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Insightful Conference- learned many new things which are definitely beneficial for overall teaching-learning process.

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Insightful Conference- learned many new things which are definitely beneficial for overall teaching-learning process.

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Thanks for allowing me to be a part of this. And thank you for the amazing work you all do.

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"Colonization is western culture being part of the curriculum & First Nations culture being an elective"

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"Colonization is western culture being part of the curriculum & First Nations culture being an elective"

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It is so important to name what we are seeing and not to downplay what is happening.

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I learned so much from everyone who shared today! Thank you so much for this information and support!

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Don't just sit in "discomfort" take action.

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Don't just sit in "discomfort" take action.

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In all these rich and provocative presentations and discussions, I am struck by how important it is to have capacity for true dialogue - deep listening, suspending our bias, "staying curious, not furious" as I love to say... GRATEFUL for these conversations!

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Bruce Wellman: Reforming the Way We Talk

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Accepting our biases

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Cultural appreciation not cultural appropriation

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Cultural appreciation not cultural appropriation

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Student Advisory Panel - Prince George SD57

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Student Advisory Panel - Prince George SD57

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#1 Raising the B.A.R.: Bystanders Against Racism STORIES AND EXPERIENCES

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"We need to circle the squares in our  schools."  Justice Murray Sinclair

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"We need to circle the squares in our  schools."  Justice Murray Sinclair

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Beautiful goal, both metaphorically and literally.  How are our spaces limiting our ability to decolonize?

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Love that I was once criticized for using the term "indigenizing" (word gifted by Colleen Hannah) when talking about a school I was part of, and now it's encouraged!!

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Love that I was once criticized for using the term "indigenizing" (word gifted by Colleen Hannah) when talking about a school I was part of, and now it's encouraged!!

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Do not judge others for where they are at in their learning - we are all at different places and need to work together to move forward

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Take chances
Make mistakes
Get messy

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Creating socially just schools where students are free to be who they are - they bring so much with them that we need to see, hear, value, and respect

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Don't just try to bring in Indigenous content, let it shape the way we do school.

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We have to enter an uncomfortable space and push through boundaries if we are going to decolonize ourselves and extend this to our practice. It is quite a journey, but we have to be willing to take small and sure steps to get there.

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Make spaces for diverse voices, allow students to tell their stories.

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With so many rich resources to learn with and from... There is no excuse to say I don't know how ...

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With so many rich resources to learn with and from... There is no excuse to say I don't know how ...

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First Nations Education Steering Committee FNESC

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With the increased inclusion of First Peoples' content in the changing BC curriculum, there is a need to incorporate unappropriated First Peoples' perspectives across the curriculum. The First Nations Education Steering Committee and the First Nations Schools Association, in collaboration with teachers and partners, have developed the following Learning First Peoples series of teacher resources to support English Language Arts, Science Social Studies and Mathematics courses.

The resources reflect the First Peoples Principles of Learning as well as the Calls to Action of the Truth and Reconciliation Commission, including the call to "integrate Indigenous Knowledge and teaching methods into classrooms" and "build student capacity for intercultural understanding, empathy and mutual respect."

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Learning First Peoples Classroom Resources - First Nations Education Steering Committee FNESC

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With the increased inclusion of First Peoples' content in the changing BC curriculum, there is a need to incorporate unappropriated First Peoples' perspectives across the curriculum. The First Nations Education Steering Committee and the First Nations Schools Association, in collaboration with teachers and partners, have developed the following Learning First Peoples series of teacher resources to support English Language Arts, Science Social Studies and Mathematics courses.

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We have to change systems from the inside!

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We have to change systems from the inside!

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Implement the First Peoples Principles of Learning. This can mean moving away from an industrial model (tests, sitting in rows, etc). Sit in groups, have good teaching! Look at students holistically and remember that what's good for Indigenous students is good for all students.

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We cannot lose sight of everyone as a human first

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Identity formation does not occur in isolation. ♥️

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Our group spoke about having two ears and one mouth, and to use them proportionally. We also discussed the hesitation of saying something for fear of being wrong. I shared something I had learned in a class seminar - It's ok to be wrong and not know, just be respectful in what you learn from others

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Don't let debates about the 'right words' hold you back 

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Don't let debates about the 'right words' hold you back 

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For all of us, our roles are shifting. Learning to name ourselves as settlers, for example, helps to shift us all into a place of bringing our identity into our teaching work , and honouring the identity of our learners.

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For all of us, our roles are shifting. Learning to name ourselves as settlers, for example, helps to shift us all into a place of bringing our identity into our teaching work , and honouring the identity of our learners.

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Western ideologies are interwoven in the curriculum, and Indigenous curriculum has just been an elective. Having Indigenous credits as a graduation requirement is so valuable to making this change.

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https://www.globalcitizen.org/en/content/why-its-important-to-think-about-privilege-and-why/

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I am a social worker. By virtue of the work I do, I think a lot about privilege. The process of becoming comfortable and open to acknowledging, critiquing, and accepting my own privilege hasn't been easy. It didn't happen all at once. I have had many "aha" movements that have helped me to understand my own privilege in relation to the clients I am serving and the world at large.

My profession puts me in the position of assisting individuals who are in need of resources, and who are often facing economic, educational, and environmental conditions different than my own. Further, when assigned a new case, I immediately hold a degree of authority over the client. Social workers are gatekeepers to resources that an individual needs - and are often unable to access without assistance. It's a complicated dynamic. Good social workers attempt to curb the power imbalance, but it's critical we acknowledge a simple truth: as professional social service workers we are, by-and-large, working from positions of privilege over our clients.
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Thinking about privilege and challenging it is an ongoing exercise. It's something that has become part of my daily consciousness. But it's a difficult concept to grapple with - and one that I didn't come easily. I am constantly learning to challenge my position in the world, and understand the power imbalances that I am a part of. With friends, I sometimes will bring up the subject of privilege (not in a preachy way, I swear!) and am always surprised at how divisive the topic is.

Case in point: At a dinner with a friend to who works on Wall Street, I began discussing a recent New York Times article that looked at how high school students challenged and thought about privilege. I said, "I find it sad that a student was quoted as saying that she didn't want to be called privileged, just because her parents were able to buy things." There was a long pause, and my dining companion responded, "Well, who is to say she is privileged? She could be experiencing a lot of things that make her life hard."

Photo: Pearly

This comment is the crux of the issue when discussing privilege and how many misunderstand the term. Having privilege does not mean that an individual is immune to life's hardships, but it does mean having an unearned benefit or advantage one receives in society by nature of their identity. Examples of types of identity that can afford an individual privilege include: race, gender, sexual orientation, religion, socioeconomic status, country of origin, lanuage, and/or ability.

I'll use myself as an example: my privilege stems from my whiteness, cisgenderedness, middle-class upbringing, education, resources to food, access to health care, and familial support. In many ways, I am an expert on the ways my privilege has benefitted me. This is not to ignore that my gender, femininity, and introversion don't at times put me at a disadvantage, but it doesn't take away from the many unearned benefits I was handed simply from being born with certain traits and resources.

When I explained this to my friend during our fancy West Village meal, he became defensive. He cited his struggles learning to read, being born into a household with parents who had immigrated from Europe, and being in debt from school as reasons that he should not be assumed to be privileged. While he did reference the disadvantages that women and minorities experience, he would not identify with the label of privilege.

In my experience, his level of defensiveness is not unusual when discussing privilege. When I think about unacknowledged privilege as a phenomenon, I recognize that since hierarchies in most societies are interlocking, there is most likely a lot of privilege (be it gendered, white, heteronormative, socioeconomic) that is denied and protected. As a white person, I realize that I have been taught about privilege as something that puts others at a disadvantage, but I haven't been taught to see one of its corally aspects - that my privilege puts me at an advantage over others. What I am reflecting in this article is not my inherent understanding of privilege, but rather a reflection on the knowledge I have gained through friends, mentors, teachers, observation, and reading.

As society generally does not give lessons on how to combat and speak about privilege, it puts the onus on us, global citizens, to address imbalances. While privilege is a tricky subject to talk about, and can spark misunderstanding. From my work as a social worker, I suggest a list of five tactics I use when discussing privilege with others - or with yourself.
1. Lead with empathy. Get an understanding of individual experience.
Photo: pocho.com

I find that part of the issue in discussing privilege, is that even individuals who have LOTS of privilege want to be acknowledged for their hardships. This makes sense - we all want empathy towards our life challenges.

When I first enter into a conversation about privilege, I start by asking about the ways in which the person does not have privilege. This is helpful not only in understanding the person more, but also extending empathy. In a conversation as touchy as one on privilege, it's important to try to disarm defensives and cultivate open dialogue. Then, after speaking with the person about the ways in which they don't hold privilege, I ask in what ways they do. (I'll use myself as an example: while I am a woman, dyslexic, and have a chronic medical condition, I ALSO have the privilege of being upper-middle class, living in the United States, holding a graduate degree, having financial resources, and being white.)

I find that structuring a conversation that includes the way people have and don't have privileges makes it easier for others to understand the power of privilege in creating a system of oppression - and this process is transformative.
2. Understanding the relativity of privilege
Photo: nachoganyreserve.com

For instance, I am right handed, and in turn, have never been forced to write from a desk that is not fitted for me. It's a privilege I have by nature of my birth. But it's not to say that my right-handed privilege has the same social responsibility as the privilege that is my white skin color, wealth, and sexual orientation. The point I am trying to make is this: our identities are nuanced and intersectional.

Some of my close friends will get defensive when discussing privilege because they are afraid that the discussion will not talk about the powerful ways in which they do not have privilege, and as a defense, they deflect to speaking to only these things.

It's important to understand - just because we have don't have certain kinds of privileges, it doesn't mean that we don't benefit from other kinds of privileges. If we realize this, it's easier to work together with folks who share our privileges and those who don't to create a better, more equal, world.
3. Systematic injustice is good for no one
Photo: thedailyblog.co.nz

Systemic privilege hurts everyone.

Consider white privilege - For instance, in the US white privilege is a construction created by rich Europeans who wanted to combine their wealth by pitting poor Europeans against Indigenous and African peoples working as slaves. Poor white people were made to feel that they were superior to other races, and were given small privileges over people of color to create diversion. What this meant was that poor white individuals got to be superior to blacks, but still were not on equal footing with wealthy whites. Ultimately, these privileges don't create advantage for the vast majority of the population, and subsequently, this division creates unfairness - and that's bad.

Similarly, men have social and economic privileges over women. This is created from a deep rooted patriarchy that prioritizes men over women. Male privilege isn't helping anyone ultimately though - it doesn't help families where mothers make less than male partners, and it doesn't benefit women in helping to advance the fields of science, math, technology, journalism, finance, and engineering. We all lose when people are treated unfairly and not on the merit of their person.

Ultimately, in order to move from a space of marginalization, people need to confront their privileges and recognize that inequality helps no one. As global citizens, we have the revolutionary ability to transform the political, economic, and social environment by recognizing that injustice creates a societal imbalance that negatively impacts everyone.
4. You don't need to feel guilty or defensive when discussing privilege
Photo: thefec.org

One of the best life-lessons my father taught me was that guilt is a useless emotion. And it's true. Guilt is a feeling that ultimately does nothing in bringing about change. I try to use this concept when I talk to friends about privilege. A lot of time, people will respond with defensives, or guilt. I have had my fair share of conversations where someone will literally (and I mean literally) throw up their arms and say, "It's unfair, sure! But what am I going to do?"

To this I respond with a reminder that each of us is able to undermine the system of oppression by refusing to live with unchecked or unacknowledged privilege. Simply by reflecting and challenging our privileges, and working to change the system of discrimination through direct discussion, we can help to shift the status quo.
5. Consider ways in which to equalize power
Photo: wehearit.com | some people carry "lesser" burdens

To create change, it's important to frame discussion on privilege with actions. As such, the conversation shouldn't be, "Check your privilege, stupid!" but rather, "How can we work to make sure that we are understanding and undermining the system of oppression and privilege that hurts all of us?"

By framing the dialogue on action, and steps toward liberation, the conversation is more accessible and powerful. For instance, ask yourself questions like, "Can I, if I wish, arrange to be in the company of people of my race most of the time?" If the answer to this question is yes, challenge yourself to address why this is. Is it strictly due to demographics, or are those demographics shaped by historical discrimination? (For a list of anti-oppression questions, visit Dr. Peggy McIntosh's open letter ).

For more actionable change, reach out to like-minded people within your community. I will give a personal example on how addressing my privilege got me involved in grassroots organizing: After a year of working as a social worker, I was dismayed by inequalities within social services. I reached out to a group that mobilized social service workers who were committed to addressing injustice. By joining with others with similar interests, I felt I was working to transform a broken welfare system, and it resulted in my professional work being more impactful.

I encourage all global citizens to reflect on the privileges you have, and the privileges you don't have. Extend this conversation to your friends and family members to build a world that is focused on equality and fairness.
In order to break the systems of oppression within our societies, it is important to intentionally set-aside time to think about justice, and whether or not our values are aligning with the ways in which we live our lives.
What are your thoughts on privilege? Is it a topic you have familiarity with? Share your thoughts in the comments, and continue the discussion about privilege with friends and family members!

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Why It's Important to Think About Privilege - and Why It's Hard

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I am a social worker. By virtue of the work I do, I think a lot about privilege. The process of becoming comfortable and open to acknowledging, critiquing, and accepting my own privilege hasn't been easy. It didn't happen all at once.

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CONTRIBUTORS

Co-Authors

Nicholas XEMŦOLTW̱ Claxton is an assistant professor in the School of Child and Youth Care at the University of Victoria and elected chief of Tsawout Nation (WSÁNEĆ). His doctoral work focused on the revitalization of his nation's traditional reef net fishery. He is a co-author of "Whose Land Is It? Rethinking Sovereignty in British Columbia," in BC Studies, 204 (Winter 2019/20).

Denise Fong is a Ph.D. candidate at the University of British Columbia where her research focuses on critical heritage and Chinese Canadian history. She is the co-curator of A Seat at the Table - Chinese Immigration and British Columbia, produced by the Museum of Vancouver and UBC. She was the co-curator of Burnaby Village Museum's award-winning exhibit, Across the Pacific that explored the history and legacy of Chinese Canadians in Burnaby.

Fran Morrison is a director with the BC Black History Awareness Society, managing and overseeing the content research and development for their website. She is the project manager for a BC Black History project with Digital Museums Canada.

Christine O'Bonsawin is the former director of Indigenous Studies at the University of Victoria. Of the Abenaki, Odanak Nation, her research focuses on Indigenous sport history. She co-edited the Journal of Sport History Special Edition: Indigenous Resurgence, Regeneration and Decolonization through Sport History (2019) as well as the special issue of B.C. Studies, (Un)Settling the Islands: Race, Indigeneity and the Transpacific (2020).

Maryka Omatsu is a judge and a member of the negotiating team that won the 1988 redress agreement with the federal government. She is the author of Bittersweet Passage: Redress and the Japanese Canadian Experience and producer of the video Swimming Upstream - Injustice Revealed. She currently is a director of the National Association of Japanese Canadians.

John Price is professor emeritus of history at the University of Victoria. He is the author of Orienting Canada: Race, Empire and the Transpacific (2011) and co-editor of the special issue of BC Studies, (Un)Settling the Islands: Race, Indigeneity and the Transpacific (2020).

Sharanjit Kaur Sandhra is the coordinator of the South Asian Studies Institute at the University of the Fraser Valley and co-curator of exhibits at the Sikh Heritage Museum, located at the National Historic Site Gur Sikh Temple in Abbotsford BC. A PhD candidate in history at the University of British Columbia, she specializes in museum history using critical race theory.

Development Team

Jackie Bohez is the project's advisor on multi-media production. With a background in organizational and cultural change, Jackie believes in the power of story-telling and video advocacy as a tool to engage people to create change. A recent co-recipient of Commffest's Making a Difference Award, her videos address racial injustice, animal cruelty and community advocacy.

John Endo Greenaway is the project's graphic designer/advisor. He is a designer, writer, taiko player and composer based in Port Moody, BC. He began exploring his mixed Japanese Canadian heritage as a founding member of Canada's first taiko group in 1979, and has delved even deeper over the past 27 years as editor of The Bulletin: a journal of Japanese Canadian community, history & culture. He is a co-author of the 2017 book Departures: chronicling the expulsion of the Japanese Canadians from the west coast 1942-1949.

Jessica MacVicar is the project researcher and media developer. She recently completed her BA in Political Science and Social Justice Studies at the University of Victoria. She is excited to be a part of the ACVI project, to learn more about the history of this region, to challenge harmful, inaccurate colonial narratives, and to assist in educating others to advance a better future for all.

Brian Smallshaw is responsible for the project's web development. Brian completed his M.A. in history at the University of Victoria in 2017. He lived for many years in Japan and other countries in Asia prior to moving to Saltspring Island. He is the author of "The Murakami Women of Saltspring Island" in BC Studies, 204 (Winter 2019/20). His book on the dispossession of Japanese Canadians on Saltspring Island, As If They Were the Enemy, was published in 2020.

Copyediting: Ann-Marie Metten

Support: Consuela Covring, UVIC

Printing: East Van Graphics

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A history of racism in British Columbia.

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Indigenous, Chinese, Japanese, Punjabi, Black, and European stories are woven together to present an astute look at the complicated histories that shaped BC as we know it today.

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Indigenous-Focused Graduation Requirements

March 7, 2022

Learn more

What is this engagement about?

As part of the Province of British Columbia’s commitments to truth, reconciliation, and anti-racism, the Ministry of Education will be implementing an Indigenous-focused graduation requirement for all students. The proposed model for the new requirement would allow secondary students to meet the requirement through a variety of existing and new course options, beginning in the 2023/24 school year.

How to participate:
To share your thoughts on the proposed approach for the new graduation requirement, please complete the online feedback form. You will have the opportunity to provide feedback on which courses could meet the new requirement as well as what resources and information students, families and schools will need moving forward.

How can my contribution make a difference?

Your feedback will be compiled by an independent research firm into a “What We Heard” report which will be provided to the Ministry of Education. We are seeking feedback from students, parents/caregivers, classroom teachers, school/school district staff, Indigenous communities, and the public.

Details of the Engagement

Date: March 7, 2022 to April 22, 2022

Category: education-training

Status: Open

Location: Province-wide

Type: Online

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Our group spoke about having two ears and one mouth, and to use them proportionally. We also discussed the hesitation of saying something for fear of being wrong. I shared something I had learned in a class seminar - It's ok to be wrong and not know, just be respectful in what you learn from others

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We need to decolonize ourselves before we can decolonize our classrooms.

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From Lisa Olding: https://www.globalcitizen.org/en/content/why-its-important-to-think-about-privilege-and-why/

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4 credits of Indigenous Education required for graduation from 23/24

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4 credits of Indigenous Education required for graduation from 23/24

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Agreed in 2018 with FNESC, Gov Canada and Ministry of Ed
Many ways to get there
Pushback: people should choose to study or teach; indigenous education should be centered, not just an small component

From Leah Taylor: https://engage.gov.bc.ca/govtogetherbc/consultation/indigenous-focused-graduation-requirements/

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Starting 2023-2024 school year, graduates will need at least four credits related to First Nations education. So happy it won't be seen as 'just an elective' anymore. I wish I had learned so much more than I did when I was in grade school

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Not just stakeholders or partners

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First Nations are another level of government in BC.

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First Nations are another level of government in BC.

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We have never had an education system in BC where every child has equitable access to learning.

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Feeling blessed with the beautiful welcome message and mindfulness exercise.

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Feeling blessed with the beautiful welcome message and mindfulness exercise.