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The valuing of equity and inclusiveness is an element of the vision for all First Nations, Métis, and Inuit studies courses, and encouraging students to understand and value the diversity of Indigenous peoples, communities, and nations is therefore an important focus. The course expectations provide numerous opportunities for students to break through stereotypes to learn how the diverse beliefs, values, and traditions of Indigenous peoples are reflected in the community. Students also investigate various injustices and inequities experienced by Indigenous individuals, communities, and nations, but not through the lens of victimization. Rather, they examine ways in which individuals act or have acted as agents of change, and how they can serve as role models for responsible, active citizenship.
The course expectations contained in this document provide teachers with the opportunity to address a number of key issues related to equity, antidiscrimination, and inclusion. Among these are ways to educate students about the residential school system, treaties, and Indigenous peoples’ historical and contemporary contributions to Canadian society.
In the journey to reconciliation and healing, it is important that teachers of First Nations, Métis, and Inuit studies create an environment that will foster a sense of community. This will allow all students to think critically about issues of concern to Indigenous peoples, to build relationships based on trust and respect, and to deepen their understanding of Aboriginal rights, treaty relationships, cultures, languages, and perspectives.
More information can be found in the "Human Rights, Equity, and Inclusive Education" subsection of the "Considerations for Program Planning".
The principle of valuing inclusiveness is an element of the vision statement of the social studies, history, geography, and Canadian and world studies programs. Thus, encouraging students to understand and value diversity is a focus of the social studies, history, and geography program. In the primary grades, students learn that there is diversity within families and communities. Students explore how traditions change over time and how various traditions are observed or celebrated by different members of the community, including the classroom community. In later grades, students explore concepts of power and exclusion, learning about the living conditions of different groups of people in the past and present, including women, First Nations, and people in developing countries. At the same time, the program provides students with opportunities to learn about how people from every walk of life contribute to society. There are numerous opportunities to break through stereotypes and to learn about various religious, social, and ethnocultural groups, including First Nations, Métis, and Inuit people, and their distinct traditions. Students investigate injustices and inequalities, but not simply through the lens of victimization. Rather, they examine ways in which various people act or have acted as agents of change and can serve as role models for active citizenship.
It is important that teachers of social studies, history, and geography create an environment that will foster a sense of community where all students feel included and appreciated. It is imperative that students see themselves reflected in the choices of materials, resources, and examples selected by the teacher. When leading discussions on topics related to diverse religious, ethnocultural, or socio-economic groups or the rights of citizenship, teachers should ensure that all students – regardless of culture, religious affiliation, gender, class, or sexual orientation – feel included and recognized in all activities and discussions. By teachers carefully choosing support materials that reflect the makeup of a class, students will see that they are respected and will, in turn, come to respect the differences that exist in their classroom and in the larger community.
More information can be found in the “Human Rights, Equity, and Inclusive Education” subsection of the “Considerations for Program Planning”.
Teachers of health and physical education create an environment based on the principles of inclusive education in a variety of ways. For example, in implementing the Active Living and Movement Competence strands of the health and physical education curriculum, they ensure that students are exposed to a wide range of activities and skills that appeal to all students. Sports and games should be balanced with small-group, individual, and recreation activities, including exercises for physical fitness and activities for stress reduction, such as simple yoga techniques.
Teachers must also provide accommodation for students from various faith communities, consistent with the board’s religious accommodation guideline – for example, in some cases, segregated swimming classes for male and female students and same-sex partnering for small-group activities might be required – and be aware of clothing restrictions that might exist for some students. In addition, teachers may need to provide accommodations for students who are fasting for religious reasons.
The physical activity component of the curriculum should also take into account the range of student abilities and the diversity of their backgrounds and needs. Teachers should familiarize themselves with strategies that would allow them to involve all students in an appropriate way. Introducing games and activities that have roots in a particular com- munity, for example, can make the learning environment more relevant for students from that community as well as promote cultural awareness and respect among all students. Lacrosse, with its origins in games played by the Haudenosaunee and other First Nations, is an example of a culturally relevant activity that can also appeal to students from all backgrounds. When including these kinds of activities in the program, teachers should seek out culturally relevant and appropriate resources that make the connection to the cultural heritage explicit, in order to build understanding, awareness, and respect.
The Healthy Living expectations provide teachers with the opportunity to address a number of key issues related to equity, antidiscrimination, and inclusion. Among these are gender issues in the area of healthy sexuality, including the existence of differing norms for sexual behaviour and different risks associated with unprotected sexual activity. In addition, food choices and eating habits may be influenced by personal beliefs or by religious and cultural traditions (e.g., vegetarianism, religious fasting, traditional foods), and these should be addressed in instruction relating to healthy eating. The issue of body image and the detrimental effects of homogenized standards of beauty and physical appearance promoted in the media also have implications for equity and inclusiveness that may affect students. The use of steroids and drugs to enhance athletic performance and appearance, and harmful diets to achieve impossible standards of beauty, should be examined.
More information can be found in the "Human Rights, Equity, and Inclusive Education" subsection of the "Considerations for Program Planning".
analyse and compare the ways in which the diversity of First Nations, Métis, and Inuit lives, knowledge, cultures, and world views is represented or under-represented in various contemporary and historical text forms (e.g., compare depictions of a specific First Nation, Métis, or Inuit culture in a contemporary documentary and a mid-twentieth-century documentary to determine how accurately the culture is differentiated from other cultures in each case; describe some ways in which contemporary Indigenous authors such as Richard Wagamese and Eden Robinson have shaped literary representations of First Nations, Métis, and Inuit diversity; describe how the use of words such as ‘Aboriginal’, ‘Indian’, and ‘Indigenous’ in historical text forms might undermine the concept of First Nations, Métis, and Inuit diversity, and explain the challenge this represents for contemporary historians)