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I will scan a teaching material and often replace the graphic/illustration to better reflect the diversity of students in my class.

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I will scan a teaching material and often replace the graphic/illustration to better reflect the diversity of students in my class.

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When selecting a cultural resource, I consider its relevance, accuracy, and ability to foster inclusivity and respect for diverse perspectives.

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One thing I consider is who the resource is from. For example; is this literature/article from an indigenous person about indigenous perspective, or is it from a European/caucasian person.

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topicality, interest, relevance, importance to integration

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I challenge cultural biases and stereotypes by ensuring materials reflect diverse viewpoints, avoid generalizations, and provide opportunities for critical thinking.

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The cultural composition of the classroom, and the local communities we live in

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The cultural composition of the classroom, and the local communities we live in

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Is it current or outdated? For example, language terminology regarding indigenous people groups.

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Cross-Member Check. I create a space where students can offer/critique opinions about things described in a certain culture. Do you agree with the description? How are they different nowadays? etc.

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I might make alterations in the material.

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I might make alterations in the material.

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avoid resources that have implied stereotypes 

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avoid resources that have implied stereotypes 

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Amazing short story that has inspired my lower-level learners to interact with the author and learn about Indigenous Peoples in BC.

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Looking for a story with positive and inclusive content? Want to leave the city and go on a summer road trip? Well, pack your suitcase and grab your snacks! Hop in the car and journey to Kamloopa, the biggest powwow on the West Coast, with 16-year-old Ben and his urban Indigenous family.

Ben has never been to a powwow, and he is excited to experience the dances, drumming and traditions for the first time. He hopes to learn so much, but will he connect with his family and culture there? With guidance and a surprise from his great Aunt Ruthie, young Ben has a powerful experience at Kamloopa, one that fills him with deep love and pride.

Set on the ancestral and unceded lands of Tk̓emlúps te Secwépemc, A Powwow Story gives students and teachers chances to start important conversations about Indigenous cultures and histories in the classroom. With simple sentence structures and carefully selected vocabulary, it is great material for beginner to intermediate English-language learners, and a story they won't soon forget.

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A Powwow Story - Vancouver Public Library

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A Powwow Story - Bertucci, Mary - Looking for a story with positive and inclusive content? Want to leave the city and go on a summer road trip? Well, pack your suitcase and grab your snacks! Hop in the car and journey to Kamloopa, the biggest powwow on the West Coast, with 16-year-old Ben and his urban Indigenous family.

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Simple things like using culturally specific names like Ali or Carlos, but also not avoiding Anglo Saxon names

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Simple things like using culturally specific names like Ali or Carlos, but also not avoiding Anglo Saxon names

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The biases of the resource: who, what, and when of the resource

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Elli resources for any cultural/religious celebrations as the base.

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My classroom has a "no wrong way to live" mentality and I encourage students to ask questions about cultural biases

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if the level is high enough, have students reflect on their lived experience to compare to the teaching material; we challenge it together

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I once had an indigenous guest speaker come to my class and give a presentation explaining her specific band and the cultures/history, etc.

she also has open questions for all student to ask

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I look at whose voice is centered (ex. Indigenous perspectives and voices first). I also think about how the materials are created (was there collaboration involved? Who collaborated?) I also think about what elements in that material I could connect to students' own cultures.

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Asking students to share how things are done in their environment 

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Asking students to share how things are done in their environment 

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I try to select materials that is reflecting Canadian culture.

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When selecting a resource, I consider several factors: the vulnerability of the learners, inclusiveness, and the potential for controversy in a teaching context.

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When we teach about Canada or symbols of Canada, I ask my students to describe one symbol from their country. They usually make a poster and present it to the class. The students have an opportunity to get familiar with cultural differences between each other.

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When responding, I need to put my own unconscious biases in check and mindfully select/de-select the materials

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When responding, I need to put my own unconscious biases in check and mindfully select/de-select the materials