Open Norm Classrooms




 
Workbook (PDF)


 

 

 

 RIGHTS IN CANADA

Canadian Charter of Rights and Freedoms
Plus the Guide
Speak Truth to Power Canada
Canadian Museum of Human Rights
The Ontario Human Rights Code (Ontario Human Rights Commission)
Teaching Human Rights in Ontario (Ontario Human Rights Commission)
Steps to Justice (CLEO)
Human Rights at Work 2008 - Third Edition (Ontario Human Rights Commission)
Policy on Removing the “Canadian experience” barrier (Ontario Human Rights Commission)

THEORY
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh (1988)
New Yorker Interview with Peggy McIntosh (May 2014)

What’s whiteness got to do with it by Sue Shore
www.literacies.ca/literacies/2-2003/practice/2/1.htm

Intersectionality Theory
Overview: en.wikipedia.org/wiki/Intersectionality
Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory, and Antiracist Politics (1989) by Kimberlé Crenshaw: https://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8/
New Statesman Interview with Kimberlé Crenshaw (April 2014)
“We’re all just different!” How Intersectionality is Being Colonized by White People (April 2017)
Kimberlé Crenshaw TED Talk

LEARNING AND VIOLENCE
Canadian Centre for Victims of Torture www.ccvt.org
Your Legal Rights: Abuse and Family Violence cleoconnect.ca/legal-topic/abuse-and-family-violence 
Learning and Violence by Jenny Horsman www.learningandviolence.net and www.jennyhorsman.com

'But I'm Not a Therapist' - The challenge of creating effective literacy learning for survivors of trauma. In S. Shore, (Ed.) Australian Council for Adult Literacy 21st National Conference: Literacy on the Line. Conference Proceedings. Adelaide, University of South Australia, 1998. http://greedymouse.ca/PDF/horsman.pdf

CLASSROOMS
What I Learned in Class Today: Aboriginal Issues in the Classroom
http://intheclass.arts.ubc.ca/
Decolonizing the classroom is more than just a checklist
Ryerson educators discuss the need for true collaboration and respect during panel discussion, January 30, 2018
http://www.ryerson.ca/content/ryerson/news-events/news/2018/01/decolonizing-the-classroom-is-more-than-just-a-checklist

TEACHING INVENTORIES
Developing Your Teaching Statement: serc.carleton.edu/NAGTWorkshops/careerprep/jobsearch/teaching_statement.html
Exploring Your Teaching Philosophy: Sample Exercises: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/professional-development/enhancing-your-teaching/exploring-your-teaching-philosophy
Teaching Styles: Orientation: http://www.crlt.umich.edu/tstrategies/tsts

Teaching Style Inventory:
www.texascollaborative.org/TSI.htm
www.texascollaborative.org/tools/TSI.pdf

 

CO-LEARNING RESOURCES

Some resources for learning, co-learning and creating open norm classrooms. Not a complete list.

Land back

Territorial acknowledgement (Government of Canada)
This job aid provides ideas and tips on how to acknowledge Indigenous territories before meetings. There is a downloadable PDF available on this page.
Territories by Land www.whose.land/en - Click on Where am I? and allow location services to see what territory you are on.  
Guide to Acknowledging First Peoples and Traditional Territory
Toronto Acknowledgements PDF (TDSB)

 Gender

  Pronouns Matter - some pronouns and a grammar and usage guide

Pronpoun stickers

Rainbow Health Ontario: Discussing Trans and Gender Diverse People

Rainbow Health Ontario: Glossary - This LGBT2SQ terms and definitions Glossary was created by The 519 Church Street Community Centre, with some additional terms added to this website by Rainbow Health Ontario.

The Gender Unicorn - The Gender Unicorn is an infographic that illustrates four main concepts: gender identity, gender expression, biological sex, physical and sexual attraction.

What does it mean to be Two Spirit - who can use this term to describe their identity and how they use it.

Culture

Getting Started With Culturally Responsive Teaching
Multicultural Teaching: Information and Strategies http://www.crlt.umich.edu/multicultural-teaching
MIT Diversity resources diversity.mit.edu/#

Teaching for Inclusion: Diversity in the College Classroom ssw.unc.edu/files/web/pdf/TeachforInclusion.pdf

Learning for Justice www.learningforjustice.org
A site geared to students of all school levels – grade school to high school activities and readings. 

Addressing Bias

Harvard University’s Project Implicit has an online test you can take to examine your implicit bias.

9 Questions for Unbiasing Teams: rework.withgoogle.com/guides/unbiasing-hold-everyone-accountable/steps/use-the-discussion-guide-to-start-a-conversation

Citizenship
The Current Oath of Citizenship   October 26, 2020
I swear (or affirm) that I will be faithful and bear true allegiance to Her Majesty Queen Elizabeth the Second, Queen of Canada, her Heirs and Successors and that I will faithfully observe the laws of Canada and fulfil my duties as a Canadian citizen.
New Canadians to pledge honour for Indigenous treaties
in revised citizenship oath
February 2, 2017
"We call upon the government of Canada to replace the Oath of Citizenship with the following: I swear (or affirm) that I will be faithful and bear true allegiance to Her Majesty Queen Elizabeth II, Queen of Canada, her heirs and successors, and that I will faithfully observe the laws of Canada, including treaties with Indigenous peoples, and fulfil my duties as a Canadian citizen."

New citizenship oath to acknowledge rights of Canada’s Indigenous Peoples October 22, 2020
Proposed change:
“I swear (or affirm) that I will be faithful and bear true allegiance to Her Majesty Queen Elizabeth the Second, Queen of Canada, Her Heirs and Successors, and that I will faithfully observe the laws of Canada, including the Constitution, which recognizes and affirms the Aboriginal and treaty rights of First Nations, Inuit and Métis Peoples, and fulfill my duties as a Canadian citizen.”
How Canada set up Aboriginal treaties to keep First Nations down
Indigenous Ally Toolkit aims to fill knowledge gap
  • The toolkit is broken down into three steps that non-Indigenous people can take to have a better relationship with Indigenous people.
    The first step focuses on best practices for folks who feel inclined to join Indigenous causes. It recommends making sure one’s involvement is not driven by ego or funding possibilities, and to not hijack space from Indigenous voices. ... Step two of the tool kit provides a breakdown of proper terms, grammar and common misconceptions. ...
    As for the ultimate goal of the Indigenous ally toolkit? It’s listed in the third step – have allies absorb the knowledge within, and then take action.

The Indigenous Ally Tool Kit  PDF

 Whose Land Is It Anyway? A Manual for Decolonization
About: http://fpse.ca/decolonization_manual_whose_land_is_it_anyway
Book: http://fpse.ca/sites/default/files/news_files/Decolonization%20Handbook.pdf
Listening
Canadaland Commons Podcast on iTunes
Unreserved Podcast at CBC
Other resources
Liberating Structures www.liberatingstructures.com
This website offers an alternative way to approach and design how people work together. It provides a menu of thirty-three Liberating Structures to replace or complement conventional practices. Some of these can be used in classrooms. For a guide to the structures, look at the last section of this document: bit.ly/APbuildcommunity 
How to tell someone they sound racist IllDoctrine by Jay Smooth: www.illdoctrine.com/2008/07/how_to_tell_people_they_sound.html

Calling IN: A Less Disposable Way of Holding Each Other Accountable by Black Girl Dangerous www.blackgirldangerous.org/2013/12/calling-less-disposable-way-holding-accountable

Calling In: A Quick Guide on When and How everydayfeminism.com/2015/01/guide-to-calling-in
Mosaic Institute (John Monahan)

Diaspora Studies at University of Toronto (Rima Berns-McGown)
The Change Agent changeagent.nelrc.org/

Supporting Students with Disabilities in K-12 Online and Blended Learning Companion Resource: docs.google.com/presentation/d/1xtl2-9RNHZgCI8T_zl9RaXe7RZ2ph352850IlVsApwo/present#slide=id.g85a80f319a_0_346


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CO-LEARNING READINGS
 
Canada - Imported Conflict?

In 2011, the federal government launched a $10 million initiative to advance its understanding of the causes of terrorism. As part of that project, the Mosaic Institute has released its study examining the perceptions and reality of imported conflict in Canada. The Agenda asks: To what extent do residents from conflict zones bring that tension with them?

In this video the participants discuss the study which concluded that although 57% of Canadians  believe that people who come from areas where conflict exists do import that conflict, this does not actually happen but people do import trauma and can be retraumatized by systemic racism.

Key findings from page 9 of THE PERCEPTION & REALITY OF “IMPORTED CONFLICT” IN CANADA
A majority of Canadians believe that people who have experienced conflict hold onto intercommunity tensions after coming to Canada, and many fear that those tensions may result in violence.  
However, the findings from our study show that communities of Canadians who come from conflict – regardless of community, conflict or generation – repudiate violence in Canada as a means of resolving or responding to conflict.  
While Canadians often remain invested in the overseas conflicts to which they have personal, family or community connections, living in Canada dramatically transforms their perceptions of those conflicts, as well as their view of possible solutions. These transformations reflect Canadian modes of dealing with diversity and fostering social cohesion.
Systemic racism and exclusion that prevent people from fully participat- ing economically, socially, or politi- cally in Canadian life can cause them to withdraw attachment to Canada. Similarly many Canadians continue to suffer from untreated conflict-related trauma, and untreated trauma can impede people’s ability to integrate and begin to reframe their perspectives of conflict. These challenges, not “imported conflict” per se, damage social cohesion.

Toronto
“As an Immigrant Kid, You Have This Internalized Racism”: Why Adjusting to a New Life in Toronto was Difficult
A new map from the Toronto Star reveals that in every single part of Toronto police stop more black people than white people—on average 3.2 times more often.
http://www.thestar.com/news/crime/knowntopolice/2012/03/07/interactive_map_black_and_white_differences.html 
More about race and policing www.thestar.com/specialsections/knowntopolice

Sacrifice Zones By Rosemarie Frascella
https://medium.com/@RethinkingSchools/sacrifice-zones-5c7de6fda27c#.ea72y1m6a
An English language teacher uses Naomi Klein’s concept of sacrifice zones — from This Changes Everything: Capitalism vs. the Climate— to help her immigrant students understand connections between oppression in their home countries and in the United States.
Running an economy on energy sources that release poisons as an unavoidable part of their extraction and refining has always required sacrifice zones — whole subsets of humanity categorized as less than fully human, which made their poisoning in the name of progress somehow acceptable.
Cautionary Tales
Exclusive: Mozilla CEO Eich says gay-marriage firestorm could hurt Firefox (Q&A): http://www.cnet.com/news/mozilla-ceo-gay-marriage-firestorm-could-hurt-firefox-cause-q-a/

Mozilla CEO Brendan Eich Resigns After Protests from Gay Marriage Supporters: http://abcnews.go.com/Business/mozilla-ceo-resigns-calif-gay-marriage-ban-campaign/story?id=23181711
Justine Sacco, Fired After Tweet on AIDS in Africa, Issues Apology (December 2013): http://abcnews.go.com/International/justine-sacco-fired-tweet-aids-africa-issues-apology/story?id=21301833
How One Stupid Tweet Blew Up Justine Sacco’s Life (February 2015): www.nytimes.com/2015/02/15/magazine/how-one-stupid-tweet-ruined-justine-saccos-life.html
Thatcher axed by BBC's One Show: http://news.bbc.co.uk/2/hi/entertainment/7868401.stm

Carol Thatcher made other offensive remarks in 'golliwog' incident: http://www.theguardian.com/media/2009/feb/06/carol-thatcher-multiple-golliwog-remarks