les entretenir. l’ignorance de charité, un fait auquel on peut choisir, C’est pour ces raisons que le seul en tant que Canadiens, de prêter atten- moyen de s’assurer que les enfants auront la tolérance tion ou pas, nous oublions les leçons de un avenir durable grâce à l’éducation dans l’histoire qui nous enseignent que nous les pays en développement est de faire et le désespoir avons l’obligation morale de réagir face à pleinement participer les communautés l’injustice. La guerre est, après tout, un locales à tous les niveaux. Tous les pro- de l’espoir. concept purement humain qui nécessite grammes de réhabilitation scolaire et de une réaction purement humaine si l’on formation des enseignants de War Child veut en atténuer les effets. La mort de six Canada reposent sur le travail local et la la fierté et la résilience des communautés. millions de Juifs au cours de la Seconde participation pleine et entière des commu- Je peux vous dire en toute connaissance Guerre mondiale et de près d’un million nautés ainsi que des administrations lo- de cause que bien peu de choses sont aussi de Rwandais en 1994 devrait nous rap- cales et des acteurs de la société civile. Si ce satisfaisantes dans mon travail que de voir peler sans cesse que permettre à des hor- procédé est souvent plus coûteux en temps une communauté ravagée par la guerre se reurs d’être perpétrées où que ce soit au que d’envoyer du personnel ou des bénév- reconstituer pour préparer un avenir meil- monde n’est pas une cause défendable. Si oles étrangers travailler sur place, c’est le leur à ses enfants grâce à l’éducation. J’ai l’on apprend aux enfants qu’aider les per- seul moyen d’éviter le cycle de la dépen- écouté les enfants congolais qui, il y a cinq sonnes dans le besoin dans notre pays ou dance à l’aide internationale et de susciter ans, ne pouvaient ni lire ni écrire, me dire ailleurs est un acte « charitable » et non leurs espoirs et leurs rêves d’être la nou- pas un acte de responsabilité sociale, nous velle génération de médecins, d’avocats, leur faisons croire qu’ils ont la possibilité Quelques statistiques de chefs d’entreprises et de présidents de ne rien faire si cela leur convient. • Un enfant né d’une mère éduquée a de leur pays. Tout cela commence par la Enfin, il est essentiel que les élèves deux fois plus de chances de survivre réouverture d’une école. canadiens comprennent ce que le déve après cinq ans. Le succès d’initiatives comme celles-ci loppement juste veut dire; ce sujet peut • Le taux d’infection par le VIH/sida ne se limite pas à ce qui se produit sur place; même être abordé avec des élèves d’école diminue de moitié chez les jeunes il dépend aussi complètement du type élémentaire. Tous les élèves compren- enfants qui terminent l’école primaire. d’éducation interculturelle que les ensei nent l’importance d’apprendre en faisant • 101 millions d’enfants en âge d’aller à gnants dispensent dans notre propre pays. des choses pour soi-même. Ils sont donc l’école primaire sont privés de ce droit Pour ce qui est des élèves canadiens, capables de comprendre qu’en privant de dans le monde. nous pouvons et devons respecter certains cette chance les personnes qui vivent dans • En Afrique subsaharienne, 41 millions principes fondamentaux afin que les jeu un pays pauvre ou en guerre, ils leur re- d’enfants en âge d’aller à l’école nes générations de Canadiens connaissent fusent à tous la chance d’apprendre et primaire sont privés de ce droit et en parfaitement les enjeux mondiaux et ap- d’apporter leur propre contribution à leur Asie méridionale, 31,5 millions d’entre portent leur contribution. Tout d’abord, il communauté. C’est également montrer eux n’iront jamais à l’école. est crucial que les élèves de tout âge, du son irrespect du niveau de connaissance, • E n République démocratique du niveau élémentaire à l’école secondaire, d’expérience et des ressources qui existe au Congo, plus de 4,4 millions d’enfants comprennent que toute personne, quels sein de ces communautés et c’est, en fin de ne vont pas à l’école. Ce chiffre inclut que soient son sexe, sa race, sa religion, compte, une forme d’arrogance culturelle. 2,5 millions de filles et 400 000 son pays ou son origine ethnique, mérite Quand les étudiants canadiens appréhen- enfants déplacés. de vivre dignement et peut se prévaloir dent le développement international en • En République démocratique du des mêmes droits et protections de base. croyant que la contribution la plus efficace Congo, plus d’un quart des enfants Cette prise de conscience est essentielle à apporter est de prendre l’avion pour se âgés de 5 à 14 ans travaillent. pour respecter et promouvoir les droits de rendre dans un pays en développement et la personne dans le monde entier. Elle dé- faire eux-mêmes le travail, ils ne sont pas

20 Spring 2010 « Keep The Beat » dans leur école. Les fonds recueillis grâce à leurs initiatives se traduisent par un appui financier direct des programmes internationaux de War Child, comme le programme d’accès à l’éducation dans la République démocra- tique du Congo, ravagée par la guerre et où 26 écoles ont été reconstruites dans l’est du Kivu. Tout comme d’autres programmes internationaux de War Child, le travail acharné des élèves apporte non seulement une contribution financière à ces communautés, mais est également in- vesti directement dans les infrastructures locales puisque War Child collabore avec les communautés pour utiliser les maté- riaux, les fournitures et la main-d’œuvre de ces localités. L’éducation est le plus beau des cadeaux que chacun d’entre nous peut totalement conscients des limites de leur ment l’autosuffisance des communautés. recevoir; c’est la ligne qui sépare la dépen- influence. Cela ne signifie pas pour autant Depuis sa mise sur pied, War Child dance de l’indépendance, l’ignorance de que le travail des bénévoles à l’étranger Canada a toujours considéré comme une la tolérance et le désespoir de l’espoir. Au qui font appel à des étudiants (« volontou priorité le fait de doter les élèves et les cours de mes quinze dernières années de risme ») ne peut avoir un effet bénéfique agents d’éducation canadiens des outils et travail dans des zones de guerre partout au majeur au sens où il élargit l’horizon des des ressources nécessaires pour s’attaquer monde, chaque fois que j’ai demandé aux étudiants et les sensibilise aux enjeux inter- aux problèmes et s’engager à l’échelon lo- enfants, même à ceux qui vivent dans des nationaux, mais ce genre de programme cal. Au niveau de l’école secondaire, la conditions abjectes et désespérées, ce qu’ils donne, sans exception, l’avantage édu- campagne de collecte de fonds propre à souhaitaient le plus pour eux-mêmes, ils cationnel aux étudiants canadiens et non War Child et intitulée « Keep The Beat » m’ont tous répondu d’une même voix : « Je à ceux des pays en développement. Pour a permis aux élèves de recueillir plus de veux apprendre et aller à l’école. » Faisons que les initiatives de développement soi- 700 000 $ au profit des enfants touchés en sorte que cela soit possible. ent les plus efficaces et les plus durables, par la guerre. L’école secondaire Saltfleet la meilleure approche (qui est aussi celle de Hamilton est l’une des championnes Samantha Nutt est médecin et experte de re- qui devrait être enseignée dans les salles de de la collecte de fonds de War Child. nommée internationale des droits de la per- classe canadiennes) est celle qui fait par- Au cours des trois dernières années, les sonne et des problèmes de développement. ticiper les communautés à l’identification élèves ont recueilli plus de 15 000 $ et Elle a travaillé dans les zones du monde les de leurs besoins et de leurs priorités et qui établi la tradition de la collecte de fonds plus touchées par la violence. les persuade de prendre part au processus d’apprentissage. Les organismes à vocation humani- Le travail de War Child Canada taire du Canada qui forgent des liens War Child Canada est un organisme sans but lucratif primé qui offre des opportunités solides avec leurs partenaires locaux et et des solutions à long terme aux enfants victimes de la guerre en axant ses efforts qui investissent de façon significative et sur l’éducation, le renforcement des droits de l’enfant et la réduction de la pauvreté, systématique dans le développement des tout en favorisant l’autosuffisance. War Child Canada travaille en partenariat avec la ressources locales, se rendent compte de population locale et des organismes pour mettre en œuvre des programmes durables l’effet durable de leurs efforts : un effet qui renforcent l’autonomie des enfants et de leurs communautés. Actuellement, War qui dure longtemps après la fin du pro- Child Canada appuie activement certaines communautés de l’Afghanistan, du Soudan jet. Pour ces raisons, il est crucial que les (Darfour), de l’Ouganda, de la République démocratique du Congo, de l’Éthiopie, du Sri élèves canadiens apprennent que le déve Lanka, de Sierra Leone, de Géorgie et de Haïti. War Child Canada prend également des ada n loppement juste ne se résume pas à ce mesures de sensibilisation et d’appui des droits de l’enfant partout au monde et dis- d ca il que « nous » pouvons faire pour « eux » pose de programmes d’approche auprès des écoles et de la jeunesse au Canada. Pour r ch a ou vice-versa. Le développement juste obtenir de plus amples renseignements, visitez le site www.warchild.ca ou composez le o: W t est avant tout la promotion d’un change- 1 866 war-child. o h p ment durable qui favorise respectueuse-

EDUCATION FORUM 21 Teaching about homelessness Learning compassion through dramatic arts By Cameron Ferguson

When the streets are calling to me with no mercy; maybe I can change your mind. I got nobody else that I can turn to; maybe I can change your mind. Lyrics from “Change Your Mind,” produced for Street Stories, a theatrical performance created by senior students at Bur Oak Secondary School in Markham Rewind six months to a scene in my sen- learning and social justice? Whatever lute homelessness and approximately 3.5 ior drama class at Bur Oak Secondary my hopes, on the following Monday, the million Canadians live in poverty and School in Markham. It’s a Friday mor- students would begin to create a piece of are at risk of homelessness. ning, second period, almost the end of the theatre that would explore a topic rarely For me, as a teacher, the starting point week. As the students prepare to leave the discussed in the classroom and largely ig- was a series of lessons I was commissioned room, they find the following prompt on nored by society as a whole. to create for the Homeless Hub, a web- the board: “Write a journal entry describ- Homelessness is not strictly an abso- based research library and information ing everything you know about homeless- lute lack of shelter (though this is its most centre on homelessness. As a topic, home- ness. Due Monday.” The students quickly obvious manifestation) but rather an ex- lessness can provide educators and stu- scribble down the topic, stuff the assign- treme form of poverty characterized by dents with many opportunities to learn, ment in their backpacks and make their instability of housing and inadequacy of reflect and take action on an important way out of the classroom. income, health-care supports and social issue that affects every community. What did I hope to uncover in my supports. If this is how we define home- As educators, we have a unique op- students with this assignment? A start- lessness, then in Canada, according to portunity to mold students into agents of ing point for what would become a can- www.homelesshub.ca, between 157,000 change. We are able to tackle social issues did, six-week journey in transformative to 300,000 Canadians experience abso- and create a climate of awareness and action. We have the opportunity to develop Common misconceptions among my Our journey in the classroom began and nurture caring citizens and activ- students regarding the plight of home- with each student asking a question ists who will go out into the workplace less people were that they had reached about homelessness that they hoped to and larger society and insist on equal- that state as a consequence of their own answer by the end of the unit. Their ity where before there was inequity and decisions, they did not want anything questions were then compiled into a stigma. However, with so much pressure better for themselves and they were a worksheet with their own questions to contribute to the achievement of aca- nuisance. My students were candid in forming the basis for researching the demic excellence and the production of their opinions and held nothing back; at unit. A computer lab was booked, the high-level scores on standardized tests, the same time, however, they were open students went to the Homeless Hub we are sometimes tempted to push our and ready to learn. website and embarked on their journey role as agents of transformative learning In reality, the causes of homelessness of discovery. into the shadows. are complex and multiple. A slide into They became instantly engaged by Some social issues such as racism and homelessness is the result of a number of what they found. In fact, they continued religious diversity make a reasonably economic and social factors that impact talking about homelessness and their re- regular appearance in professional de- an individual or family at a personal level. search even after the bell excused them. What had begun as a three-week unit expanded into a six-week process. There was simply too much to explore, too much to discover and too much to say. Once the research component was complete, the students were charged with more traditional dramatic-arts as- signments based on their findings. Over the next few weeks, they created scenes depicting homelessness that were based on well-known fairy tales; they wrote journal entries in the voices of oppressed characters; they were given a newspaper article about a homeless youth arrested for shoplifting and were asked to create a velopment sessions. Other concerns such No one chooses to be homeless and it can scene based on the thread of events that as homophobia and homelessness are less happen to anyone — from a teenager es- could have led to this arrest. likely to find interest among educators in caping an abusive home to a senior citizen For the final assignment, the students Canada. Contemporary slang, such as on a fixed income who cannot cover a rent were asked to create vignettes informed “no homo,” “That’s so gay” and “hobo,” or tax increase to a child whose parents by their own research, with the goal of heard in school corridors across Canada, suddenly become unemployed. producing a theatrical piece for public attests to this. For this reason, I gladly ac- Understanding the factors that lead consumption. Although the resulting cepted the opportunity to be part of this to homelessness is not easy considering play focused heavily on the causes of teen important initiative. The results went be- the heterogeneity of the population and homelessness, the students also looked at yond anything I could have hoped for. the fact that there are many pathways to some of the effects on individuals. The On the Monday following the jour- homelessness. In most cases, it is the inter- final product imagines the experiences nal assignment, I broached the topic of section of structural factors (the growing of five very different teenagers, who our upcoming unit with my students. gap between the rich and the poor; the through no fault of their own become The responses I received were mixed: decrease in the supply of affordable hous- homeless due to eviction, physical abuse, “Why homelessness?” “What is there to ing; the decrease in services, supports and teen pregnancy, trouble in the foster-care say about homelessness?” “How does this social assistance; plus discrimination and system and homophobia. relate to us?” While they were eager to racism) with personal histories and indi- With careful cutting and pasting, the create and perform a show for the public, vidual characteristics (catastrophic events, scenes were strung together to create a my students were less enthusiastic about loss of employment, family breakup, onset provocative and honest portrait of teen the theme. “How can we possibly create of mental and/or other debilitating ill- homelessness — its causes and its effects. an entire show around the topic of home- nesses, substance abuse by an individual The resulting product, Street Stories, was lessness?” Even my most politically and or family members, a history of physical, ready for opening night and lived up socially conscious students had limited sexual or emotional abuse and involve- to its goal of raising awareness through sensitivity to, and understanding of, the ment in the child welfare system) that lead public performance. The play has been issues of homelessness. to homelessness. performed a number of times to date,

24 Spring 2010 but two of the performances stand out. getting employment when one does not of the Oppressed, published in 1968. At both the launch event for the Home- have a home. One student observed: Freire believed strongly in the import- less Hub’s education resources and the “Getting a job is easy in theory; how- ance of educating our students to think Sears Drama Festival, more than a few ever, if you analyze the whole process, it critically about — and to act on — so- audience members left discreetly wiping is much more complex. Firstly, a resumé cietal issues, and he tended to dismiss away tears, while many others spoke of is needed. Where would you get the re- the validity of information distributed its resounding impact. sources to type and print it? If a homeless by capitalist sources. But more important than the impact teen was to be interviewed, how would My students had initially relied on the play has had on audiences, however, he/she dress?” the misinformation given to them by the is the impact the unit has had on my stu- This exercise was, in many regards, a mainstream media and other unreliable dents. Street Stories was a huge success. manifestation of popular political the- sources. In the end, however, they be- Rarely have I had the opportunity to see atre as advocated by Brazilian director came aware of the truths surrounding the my students so immersed and engaged Augusto Boal, founder of the Theatre of issue of homelessness and they expressed in a project, especially one involving the Oppressed and champion of those a commitment to becoming part of the such a heavy research component. The whose voices are too faint to be heard in solution. One student noted: “When we were first introduced to the assignment, I remember being excited [about getting to do the show] but remember thinking, ‘Why homelessness? What’s the story, I In the end, however, they became aware don’t get it!’ But that’s another thing I learned: there is always a story to be told. of the truths surrounding the issue of Very rarely are things exactly the way they seem.” homelessness and they expressed a Although the curtain has fallen on the unit and my students now find commitment to becoming part of the solution. themselves in different classrooms, the impact continues to echo in the corridors of my school. Walking down the hall to the staff lounge the other day, I paused as I overheard one of my former students most rewarding aspect was the appar- the chambers of power: “In the begin- correcting a friend who used the word ent transformation within the students ning theatre was the dithyrambic song: “hobo,” an offensive term referring to themselves. Upon completion of the free people singing in the open air. The people who are homeless. So begins the unit, the students were asked to write an carnival. The feast. Later, the ruling transformative process…. essay exploring the changes (if any) in classes took possession of the theatre their opinions and perceptions of people and built their dividing walls.... Now Stories from the street can catch you blind- who are homeless. For example, whereas the oppressed people have liberated ly, when you dare to look around. the students’ initial responses were typ- themselves and, once more, are making (From “Change Your Mind”) ical of popular thinking about people theatre of their own.” who are homeless (i.e. they’re “too lazy” Brazilian educator Paulo Freire dis- Cameron Ferguson is a drama teacher at to get jobs), their later expressions took cusses these same concepts as they relate Bur Oak Secondary School in District 16, into account the difficulties involved in to the field of education inThe Pedagogy York Region.

Homeless Hub resources for teachers Resources for teachers: a large num- enced homelessness. www.homelesshub.ca ber of short, plain-language resources Resource library: over 20,000 that highlight key information about resources, including articles, reports, Curriculum units: six complete homelessness that educators can use videos, music, photography, visual art curriculum units (Elementary, English/ to learn more about the subject matter. and much more. Media, Civics, Visual & Dramatic Arts, Topics: key topics and subtopics, Resources for students: a lot of Family Studies/Social Sciences) that each of which includes a plain-language easy-to-understand information on home- include individual lesson plans, learning description. lessness, including short reports and engagements, curriculum connections Experiences: first-hand stories and Q & As that can also be used as handouts and handouts, etc. accounts from people who have experi- and teaching resources.

EDUCATION FORUM 25 The school t h a t c o m e s t o the students Meeting the needs of the Aboriginal students of Christian Island By Marty Wilkinson

The transition from elementary school adolescents and adults, who really don’t tourists visit the beautiful island with its to high school can be a difficult one for understand indigenous people or what magnificent beaches. any student. Many high schools have it is like to be raised on a reserve. Young people attend the Christian Is- recognized this and have implemented Beausoleil First Nation encompasses land Elementary School, funded by the programs just prior to school start-up Christian, Beckwith and Hope islands federal government, for their kindergarten for incoming elementary school grads. in the southern tip of Georgian Bay. to Grade 8 years. The school is relatively Resembling a day camp, the program in- They are home to the Ojibwe (Chip- homogenous, attended and staffed by troduces students to the larger building, pewa) people, and much history can be Aboriginal people. The Ontario curricu- lockers, timetables, the cafeteria, the gym found there. Originally, Christian Is- lum is taught, but there is an emphasis on and so on. In other words, they are wel- land, the largest of the trio, was known Ojibwe culture, language and traditions. comed to the world of an Ontario second- by the Ojibwa as Gichi Minising (At the It is a safe, familiar community school. ary school. It is an exciting, challenging Big Island). In 1649, thousands of Hu- Most Grade 8 graduates both look time in a young person’s life. rons and a few Jesuit missionaries from forward to high school and are nervous at For the young Aboriginal people of Sainte-Marie among the Hurons, a mis- the prospect. Secondary-school education Christian Island, located near Midland sion located near Midland, took refuge means leaving their community for most in Georgian Bay, the transition can be there during the Huron-Iroquois wars. of the day. It means getting on the 7:30

even more daunting. Not only must The Jesuits called the island St. Joseph, a.m. ferry to the mainland, hopping onto I llu

they get used to a new way of school- but it was eventually renamed Christian a school bus and being driven to Midland st r at

ing, they must also travel almost one- Island in honour of the eight Jesuits who Secondary School, Penetang Secondary Sop ion: and-a-half hours by ferry and school bus were martyred during the wars. School or St. Theresa’s Catholic High h

to their new school. They are instantly a Christian Island is home to about 700 School, located in Midland. At the end C ie visible minority in the small-town high residents year round, but the population of the school day the process is reversed ass school and are surrounded by people, swells during the summer months when in order to catch the 5:00 p.m. ferry back on

26 Spring 2010 Illustration: Blair Kelly home to the island. It makes for a long day Many parents of a young person 13, and personnel of the three school boards. with a lot of it spent travelling. Very little 14 or 15 years of age going from Grade 8 Although the students attend the CIPL, time is available for extracurricular ac- to Grade 9 are apprehensive about send- they are still enrolled in one of the high tivities, extra help or just plain socializing. ing their child “away,” even if it is to a schools and the Education Authority is And for the new Grade 9 students, it also community so close to Christian Island. still very much interested in their success. means being “in town” and away from And yet, having their child get a high- The students start in September at community eyes for the first time. school education is a valued goal. one of the high schools and take Semes- Winter imposes other challenges, since Natalia Pyskir and Peggy MacGregor, ter I subjects. At the end of October their weather conditions such as snow, high Director of Education for the Beausoleil Semester I studies stop, to be picked up winds, ice or dangerous waves interfere Education Authority, noticed that too again in April and finished in June. From with reliable ferry service. The solution the many Christian Island Grade 9 students November to mid-April, they take Se- mester II subjects at the CIPL and earn their Semester II credits. By the end of the school year, the students will have eight credits, just like every other Grade 9 student. The hope is that, by having a successful semester at the CIPL and earning credits, the students will be better motivated to stay in school, continue to earn credits and eventually graduate with a secondary-school diploma. Angela Bosco, Simcoe County Dis- trict School Board’s Facilitator for Aboriginal Education (and a member of OSSTF/FEESO’s Human Rights Committee), made me aware of this program and suggested that, because of my background with First Nations communities and students, the community might be interested in having me as one of the teachers for this program. The Christian Island ferry arrives to pick up students to take them back to Christian Island I’d recently retired, but I had served on Simcoe County District School Board’s community has come up with is to board were not dealing well with the transition. Advisory Board for Aboriginal Educa- the students at homes in Midland or Pene- For some, attendance records were ter- tion and had a background living and tang. From November to mid-April, most rible. Academic success was difficult. The teaching in First Nations communities, Christian Island high-school students live temptation to stay home or the lure of the including a two-year stint teaching at with relatives on the mainland, with non- mall was too great. Imposed consequences Canada’s first Native-run school in Rae- Native families paid to take in boarders, were ineffective. Edzo (now named Behchokò) in the or in a boarding house run by the Beauso- Pyskir and MacGregor decided to do Northwest Territories. I had the time, leil First Nation in Midland. something about it. And so, two years I was familiar with the community, According to Penetang Secondary ago, the Christian Island Place of Learn- the program interested me and I still School Principal Natalia Pyskir, “Board- ing came into being. Quite simply, instead had the desire to serve through teaching is a real issue.” The kids are away of Grade 9 students going to Midland or ing. Before too long, I was packing up from their community for the better part Penetang for school during the winter my cross-country skis and preparing to of five months, parents lose control and months, the school comes to them. spend a winter on Christian Island. the supervision at the boarding homes The Christian Island Place of Learn- From Monday to Thursday, I deliv- is a concern. Every student has a parent, ing (CIPL) is a Grade 9 program for ered geography, history and learning grandparent or relative who can tell sto- Aboriginal students attending Midland strategies programs to the students. On ries of having to endure racism during SS, Penetang SS or St. Theresa’s Catholic Fridays, the second teacher, who is from their school years, either at the school High School. It is funded by the Simcoe the island, took over and delivered an and/or at their place of accommodation. County District School Board, the Sim- Ojibwe language and culture course. For too many, the memories of a residen- coe Muskoka Catholic School Board and Pyskir says the program “is an oppor- tial school are still vivid, and boarding out the Beausoleil Education Authority, and tunity to enhance the students’ self-es- seems too much like residential school. the program has access to all the resources teem by learning in a more relaxed atmo-

28 Spring 2010 sphere…. The program is put together for The Christian Island Place of Learning students, and the seven students earned the students. They will receive the same is opening eyes to what is possible. It is all their credits. curriculum as any other Grade 9 student, making inroads. It is building trust.” It is very clear the Christian Island but it will be delivered with a holistic “The teachers are very important Place of Learning is a shining example approach that respects indigenous cul- for this program to work,” says Pyskir. of a student success program that truly ture. My hope is that the students will “They are key. They must be flexible be- works. The most significant factor in its feel valued.” cause for the most part, they really are on success is that it is a truly community- The curriculum emphasizes indig- their own.” based initiative on a reserve that insists enous culture and history — witness the MacGregor agrees. “You want to be on being a healthy community. history course itself, which is called Can- successful teaching indigenous kids? You Arriving by ferry on Christian Island, ada in the 20th Century with an Aborigi- have to realize that it is all about relation- visitors see a huge flashing sign outside the Band Office: “Welcome to Beausoleil First Nation. Pride, Vision, Unity.” And it is more than a slogan. The Band helps sponsor various workshops for the community to learn more about the Ojibwe culture and traditional teachings. There are leadership conferences. The Health Centre sponsors Challenge Days to dis- cuss and deal with social issues on the island, and “challenges” the community to help each other with these issues. There is a real effort to revitalize the use of the language in the community; 20 community members were taking an Ojibwe language course on the island (I was the only non-native pupil, and it was a hum- bling experience). Fitness programs and recreational programs are taking place; community ceremonies and powwows are well attended. People smile, wave, Students work on an assignment in their classroom at the Christian Island Place of Learning make small talk, laugh. It feels good to walk around the island and listen to the nal Perspective. Current events focus on ships. You have to create a bond. You laughter, the dogs, the crows and the Aboriginal issues as reported by Canada’s have to understand that relationships sounds of children playing. thriving Aboriginal media. between us are very important. We are a The Christian Island Place of Learning MacGregor, an indigenous person communal people, not individualistic or came out of this strong community pride. herself, sees the CIPL as helping to build competitive. Humility is our nature. You The students are surrounded by support the life skills, work habits and self-esteem have to take the time to get through our — from their parents, the community, the needed to be a successful high-school quietness and our shyness. Tell stories. schools, the Education Authority and the student. “The program emphasizes our That is how we learn. Use humour. Be elders, who constantly drop by to see them cultural foundation. It teaches our lan- subtle. Most of all, be respectful.” and invite them to ceremonies. There is a guage, our way of thinking. Aboriginal In the first year of the program, there sense of purpose at the CIPL, and it didn’t history is looked at and the kids are more were five Grade 9 students enrolled in the just come from the teachers. aware of their culture. Christian Island Place of Learning. The It has been a privilege and a joy to be “My biggest challenge,” she says, “is success of the program was significant: part of the Christian Island community to overcome the thinking that originates 90 per cent of eligible credits were earned this past winter. I appreciate how I have from colonialism, residential schools and and attendance improved. Those gradu- been accepted into the community and the church schools that were on the is- ates have continued their success. They invited to many events and ceremonies. land. Parents may think their kids are still have positive attendance records and I am pleased I was able to assist these getting an inferior education. This idea have attained all the credits they have at- young people on their journeys. was driven into Natives — that any- tempted. Two of the students are on the thing Native was not good. Not just in Honour Roll. This year, eight students Marty Wilkinson taught at the Christian Is- education but in all aspects of life — were in the program. Attendance has be- land Place of Learning this past winter, and health, services, economic development. come a non-issue for all but one of the is a member of District 17, Simcoe.

EDUCATION FORUM 29

Andrea Horwath speaks out A fresh perspective from the leader of the Ontario NDP By Paul Kossta

“If you are comparing somebody against the worst of the worst, then the relative comparison is rosy.” With those words Andrea Horwath, Leader of the Ontario New Democratic Party, summarizes her ap- praisal of Premier Dalton McGuinty’s stewardship of Ontario’s publicly funded education system. In a wide-ranging interview at her Queen’s Park office, Horwath, the woman who will lead the NDP into the next provincial election in October 2011, challenges many of the assumptions that Ontario’s education system has improved since the days of the Harris-Eves governments. While acknowledging that McGuinty’s government has successfully completed collective bargaining agreements with education workers’ unions, she says, “There have been some successes around labour rela- tions but the education system is much greater than that, and I would suspect most teachers would think so as well.” She adds, “I think we have to look at the extent to which some of the policies that the Harris government put in place have continued under this government.” She rhymes off a number of education issues she sees as failures of the McGuinty government, including her own priorities of accountability, special education and the health and well-being of children. She is particularly distrustful of the McGuinty government’s efforts on accountability in the education field. “What we’re seeing is a big effort by the government to create this idea that there is accountability in the education system, but a lot of that is smoke and mir- rors.” Specifically, she questions the value of the Education Quality and Accountability Office (EQAO): “We don’t think the monolith the government has put in place is really about education. The measures need to be a lot broader and a lot more diverse than they are through the measurements the EQAO gives us. Graduation rates, failure rates and all of these numerical measures that the government likes to hang va

o its hat on don’t really reflect the quality of education.” She adds, “They sk

ni tie these things to the performance of principals and put all kinds of a

H ta requirements on school boards.” Horwath doesn’t believe the McGuinty government is properly o: Henrie

t preparing students for the future, and the measurements it uses to o

Ph gauge the success of the education system do not reflect reality. She

EDUCATION FORUM 31 says, “What’s really falling through the cracks is the broader comes are so much better for young people…. We also know that look at the quality of the education system, and whether it is, in economic times like the ones we’re in right now, the likelihood in fact, preparing our children properly for the future. I don’t of increased family pressures, increased worry, increased pressures think that is something they are looking at all and I don’t think overall at the family level are going to spill into the school and their false measures are going to give us the real answers. But if the school community. And yet we have not resourced schools to we don’t have the real answers, how do we make the changes to be able to help us get through the increased demand that comes actually get the education system we need?” with these economic hard times.” She asserts, “The only people who are pretty much left unac- Horwath also decries the lack of full-time physical-educa- countable in the whole process are those in the government itself. tion supports for students. She says, “Physical education is no They are very difficult to hold to account when they are building longer what it used to be in terms of the required curriculum.” this illusion that accountability actually exists in the system. So She is particularly concerned because “computers and gaming we have some real concerns about accountability and how it’s are the big activity for kids.” In fact, her own 17-year-old son characterized and how it’s not really achieving anything.” lost interest in sports activities by the age of 12 or 13 because of Another priority for Horwath is special education. “How do online games. She wants to mitigate the influence of the Harris we provide the kind of supports necessary for children who re- government’s neglect of physical education: “I am quite con- quire them, to benefit them as well as the rest of the children and cerned that we have not seen a lot of effort to roll back those the teachers in the classroom?” She also wants to see improve- negative influences or policies that the Harris years brought.” ments in waiting lists for assessment and supports for children. One of the ways the McGuinty government can address Special education is tied in with her other priority: the health these negative influences, Horwath believes, is to review the and well-being of kids. She notes there is a mental-health crisis funding formula. McGuinty promised in the 2007 election facing the province and many young people face mental-health that there would be a formal review of the funding formula in challenges. “The supports are not there in high school or in grade 2010. So far, no announcement has been made, and Horwath school in terms of guidance counsellors, psychologists, full-time is skeptical that a formal review will be conducted. She im- folks in schools to help kids when they hit a crisis. Everybody plores the McGuinty government to stop simply moving mon- knows that if we can provide those supports early on, the out- ey around to deal with each passing crisis. “They are plugging one hole and then creating another,” she says, “whether that be of adults in schools. “We’ve pulled those resources out of the maintenance, special education, ESL, French immersion.” schools, pulled out counsellors and psychologists and reduced She wants the government review to ask: How do we fund the number of those folks in schools for so long now, we are an education system? She strongly declares, “We have to look reaping what the Harris government sowed.” Yet she is opti- at education as a needs-based model, as opposed to some math- mistic that violent behaviour in schools can be reversed, saying, ematical formula where you plug in a few variables and end up “It’s something we can turn back the clock on if we’re prepared with a number that’s supposed to be able meet the needs of the to make those investments.” students. Responding to local needs cannot be done using a Recognizing that OSSTF/FEESO represents many univer- cookie-cutter approach.” sity workers, Horwath says that funding for post-secondary According to Horwath, the McGuinty government is also education in Ontario is problematic. Compared to other prov- failing on the issues of declining enrolment and school clos- inces, she says, “We are tenth out of 10 in per-capita funding of ings. She is particularly concerned with the preponderance students in Ontario in post-secondary education.” She is con- of inner-city schools that are closing. cerned that students will be burdened Some of these communities have few As she prepares and have their futures compromised by social services and closing a school only the loan debts they will carry. adds to their challenges. Despite an the NDP’s platform She is also concerned by the unavail- earlier moratorium on school closings ability of full-time post-secondary teach- and the current policy of Accommo- for the next ing employment. Many instructors can dation Review Committees (ARCs), only see a future of part-time or sessional Horwath charges that the McGuinty election, Horwath work, and travel between facilities to se- government has not been creative in its cure employment. “How do you plan, approach to the challenge of declining is determined how do you stay engaged in that field enrolment. She claims the government as an educator if you have no certainty doesn’t see schools as part of the com- to present a whatsoever that you’re going to be able to munity but rather as places we send put food on your table?” Horwath asks. our kids for an education. clear alternative. “It’s absolutely unacceptable.” By contrast, Horwath believes the Another concern is workplace pen- role of the school should be expanded sions. She has proposed an Ontario Re- within the community. In her Ham- tirement Plan to help the two-thirds of ilton riding, for instance, Horwath Ontarians that don’t have a workplace spearheaded a campaign to turn Ben- pension plan. In response to pension- etto Elementary School into a com- plan bailouts, she says, “People are say- munity hub. In the press release, she ing, ‘Why should my tax dollars go to wrote, “The school site now addresses shore up their pensions when I don’t widespread community needs, housing even have a pension?’” By creating a community and municipal programs, workplace pension plan that everyone fitness programs, health/diabetes pro- can participate in, she adds, “If people grams, multicultural programs, pro- have pensions, they’re not looking at grams for youth, parents and seniors, what someone else has with envy, be- and an award-winning stay-in-school cause they have it as well.” and mentoring program, Pathways As we conclude the interview, Hor- to Education.” In our interview, she wath acknowledges the historical pri- acknowledges that school-board jobs macy of the relationship between labour were not saved in this instance but, for her, Benetto School is an unions and the NDP. She knows that relationship has been example of a creative approach to the threat of school closings. damaged, but she is actively reaching out to labour leaders Another issue Horwath has worked hard to address is work- and members to remind them of the value of the relationship. place violence and harassment. She had introduced a Private While only having become NDP Leader barely a year ago, she Member’s Bill (Bill 29) to amend the Occupational Health and is someone who’s been involved in the NDP for over 20 years Safety Act to protect workers from harassment and violence in the and has been a community activist for as long. She’s certainly

va workplace. Although the McGuinty government recently passed not a political neophyte. As she prepares the NDP’s platform o sk

ni Bill 168 to address many of these issues, Horwath’s Bill 29 would for the next election, she is determined to present a clear alter- a

H ta have also addressed the right to refuse work as a result of bullying native to the McGuinty Liberals. or harassment in the workplace.

o: Henrie Paul Kossta is a strong political advocate and teacher, as well as the

t And while the McGuinty government has passed Bill 157 o

Ph on School Safety, Horwath says it has not addressed the lack Health & Safety Officer, with District 12, Toronto.

EDUCATION FORUM 33 Stills by Sue Stevens and Chuck Baxter

Time-travelling in Egypt

gypt is almost unbearably hot in July, but we soon learned that travelling at this time means the tourist sites are not E nearly as busy as they are in winter. Our tour, “Along the Nile: A Teacher’s Adventure,” run by Off The Map Adventures (www.offthemap.ca), included visits to the Great Pyramids at Giza, the Valley of the Kings, Queen Hatshepsut’s temple, plus temples at Luxor and Karnak, a shopping trip to Khan al Khalili market in Cairo, a climb up Mount Sinai to see the sunrise and even scuba diving in the Red Sea. It was like step- ping back in time when we ventured inside the second pyramid at Giza or came face to face with King Tut in his tomb in the Valley of the Kings. It was truly a trip of a lifetime!

34 Spring 2010 Clockwise from top left: Riding camels to the Great Pyramids of Giza A felucca sailing at sunset on the Nile River A view of Cairo from the top of the tower at the Mosque of Ibn Tulun The legendary sphinx guarding the Great Pyramids

EDUCATION FORUM 35 Beyond the classroom by Ronda Allan

The Museum of Ontario Archaeology Discovering 11,000 years of southwestern Ontario history

he Museum of Ontario Archaeol- to the numerous archaeological and his- ogy, located in London, is a unique torical projects undertaken by Wilfrid. T Canadian museum devoted to the Since 1976, the tradition of archaeo- study, display and interpretation of the logical investigation established by Wil- human occupation of southwestern On- frid Jury has continued through the tario over the past 11,000 years. gradual excavation and reconstruction of A non-profit research centre and re- a Neutral village. The Lawson Provincial source for studies in Ontario archaeol- Heritage and Archaeological Dig Site, ogy, the museum houses over 2.5 million which is adjacent to the museum, was oc- artifacts for analysis and also maintains a cupied by about 2,000 Neutral Iroquoi- gallery that is open to the public. ans around 1475-1500. It is Canada’s only The museum was established at the ongoing excavation and reconstruction University of Western Ontario in 1933 of a pre-European-contact village, and y to house the collection of Native artifacts the only archaeological site in Canada eolog that had been gathered and catalogued by where the excavation and reconstruction cha Amos Jury and his son, Wilfrid. Initially are open to the public. Archeologists have rio Ar named the Museum of Indian Archaeol- recovered over 300,000 artifacts and the ta n

f O ogy and Pioneer Life, it was dedicated to remains of at least 19 longhouses, 30 mid- m o the study and interpretation of Ontario’s dens and a palisade along the northern eu s prehistory and early history. It eventually half of the site. The site was strategically : Mu s o

t became an important archaeological in- situated, both for defensive purposes and o

Ph stitution in Ontario and Canada, thanks because there was plentiful fresh water, Harvest Festival powwow dancer

36 Spring 2010 Harvest Festival powwow dancer

EDUCATION FORUM 37 Beyond the classroom y eolog cha rio Ar ta n f O m o eu s : Mu s o t o

Ph Misty morning pathway through the maze on the grounds of the museum

38 Spring 2010 plants, fish, wild game and other neces- practice of archaeology. The remainder Tours and programs are booked on a sary natural resources. of the time is spent on the Lawson site, first-come, first-served basis; note that Educators will be pleased to know that conducting an actual excavation as well some dates fill quickly. To make a book- the museum offers a 60-minute general as washing and cataloguing artifacts. ing, call 519-473-1360 or e-mail the tour during which an interpreter takes The museum gives visitors a chance to museum at museum.of.archaeology@ students through the gallery, allowing experience this archaeological site in a va- uwo.ca. You can also check out their them to explore how the changes in cli- riety of ways. To find out which program Educator Updates Newsletter (www.uwo. mate and environment affected the cul- best suits your classroom curriculum, ca/museum/documents/newsletters/ ture and technology of Native people. and for more detailed information, go to EducationNewsletterWinter2009.pdf) The museum also offers core-program www.uwo.ca/museum/education.html. to read about the new and exciting edu- tours, which cover the same information Bookings need to be done at least cation programs available through the presented in the general tour as well as two weeks before your preferred date. museum. more in-depth information that meets specific targets of the Ontario curriculum. The following are the various programs available. Archaeology Ontario Discover the history of the Great Lakes people through the eyes of an archaeologist. Hands-on experience reveals what artifacts can tell us about the people living in Ontario prior to European contact. Explore the gallery and village to discover 11,000 years of history. Aboriginal Ontario Discover the lives and traditions of the Native peoples of Ontario by piecing together their past lives through the hands- on examination of the tools they left behind. Find out about the changes that have occurred throughout Ontario’s human occupation. Explore the gallery and Hoop dancer at a powwow event village to discover 11,000 years of history of the Great Lakes people. Early Civilizations: Ontario and the World A guided tour, combined with an examination of artifacts from the area, helps students understand the social, economic, political and spiritual practices of the Neutral Nation, with a special focus on comparisons with other civilizations such as ancient Egypt, Greece, Rome, Central and South America, etc. In good weather, this program also includes a tour of the Lawson Iroquoian Village. Archaeologist for a Day: Secondary School Program The program begins with a 90-minute introduction to the site, the First Nations people of southwestern Ontario and the Students participating in an archaeology day

EDUCATION FORUM 39 Forum picks

started when the school year starts is included in this book. However, Keeping you to developing successful lessons and despite repeated references to American successfully managing a class. Infor- educational initiatives such as the No in the loop mation is carefully and clearly broken Child Left Behind Act, many examples Reviews, conferences, down, with headings for each topic and are similar to situations in Ontario, sub-topic. The size of the book is at such as the increased use of standard- PD opportunities and times overwhelming, but Thompson, a ized testing and the increased role of other items of interest teacher with more than 25 years’ expe- technology in the classroom. Thomp- rience, has included a detailed table son also includes plenty of advice on of contents and an equally detailed a variety of topics offered by experi- Book reviews index. The book is written for teach- enced teachers, rounding things out ers ranging from kindergarten to high with helpful and usually free website The First-Year Teacher’s Survival school, and Thompson succeeds in recommendations for everything from Guide: Ready-to-Use Strategies, answering many of the important ques- activities to lesson suggestions. Tools & Activities for Meeting the tions facing first-year teachers, along Miller Thurston’s Survival Tips for Challenges of Each School Day, second edition by Julia G. Thompson Published by Jossey-Bass, 2007 464 pages, $32.95 Reviewed by Matthew Gilbert

Survival Tips for New Teachers: from people who have been there (and lived to tell about it!), second edition Edited by Cheryl Miller Thurston Published by Cottonwood Press, April 2009 120 pages, $9.95 Reviewed by Matthew Gilbert

“What have I gotten myself into?” New Teachers: from people who have This question is posed by nearly all been there (and lived to tell about it) first-year teachers at some point, is a short compendium of reminders, whether they are on a supply list or helpful advice and tools written by over have their own class. Two very differ- with other questions they perhaps 50 established teachers from the United ent books that can help new teachers have not yet thought of, such as how States (and one from Nicaragua). This cope with the many challenges in their to avoid ruining your career and how book is most useful as a quick guide new career are The First-Year Teacher’s to motivate students. for the classroom. Miller Thurston has Survival Guide by Julia G. Thompson The Survival Guide was written for divided her book into chapters, such and Survival Tips for New Teachers: an American audience, so a few areas as “Building Rapport with Students,” from people who have been there (and do not apply to the Ontario teacher. “Communicating with Parents,” “Fit- lived to tell about it), edited by Cheryl Thompson assumes first-year teachers ting In” and, finally, “A Few Words of Miller Thurston. who graduate from a faculty of educa- Wisdom.” While some of these sections Thompson’s The First-Year Teacher’s tion will have a contract and their own could be seen as simple common sense, Survival Guide, which weighs in at over classes, and as a result, there is little many are important reminders of 450 pages, is organized into 17 differ- information and few tips pertaining things to do — or, more importantly, ent sections that offer tips, strategies, to supply teaching, the most com- not do — while teaching. tools and activities. Each section deals mon first-year teaching experience in Unfortunately Survival Tips in- with topics ranging from what you Ontario. Many first-year teachers are cludes no contributions from Canadian need to be a good teacher and getting desperate for lesson plans but none teachers and therefore there are no

40 Spring 2010 Canadian-specific ideas or curricula. root. In 1615, Étienne Brûlé arrived, early life of our province and our city, And if you are looking for lesson plans the first European to see the Great all centred on the Humber-Toronto or anything subject- or grade-level Lakes. Around 1660, a Seneca village, River, the lifeline between the upper specific, another resource would be Teiaiagon, on the east bank of the and lower great lakes. The French of more appropriate. That said, this book Humber River — near what is now the Les Origines is lucid and transparent, aims to help all teachers, from kin- intersection of Jane and Annette streets suitable for Français or senior French dergarten to Grade 12, and manages — contained dwellings for 5,000 classes. An English version will be to hit its mark with relevant advice. inhabitants. As the fur trade flourished, printed when funding is available. At 120 pages, Survival Tips is a quick the French built a succession of three read, which is helpful in itself for time- forts between 1720 and 1750. So when Larry French is a Life Member of OSSTF/ strapped new teachers. johnny-come-lately John Graves Sim- FEESO and a former Director of Com- Overall, The First-Year Teacher’s coe arrived as the first Lieutenant Gov- munication and Political Action at OSSTF/ Survival Guide provides an excellent ernor of Upper Canada, he was greeted FEESO’s provincial office. overview of the issues you may face by the well-established fur trader Jean as a new teacher. Just make sure you Baptiste Rousseau, who offered him the gallery reviews have a lot of time set aside to read it. But if you are looking for a book University of Toronto Art Centre to refer to when you simply need Reviewed by David Orenstein some quick words of wisdom or en- couragement, pick up Survival Tips There are many small-scale cultural infor New Teachers. stitutions across Ontario eager to reach out to educators and students. Matthew Gilbert, a 2008 graduate of the The Ottawa Art Gallery (not to be Faculty of Education at Lakehead Univer- confused with the National Gallery sity, is an occasional teacher in District of Canada) mounts focused shows of 11, Thames Valley, working towards a contemporary and 20th-century Cana- full-time contract position. dian art. Kingston’s Miller Museum of Geology at Queen’s University brings Les Origines de Toronto, Le Sentier in local classes to visit their minerals Partagé/The Shared Path, 10 and choice fossils. And the McMaster teaching modules Museum of Art in Hamilton allows Published by La Société d’histoire de you to book a class tour and also has a Toronto, 2009 Facebook page (go to www.mcmaster. 42 pages, $20 single copy, $18 ca/museum and click on Resources and (10+ copies), $16 (20+), $14 (40+) Related Links). Reviewed by Larry French hospitality of his large home near the Meanwhile, the University of To- mouth of the Humber. ronto Art Centre (UTAC), located in If you are like me and think of the Indeed, the key link in the thou- the historic University College quad- origins of Toronto, the date 1793, sands of years of history of our rangle on the ground floor of the north Governor Simcoe, Yonge Street and provincial capital is the Humber. As Laidlaw wing, has four gallery spaces. Muddy York spring to mind. Toronto part of its project to found a historical The western gallery, a major space is over 200 years old, which is not park along the Humber, known to the with six sub-galleries, holds exhibits of bad in terms of Ontario’s history. The First Nations and the French as the historical and contemporary Cana- town where I grew up, Kirkland Lake, Toronto Portage, the Société d’histoire dian and world art. A central area in is typical of many and has yet to cel- de Toronto has produced an attractive, UTAC often features the University ebrate its first 100 years. informative, finely illustrated history of Toronto’s or University College’s The reality is, however, that the of the city, Les Origines de Toronto, own collections. A small gallery on the first human traces in what we now Le Sentier Partagé/The Shared Path. north side displays the Lillian Malcove know as Toronto date back to 10,000 Its focus is on the years preceding the Collection, its special strength being BC. Between 1000 BC and 1000 AD arrival of Simcoe, and brings to life the Byzantine and Post-Byzantine art, the first agricultural settlements took personalities and events that shaped the especially icons. Finally, the art

EDUCATION FORUM 41 Forum picks

lounge usually displays student art [email protected]. OTF Summer Program is the place in a comfortable venue with a supply Admission is free. Hours are for you this summer! Space is limited of art magazines. Tuesday through Friday, 12-5 p.m., — register early! Online registration Over the years UTAC has held Saturday, 12-4 p.m. All shows and edu- closes June 18. A registration fee of many extraordinary shows. They cational events are listed on the UTAC $50 covers workshop materials, on-site sometimes focus on the university website: www.utac.utoronto.ca. meals and two nights’ accommodation, itself — for example, the Graduating if required. OTF does not cover the Exhibition of the U of T Masters of David Orenstein is a teacher at Danforth cost of transportation. For informa- Visual Studies Programme — or Collegiate and Technical Institute and a tion about specific workshops and to they may be solo shows or presenta- member of the Professional Development register, visit www.otffeo.on.ca/english/ tions of larger themes with various Committee in District 12, Toronto. pro_camp.php. artists participating. This summer UTAC’s feature Conferences October 21–23, 2010 show will be a retrospective of the Healthy Schools, Healthy Communities career of one of Canada’s foremost otf’s 2010 Summer Program Westin Harbour Castle, Toronto landscape painters, Doris McCarthy, Once again, OTF is offering three- This conference provides an oppor- born in 1910. Part of the show will day workshops in ideal locations across tunity for educators, public-health be at the Doris McCarthy Gallery Ontario in July and August. These professionals and other community (of course!) at U of T’s Scarborough professional events will provide time leaders to increase their knowledge and campus. McCarthy was a member to learn, reflect on your classroom skills to foster healthy active living for of OSSTF/FEESO in Toronto and practices, collaborate with colleagues children and youth in their schools and taught art at Central Technical and share best practices. Experienced communities. The conference offers School from 1932-1972, before she teacher facilitators will guide discus- workshops and interactive sessions on “retired” to an even more prolific sions and help participants build on innovative strategies for health and career as an artist. each other’s expertise. Anticipate physical education, development of To organize a field trip to UTAC, a rich sharing of strategies and resour- physical literacy and health literacy, contact Sunny Kerr, the Student ces. Whether you are interested in sport and intramural activities, and a and Education Programme Going Green, Subject-Based or selection of health-promotion topics. Coordinator: (416) 946-3029; Critical Thinking workshops, the The keynote speaker will be Craig Kielburger. For more information, visit www.ophea.net.

October October 29–31, 2010 27–29, 2010 Celebrate Drama and Dance: Tools and Toys…Technology in Education Inspiring the artist in the teacher Outils et jeux… Technologie en éducation Niagara-on-the-Lake, ON Doubletree by Hilton, Toronto Come celebrate CODE’s 40th anniver- The conference will focus on the varied impact of technology on education- sary in one of the most beautiful towns al settings in Ontario. All teachers, educational workers and related pro- in the province, Niagara-on-the-Lake. fessionals are invited to attend and experience the dynamic presentations It is a very exciting time for drama and of keynote speakers Jesse Brown, founder of the cartoon site Bitstrips, dance in the education system within and Marc Salzman, “trusted tech expert.” Ontario. The implementation of the Participants will also select from workshop presentations on such new arts curriculum presents great topics as educating students; providing professional development for opportunities and enormous challen- effective technology use; social networking; technology in the workplace; ges. The CODE Conference will technology to improve student achievement; assistive technologies; provide drama and dance educators wonders of technology in education; the use and abuse of technology; with the opportunity to learn and and understanding terminology. grow with these changes. This organ- Registration will be available online in the fall at www.osstf.on.ca. ization and the conference can also be a tremendous resource for teachers who wish to enrich their classroom

42 Spring 2010 experience with arts-based teaching There are sessions for guitar, strings, Visit www.teachingmatters.on.ca/ strategies. Conference highlights in- beginning band, musical theatre, site/index.php. clude: Developing Theatre Skills choir, 9-12 band, music technology, for Drama and Dance Teachers; jazz, percussion, drumming and Understanding Media Literacy: Strategies for Cross-curricular Arts more. For more information, visit Inside Plato’s Cave Integration; Implementation of the www.omea.on.ca. Recent articles in Education Forum New Curriculum; and Assisting have underlined the need for students and Supporting the Artist/Teacher. November 11–13, 2010 to be media literate in today’s society. For more information, visit STAO2010: Inclusive Science: Although there is a strong media www.code.on.ca. Difference, Diversity and Equity strand within the core English Doubletree by Hilton, Toronto curriculum, media literacy is often November 6, 2010 STAO/APSO is proud to present an area in which teachers feel they Annual OFSHEEA Conference the finest science and technology need more professional development Maple High School, Maple, ON and science professional-learning in order to deliver that part of the This jam-packed day will revive social- event in Ontario. A comprehensive curriculum well. science and humanities teachers both program designed to meet the A new, online 13-unit, three-credit personally and professionally and needs of all science and technology course, written and field-tested by will provide multiple opportunities (K-8) and science educators (9-12) leading Canadian media educators, for networking with professional is being offered to reflect a focus on is now available from Athabasca colleagues. Participants will be able difference, diversity and equity — University. The course is especially to choose from 30 diverse and exciting from multiple perspectives in the designed for Grades 7-12 teachers workshops on topics such as gender science classroom — to promote who want to help their students de- issues, equity, environmental concerns, success for all students. Join us to velop an informed and critical under- Aboriginal perspectives, experiential explore strategies for inclusivity as standing of the nature, impact and learning opportunities, assessment they apply specifically to our class- techniques of the mass media. and evaluation, differentiated instruc- rooms. For more information and to The course is available as a six-week tion, literacy, technology, Smart register, go to www.stao.org. summer session July 5 - August 15, Board application, fashion construc- 2010; registration will take place from tion, multicultural experiences and June 1-10. Alternatively, teachers can food-lab demonstrations, to name OTHER PROFESSIONAL study at their own pace starting in just a few. See www.ofsheea.ca for DEVELOPMENT September; registration for this option registration in August. opens August 10. Teaching Matters PD Calendar For more information or to register, November 4–6, 2010 The OTF’s Teaching Matters PD visit www.athabascau.ca/platoscave. Fusion 2010 Calendar tracks subject association Hilton London Ontario and the London conferences, Additional Qualifications Convention Centre courses, affiliate workshops and events The Ontario Music Educators’ Associa- on a wide array of topics and across tion invites music teachers to attend all grade levels. Most of the events are Fusion 2010 to celebrate togetherness sponsored by teaching organizations in music with a strong World Music and subject associations. Search the focus in both clinics and performances. calendar by type of event, region, topic, This year’s conference features keynote grade or date and sign up for e-mail performers Orchestra London, Farley notification of similar opportunities Flex and acts from Sunfest, Canada’s as they are added. The PD Calendar is premier free outdoor World Music available in both English and French. Festival held in London every summer. Information on events that interest The workshops offer opportunities you can be printed. The PD Calendar email: [email protected] for every music teacher to find new is one project in the Teaching Matters www.schooltattoos.ca wisdom, information, tips and tricks to program, which is funded by the Tel. (613) 567-2636 Ottawa, Ontario blend into ever-changing classrooms. Ontario Ministry of Education.

EDUCATION FORUM 43 nadpamp.indd 1 4/28/2009 2:44:20 PM Last word by Ken Coran, President

Mot de la fin par Ken Coran, président

The power Le pouvoir de of solidarity la solidarité Moving forward from a position of strength Progresser et décupler nos forces

efore we focus our attention on the challenges that vant de nous concentrer sur les défis qu’OSSTF/FEESO OSSTF/FEESO will be facing in the future, here is a devra relever dans l’avenir, voici un aperçu de ce que B snapshot of what has been facing the education sector A le milieu de l’éducation a dû surmonter dans d’autres in other parts of the world. The terrible earthquakes in Haiti, régions du monde. Les terribles séismes à Haïti, au Chili et Chile and Turkey have caused tremendous loss of life, and the en Turquie ont causé la mort de milliers de personnes et la loss of many educational institutions and schools. OSSTF/ destruction de nombreux établissements scolaires. OSSTF/ FEESO has responded with financial donations and political FEESO a réagi par des dons en argent et en se montrant soli solidarity in those countries. daire de ces pays au niveau politique. Over the past year, we have also continued monitoring Au cours de l’année passée, nous avons également continué de the democratic process and human-rights situation in Latin surveiller le processus démocratique et la situation des droits de America. We have sent representatives to monitor elections la personne en Amérique latine. Nous avons envoyé des représen- in El Salvador and Bolivia. We have also joined with other tants pour surveiller les élections en El Salvador et en Bolivie. education unions and non-governmental organizations on hu- Nous nous sommes également joints à d’autres syndicats du mi- man rights fact-finding missions to Honduras and Colombia. lieu de l’éducation et à des organismes non gouvernementaux In each of these countries, we witnessed the same thing — pour accomplir des missions d’information sur les droits de la educational workers are on the front line in the struggle for personne au Honduras et en Colombie. Dans tous ces pays, nous human rights and democracy, and because of this, they are avons été témoins du même fait : les travailleurs de l’éducation often the most visible and the most vulnerable. In Colombia, sont en première ligne dans la lutte pour les droits de la personne for example, nearly 900 teachers have been assassinated over et la démocratie; c’est aussi pour cela qu’ils sont les plus visibles the past 20 years. et les plus vulnérables. En Colombie, par exemple, près de 900 In terms of provincial issues here in Ontario, even though we enseignants ont été assassinés au cours des 20 dernières années. have had a consistent government since 2003, numerous chang- En ce qui a trait aux questions provinciales ici, en Ontario, es to legislation related to education will have an impact on the même si le gouvernement a gardé sa cohérence depuis 2003, de professional lives and working conditions of our members. nombreux changements législatifs liés à l’éducation ne man- • Bill 157: Education Amendment Act (Keep Our Kids Safe at queront pas de retentir sur la vie professionnelle et les condi- School) tions de travail de nos membres : • Bill 168: Workplace Violence and Harassment Act • Projet de loi 157 – Loi de 2009 modifiant la Loi sur l’éducation • Bill 175: Labour Mobility Act (sécurité de nos enfants à l’école) • Bill 177: School Board Governance Act • Projet de loi 168 – Violence et harcèlement au travail • Bill 183: Ontario College of Trades and Apprenticeship Act • Projet de loi 175 – Loi sur la mobilité de la main-d’œuvre • Bill 242: Full Day Learning Statue Law Amendment Act • Projet de loi 177 – Loi sur la gouvernance des conseils Some of these impacts will be positive in terms of making • Projet de loi 183 – Loi sur l’Ordre des métiers de l’Ontario et our workplaces safer or more accessible or providing addition- l’apprentissage al services to students, but others may be more problematic. • Projet de loi 242 – Loi de 2010 modifiant des lois en ce qui OSSTF/FEESO continues to monitor their implementation, concerne l’apprentissage des jeunes enfants à temps plein provide input to the government on the issues that arise and Certains de ces effets seront positifs au sens où ils- ren provide advice to our members about how to cope with the dront nos lieux de travail plus sûrs ou plus accessibles ou bien shifting educational landscape. parce qu’ils fourniront des services additionnels aux élèves. Education trends across North America reflect emerging D’autres, cependant, seront plus problématiques et c’est pour-

EDUCATION FORUM 45 l a s t w o r d c o n t i n u e d / m o t d e l a f i n s u i t e / philosophies and currently focus on problematic issues such as quoi OSSTF/FEESO continue de surveiller leur mise en appli- increased standardized testing, merit pay, test scores tied to the cation, de donner son avis au gouvernement sur les problèmes evaluation of teachers, funding tied to student results and greater soulevés et de conseiller ses membres sur la manière de s’adapter accountability, transparency and efficiency. We are not immune à l’environnement éducatif en pleine évolution. to the influence of these trends in Ontario. We received notice En Amérique du Nord, les tendances en matière d’éducation in early March that in September, Premier Dalton McGuinty reflètent les philosophies émergentes et sont axées pour l’instant is hosting an international education summit entitled Building sur les questions problématiques que sont les tests normalisés, la Blocks for Education: Whole System Reform. This summit will rémunération au mérite, les résultats des tests liés à l’évaluation be co-chaired by Michael Fullan, Special Education Advisor to des enseignants, le financement lié aux résultats des élèves et the Premier, and Sir Michael Barber, former education advisor l’accent mis sur la responsabilité, la transparence et l’efficacité. to the Tony Blair government. A keynote speaker will be Arne L’Ontario n’est pas à l’abri de l’influence de ces tendances. Au Duncan, President Obama’s Education Secretary and an ardent début du mois de mars, nous avons reçu un avis selon lequel le advocate of the aforementioned trends. premier ministre organiserait en septembre un sommet international de l’éducation baptisé « Building Blocks for Education: Whole System Reform ». Ce sommet sera coprésidé par Michael A strongly built and properly maintained Fullan, conseiller spécial en éducation auprès du premier mi- education system that is in the nistre et par Michael Barber, ancien conseiller en éducation du gouvernement de Tony Blair. L’un des conférenciers sera Arne best interests of our members and Duncan, secrétaire à l’éducation du Président Obama et ardent défenseur des tendances susmentionnées. of Ontarians is the foundation that OSSTF/FEESO enverra des représentants à ce sommet, car si les idées vont et viennent, un système éducatif reposant sur des OSSTF/FEESO fights for and protects. bases solides et convenablement préservés est le fondement même de ce pourquoi OSSTF/FEESO se bat et qu’elle entend protéger, dans le meilleur intérêt de ses membres et des Ontariens. Re- OSSTF/FEESO will send representatives to this summit lever ces défis et bien d’autres ne doit pas être envisagé comme because, while ideas come and go, a strongly built and prop- un obstacle, mais plutôt comme une occasion de donner un avis erly maintained education system that is in the best interests of raisonné et d’apporter des changements qui auront un effet béné- our members and of Ontarians is the foundation that OSSTF/ fique sur nos membres, nos élèves et nos collectivités. FEESO fights for and protects. Facing these and many other Selon Charles Darwin, « les espèces qui survivent ne sont challenges should not be seen as adversity but rather as oppor- pas les espèces les plus fortes ni les plus intelligentes, mais celles tunities to provide well-reasoned input to make changes that qui s’adaptent le mieux aux changements ». Nous savons que will benefit and be positive for our members, our students and tous ensemble, OSSTF/FEESO forme un organisme fort et in- our communities. telligent. Par conséquent, pour qu’il reste puissant et demeure Charles Darwin said, “It is not the strongest of the species le chef de file du milieu de l’éducation, nous devons réagir en that survive, nor the most intelligent, but the ones most respon- proposant les changements qui conviennent, c’est-à-dire mon- sive to change.” We know that collectively, OSSTF/FEESO is trer notre capacité d’adaptation et notre souplesse. strong and intelligent, but to continue to be powerful and remain La seule dynamique qui demeure constante, que ce soit par the leader in the education sector, we must also respond with ap- le passé ou dans l’avenir, est celle qui veut que notre syndicat tire propriate changes — which means being adaptable and flexible. sa force de celle de ses membres. Nous nous sommes concentrés The one dynamic that has been a constant, both in the past sur la planification de notre avenir, l’amélioration de nos com- and going forward, is that the strength of our union is based munications et l’élaboration de stratégies permettant de mieux on the strength of our members. We have focused on planning vous faire participer, en tant que membres. Nous avons besoin for the future, improving our communications and developing de vous, de vos aptitudes et de vos idées pour continuer à bâtir strategies to better involve you, our members. We need you, et à renforcer notre organisme. and we need your skills and ideas to continue to build and Le message que je vous adresse, ainsi qu’à tous les mem- strengthen our organization. bres, est d’avoir foi en l’équipe syndicale. Notre dévouement, My message to you and to all members is: Have faith in the notre engagement et notre désir de protéger et d’améliorer union team. Our dedication, our commitment and our desire to l’éducation financée à même les deniers publics nous permet- protect and enhance publicly funded education will always see us tront toujours de faire face et de réussir. Nous préparerons et through and will always see us thrive. We will prepare, educate éduquerons nos membres et les ferons participer pour ensuite and involve our members and then implement our plans. mettre nos plans en œuvre. Together, we can move forward to meet these future chal- Ensemble, nous progresserons et relèverons les défis qui nous lenges from a position of increasing strength. attendent tout en sachant notre force décuplée.

46 Spring 2010 Watch for the full conference program in August 2010 October 27-29, 2010 Doubletree by Hilton–Toronto Airport 655 Dixon Road, Toronto, ON, M4A 2P3 This conference is provided with the assistance of the Ministry of Education

For more information, please contact OSSTF/FEESO 60 Mobile Drive, Toronto, ON, M4A 2P3 (Tel) 416-751-8300 (Toll Free) 1-800-267-7867 (Fax) 416-751-7079 (Email) [email protected] / www.osstf.on.ca You own Us. Get to know Us.

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