Embracing Diversity: Towards Open-mindedness and Understanding

Dec. 6, 2013

8:39 – 9:00: Faculty of Education Library Display (library) Publisher’s Display: Goodminds (front lobby) 9:00 – 9:10 Opening: Faculty of Education Choir (auditorium) 9:10 – 9:20: Welcome and Introductions – Professor Brent Debassige 9:20 – 9:30: Introduction to Speaker – Amani Elrofaie 9:30 – 10:30: Keynote -- Leroy Hibbert

Participants will explore the importance of having a comprehensive understanding of culturally and racially diverse communities and be provided with tools that make for a more inclusive community.

Leroy Hibbert lives in London, Ontario, Canada is married to an extraordinary woman named Helen and they have a wonderful daughter. He is presently employed at LUSO Community Services as the Multicultural Outreach Coordinator and his responsibilities include facilitating workshops, presentations and training on race relations, cultural diversity and awareness to youth, parents, professionals and community groups in the non profit and profit sectors. In addition to these activities Leroy is a member of the Thames Valley District School and London District Catholic School Board’s Safe Schools committee, The London Black History Coordinating Committee, the Coaching Boys into Men Committee and The Pledge Committee. Leroy enjoys attending Church in the Oaks, reading, playing basketball, and spending time with his family and friends.

10:45 – 12:00: Workshops – Registration Required, choose ONE workshop (see choices below)

1:00 – 2:30: Panel : Responding to the challenges of diversity work: Three critical perspectives (auditorium)

Introduction/Chair: Professor Paul Tarc, Faculty of Education

Panelists:

Ashley Cisco, FNMI Education Advisor and PhD Candidate

Chris Taylor, PhD, Lecturer at Western and King's University College

Denise Edward-Taylor, ELL Assessment and Resource Teacher Gr. 7-12, TVDSB

Ashley Sisco is a non-Indigenous Settler Canadian of mixed European descent working as a ally with Indigenous communities and peoples. Ashley is currently the First Nations, Metis and

Inuit (FNMI) Education Advisor with the Thames Valley District School Board (TVDSB), providing the TVDSB with strategic leadership on its FNMI programming. She also works as a

consultant through her research firm Ashley Sisco Research Services (www.ashleysisco.com). Ashley is in the final stages of completing an Education (cross faculty with Indigenous Studies)

PhD with the University of Wollongong in Australia, and holds a Master’s Degree in Canadian Studies (Carleton University), as well as an Honours Specialization Anthropology Degree

(University of Western Ontario). She has 10 years of research experience working with FNMI communities across Canada (especially the Canadian Arctic), Mexico, and Australia. As a

researcher with the Conference Board of Canada between 2006 and 2010, she published research on Aboriginal and Northern issues; facilitated meetings with Canada’s Aboriginal relations

leaders; and presented research at conferences and meetings. In 2011, Ashley represented Australia for the Canadian Studies Association in Australia and New Zealand's (ACSANZ) at the

2011 Conference for the Pacific Asia Network of Canadian Studies (PANCS), in South Korea, and at the 2011 20th European Seminar for Graduate Students in Canadian Studies Groningen,

the Netherlands, presenting her PhD research on consultation with Indigenous communities in Canada and Australia.

Dr. Christopher Stuart Taylor is a lecturer in the Department of Women's Studies and Feminist Research at Western University and King's University College's (Western University)

Department of History. Dr. Taylor completed his dissertation entitled, "Flying Fish in the Great White North: The 'Culture' of Black Barbadian Migration to 1967" and the requirements for

his doctorate at Western in History with a specialization in Migration & Ethnic Relations. He focuses on issues of multiculturalism, immigration, race and ethnicity, Black Canadian history,

Caribbean history, slavery in the Americas, the African and Black Diaspora, and Black identity.

Denise Taylor-Edwards is a career language teacher with experience teaching in high schools, universities and adult education centres. She is an OCT with Specialist Qualifications in

ESL/ELD and English. She holds a Master of Arts in Linguistics and is currently in the MPEd International Education program here at Althouse. Denise is employed by Thames Valley District

School Board as a secondary teacher on special assignment as the Reception, Orientation and Assessment Centre and is the board lead for Secondary ESL/EL

2:30 – 3:00: Certificates of Attendance distributed

WORKSHOP CHOICES

Workshop title Facilitator Workshop Description Room A Principal’s Perspective Michael Deeb has been a Secondary School

educator for the last 15 years with TVDSB. He has served at Saunders Secondary, Clarke Road Secondary, Montcalm Secondary, AB Lucas Secondary and is currently the Principal of College Avenue Secondary School. He works and consults with a lot of families on issues in education related to equity and inclusion, bullying prevention and safe schools. In his education role, he has also extensively worked with the First Nations Communities of Oneida, Chippewa and Munsee-Delaware. He is the past Chair of the

Michael Deeb, Principal of College Avenue Secondary School, Chair of the London Police Services Board, past Chair of the Muslim Educators Council, and winner of the Queen’s Diamond Jubilee Medal will give a presentation touching on real life experiences on how to promote and sustain equity and inclusiveness. His stories will excite and inspire his audiences and provide teacher candidates with strategies and approaches to handling a variety of situations involving racism, bullying, and lack of respect in the school environment.

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Muslim Educators Council (MEC), an organization which provides academic and social supports to students and parents. Mr. Deeb has worked with many At Risk Youth, providing them opportunities for leadership training. During his time with MEC, its Youth Leadership program was endorsed by the Ontario Trillium Foundation and the Ontario Attorney General. It was a program that sought to move youth away from a life of crime and negativity into a path of education, employment and wellness. OM 2013, Michael was appointed to the London Police Services Board, the civilian body that oversees the London Police Services. IN 2011, he was elected Chair of the Board and re-elected again in 2012 and 2013. He has been a strong advocate for the LPS’s diversity initiatives. In his capacity as Chair, Mr. Deeb has worked to help support the Service in its efforts to manage and enhance public safety for the residents of London. He is the recipient of the Queen’s Diamond Jubilee Medal in recognition for his work with youth.

Creating Community Through Art Polly Stringle J/I and I/S Art students will instruct other teacher candidates in a workshop with a focus on creating community through art making. Participants will collaborate to create a mural that will become a permanent installation in the Althouse cafeteria. Each teacher candidate, with the expert guidance of the art students, will design and paint a single piece reflecting the theme of open-mindedness, tolerance and acceptance within the educational community. The individual pieces will come together in a celebration to form a unified piece of community art. Participants will gain a basic understanding of community art and the power to create social change through art.

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Embracing Musical Landscapes in the Classroom

Jennifer Hutchison is currently pursuing her Ph.D. in music education at The University of Western Ontario where she also holds a Master of Music, Bachelor of Education, and Bachelor of Music. Since 2002 Jennifer has served as a secondary school music program leader with the District School Board of Niagara. Jennifer has instructed courses at the University of Western Ontario in music education at the Don Wright Faculty of Music and she is currently teaching the Curriculum and Pedagogy music course for junior and

This workshop will introduce participants to the process of selecting, preparing, and teaching cultural music in the music classroom. Respecting musical authenticity and traditions requires educators to consider how to introduce songs to students, how to access appropriate musical resources, and how to facilitate musical performance and discovery. While singing is involved in this workshop all that is required of participants are open minds and willing attitudes.

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intermediate vocal music at the Faculty of Education. In addition to having taught classroom voice, guitar, strings and instrumental jazz, Jennifer also provided private instruction in voice, piano and theory. She has directed several major musical productions within the District Academy of Arts school and she has succeeded in forming and building multiple choirs within her school. Jennifer’s vocal ensembles have been invited to participate in Canada’s finest musical festivals earning top medals for their performances. Jennifer enriches her curriculum with authentic musical experiences that include travelling with her music students to Europe. She has hosted and led educational workshops and performances with other schools, which has resulted in numerous international connections. Jennifer has travelled with Columbia International College to teach English and music in Thailand at St. Gabriel’s College and she has travelled to South Africa as part of a university program to study and teach music in the South African school system. The experiential learning that developed between her work with school and community choirs and conductors enabled her to transfer this authentic choral experience to her choirs in Niagara. In addition to her studies, Jennifer acts as the program co-ordinator for Musical Futures Canada, she is the conductor of the UWO choir, and a conductor within the Amabile Boys and Men’s Choirs of London, Canada.

Diversity Conversations: Embracing Diversity of New Canadians in Your Classroom

Muriel Abbott is a Public Health Nurse at the Middlesex-London Health Unit, and also Chair of the Education Sub-council of the London & Middlesex Local Immigration Partnership (LMLIP). Her work is focused on health equity issues, in particular those related to immigrants and refugees.

Classroom teachers have a crucial role in the successful school experience of new Canadians. Explore the dynamics of diversity in the context of school. This intimate workshop will stimulate dialogue and personal reflection about your role in diverse classrooms.

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Emily Low graduated from Western with a Masters in French and has been working at college boreal for the past 5 years where she has been working with newcomers in immigration integration programs. Phillipa Myers is a PhD student at the Faculty of Education, Western University and Vice-Chair of the Education Sub-council of the London & Middlesex Local Immigration Partnership. A long time Ontario teacher, she is researching equity and social justice issues of immigrants in schools. Ana Enriquez-Johnson is an English Professor at Fanshawe College. She has undergraduate degrees in Social-Cultural Anthropology, and Education and a graduate degree in Intercultural Communication. Her research interests include acculturation of Latin American immigrants, auto-ethnographies, and teacher training development in intercultural communication competency.

Indigenizing the TVDSB (First Nations, Métis, Inuit)

Ashley Sisco is a non-Indigenous Settler Canadian of mixed European descent working as a ally with Indigenous communities and peoples. Ashley is currently the First Nations, Metis and Inuit (FNMI) Education Advisor with the Thames Valley District School Board (TVDSB), providing the TVDSB with strategic leadership on its FNMI programming. She also works as a consultant through her research firm Ashley Sisco Research Services (www.ashleysisco.com). Ashley is in the final stages of completing an Education (cross faculty with Indigenous Studies) PhD with the University of Wollongong in Australia, and holds a Master’s Degree in Canadian Studies (Carleton University), as well as an Honours Specialization Anthropology Degree (University of Western Ontario). She has 10 years of research experience working with FNMI communities across Canada (especially the Canadian Arctic), Mexico, and Australia. As a researcher with the Conference Board of

Ashley Sisco, First Nations, Metis and Inuit (FNMI) Education Advisor for the Thames Valley District School Board (TVDSB), will be speaking on the TVDSB's approach to Indigenizing (embedding FNMI culture in) our schools. Supporting FNMI students is a key objective of the TVDSB's FNMI Learning Support Services. However, we also recognize that all students--both FNMI and non-FNMI-- can benefit from learning about the rich and diverse cultures, histories and perspectives of FNMI peoples. This is why the TVDSB is taking inclusion a step further and embedding FNMI content and pedagogy throughout the curriculum to enhance the learning experience of all staff and students. In this workshop, learn about:

who the TVDSB's FNMI students are, what barriers they face and what resiliency they demonstrate;

what programs and initiatives the TVDSB offers to support FNMI students and non-FNMI students in gaining a greater understanding of FNMI cultures, histories and perspectives;

how FNMI content and pedagogy can be embedded throughout the curriculum, including through the new social studies, history and geography curriculum; and

how you can engage FNMI students in a meaningful and positive way as a new teacher.

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Canada between 2006 and 2010, she published research on Aboriginal and Northern issues; facilitated meetings with Canada’s Aboriginal relations leaders; and presented research at conferences and meetings. In 2011, Ashley represented Australia for the Canadian Studies Association in Australia and New Zealand's (ACSANZ) at the 2011 Conference for the Pacific Asia Network of Canadian Studies (PANCS), in South Korea, and at the 2011 20th European Seminar for Graduate Students in Canadian Studies Groningen, the Netherlands, presenting her PhD research on consultation with Indigenous communities in Canada and Australia.

Identity in the Classroom: Engaging diversity through lesson and resource planning

Amani Elrofaie is a Master of Arts in Education Studies student and an intermediate/senior, OCT. Her research focuses on mental health issues among minority adolescent youth in Canada. As an avid learner and educator, Amani contributes to the community by devoting time at London’s Muslim Association of Canada, writing about global political issues outside of Canada for Western University publications, and providing English tutoring services to children and teens. Kendra Ferris is a primary/junior OCT, currently working with the London Public Library. Growing up in the Greater Toronto Area, the most diverse community in Canada, her sense-of-self has been shaped by diverse classmates, teachers, friends, and colleagues. Her mission, as an educator, is to embrace diversity, maximize students' personal connections with the curriculum, and minimize the impact of privilege on students' experiences in public education.

This interactive workshop will encourage pre-service teachers to consider, learn about, and develop an understanding of themes like culture, identity, diversity, privilege, and empathy. In doing so, workshop members will gain perspective and practical knowledge necessary to teach, interact with students, and build lessons that positively contribute to richly diverse Canadian education settings. Sample lesson plans and plenty of resource recommendations will be made available.

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Settlement Workers in Schools

Rana Farhaneh is a Canadian immigrant. She has a BSc in Social Science and has worked in the social services field for almost 10 years. Her life is a learning journey. Rana learns from her clients as she helps them to engage in their community, as well as from her two teenage children. Rana’s vision is to see immigrants fully integrated in their Canadian society. Idris Hassan is originally from Somalia, East Africa. His educational background includes Social Service and Psychology from Conestoga College in Kitchener. Idris has worked in the social services sector for the past seven years assisting newcomers with their settlement needs. He is fluent in Somali, Amharic, and English. Doreen Khamo has been a Settlement Worker in Schools for 3½ years, working in both the London District Catholic School Board and the Thames Valley District School Board, helping newcomer families adapt, settle and succeed throughout their journey in Canada. Doreen graduated from the University of Western Ontario in 2007 with a BA in Psychology and Thanatology. She is currently working on her Master’s degree to further pursue her career in Social Services.

SWIS staff provides a valuable resource to Newcomer families and schools. This workshop will present insight from the SWIS perspective of the challenges Newcomer families face in Ontario schools, and how teachers can access SWIS to support students and families to be more

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Equity and Inclusive Education: Are We There Yet?

Melissa Allder is vice-principal at Saunders Secondary School at the Thames Valley District School Board. Melissa has had authentic teaching experiences and various teaching roles within the following school boards: Chippewas of the Thames (First Nations School), Avon Maitland, Atlanta: USA, and Thames Valley. These have enhanced her knowledge about inclusive education. However, her challenges as a visible minority both as a student and educator, have fueled her pedagogy and philosophy about inclusive and equity education.

This workshop will focus on how assumptions can hinder the student and teacher voice and how instructional strategies can encourage an inclusive community. Participants will have an opportunity to reflect with themselves and others, by having courageous conversations about their role as future teachers and leaders in education.

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Using Drama to Educate and Promote Inclusivity

Toni Wilson is a Learning Coordinator for Safe Schools for the Thames Valley District School Board. She is responsible for coordinating and implementing violence prevention programs for 160 schools and 75,000 students across Thames Valley. She also provides professional development to school administrators, teachers, parents and students related to Safe Schools. She has been a secondary school teacher of English and Dramatic Arts for 28 years and has been involved in violence prevention and forum theatre for the past 20 years. She has used interactive theatre extensively to allow the practice of effective strategies for dealing with adversity.

In this workshop participants will be introduced to using role play to discuss and promote inclusivity. Participants will practice communication and conflict resolution skills to help promote a positive classroom culture.

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Windows and Mirrors: Building a diverse book collection for your classroom

Linda Ludke is the Selection Librarian for children and teen materials at the London Public Library. She is also a book reviewer for School Library Journal, Quill and Quire and the National Reading Campaign.

This workshop discusses current picture books and chapter books thatcelebrate diversity. You will learn about publishing trends and come away with a core list of books and resources to use in your Primary/Junior classroom.

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