understanding power and...

Module 2: understanding Power and Privilege through anti-oPPressionSaSkatchewan council for international cooperation www.earthbeat.Sk.ca t: 306-757-4669 PAGE 1

PREVIEWContents

Understanding Power and Privilege throUgh anti-oPPression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

what’s in the ModUle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

edUcation theory and Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

teacher notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

social stUdies cUrricUlUM oUtcoMes and indicators . . . . . . . . . . . .10

lesson #1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 creating Positive sPaces with anti-oPPressive Practices Curriculum Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 What You’ll Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Before Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 •GroupNorms

During Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 •SameandDifferentActivity

After Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 •Debrief •ExitSlip •FormativeAssessment

lesson #2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 identifying oPPression Curriculum Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 What You’ll Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Before Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 •DefiningRacismandOppression

During Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 •RacismLooks,Sounds,andFeelsActivity

After Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 •DebriefandExplain •ExitSlip:Reflection •FormativeAssessment

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PREVIEWlesson #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 recognizing individUal oPPression, Power, and Privilege Curriculum Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 What You’ll Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Before Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 •EntranceSlip During Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 •OptionalActivity:PowerFlower •IntroductiontoPrivilegeWalkActivity •PrivilegeWalkAdaptationforGrade10/11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 After Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 •Debrief •ExitSlip •FormativeAssessment

lesson #4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 challenging Personal oPPression Curriculum Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 What You’ll Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Before Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 •GroupDiscussion:ExitSlipfromLesson3 •Activity:WhatDoesPowerLookLike? During Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 •PowerLine-UpGame •Roles:ActivitySheet •PowerLine-UpGame–AdaptationforGrades6-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 After Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 •Debrief •ExitSlip •FormativeAssessment

lesson #5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Understanding the effects of Privilege Curriculum Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 What You’ll Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 Before Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 •GroupDiscussion:ExitSlipfromLesson4 •GroupDiscussion:Power During Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 •WatchVideoandDiscuss:Shopping While Black – What Would You Do? •GroupDiscussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 WatchVideo:Parents are Gay-Bashed in Front of their Children – What Would You Do? WatchVideo:Shopping While Black 2 – What Would You Do? WatchVideo: Just Get Over It. After Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 •Role-Play •ExitSlip •FormativeAssessment

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PREVIEW lesson #6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 how to recognize, address, and challenge cUltUral oPPression Curriculum Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 What You’ll Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Before Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 •WatchVideo:How to Tell People They Sound Racist During Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 •Activity:PracticeConfrontingtheBehaviour:StereotypingComic •WatchVideo: Being an Ally: A Step Towards Decolonization •WatchVideo: Rise Up •AllyBillofResponsibilitiesDiscussion After Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 •Discussion •ExitSlip •FormativeAssessment

lesson #7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 recognizing systeMic oPPression: overt and covert exaMPles Curriculum Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 What You’ll Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 Before Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 •Discussion:Structural/SocialSystems During Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 •Activity:Overt/CovertExamplesofStructural/InstitutionalOpression •LetterWritingActivity After Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 •DealingwithInternalizedOppression •Watchvideo:PeterTosh’sPick Myself Up •Watchvideo:We Are the World •OptionalActivity:I am Somebody •Activity:Watchvideo I am Somebody •FormativeAssessment

lesson #8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 analyzing systeMic oPPression: triangle of oPPression Curriculum Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 What You’ll Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 Before Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 •UnderstandingtheTriangleofOppression-Step1 During Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 •UnderstandingtheTriangleofOppression-Steps2&3 After Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 •UnderstandingtheTriangleofOppression-Step4 •Discussion:Personal,Cultural,andStructuralElementsofOppression •ExitSlip •FormativeAssessment

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lesson #9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 the need to challenge racisM Curriculum Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 What You’ll Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 Before Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 •GroupDiscussion:ChallengingRacism During Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 •HowtoChallengeRacism-Steps1&2 After Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 •HowtoChallengeRacism-Step3 •ExitSlip •FormativeAssessment

lesson #10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 sPeaking UP! role-Play Curriculum Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79 What You’ll Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 Before Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 •OnChallengingRacistBehaviours During Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 •FishbowlRole-PlayandDebrief-Step1,2,3,&4 After Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 •ExitSlip:QuoteandReflection •FormativeAssessment glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82

resoUrces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91

activités en français . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93

LEçon 3: REConnAÎTRE L’oPPRESSIon, LE PoUVoIR ET LE PRIVILÈGE InDIVIDUELS

Acitivités durant l’exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93

•L’exerciceMarchedesprivilèges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95

•Adaptationdel’exerciceMarchedesprivilègespourlesélèvesde10eet11eannée . . . . . . . . . . .97

LEçon 4: DÉFIER L’oPPRESSIon InDIVIDUELLE

Acitivités durant l’exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98

•Jeulignedepouvoir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98

•Adaptationpourlesélèvesdela6eàla8eannée . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100

LEçon 7: REConnAÎTRE L’oPPRESSIon SYSTÉMIQUE – EXEMPLES EXPLICITES ET CACHÉS

•OppressionStructurelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102

•ActivitéJesuisquelqu’un . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103

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PREVIEWUnderstanding Power and Privilege through Anti-oppressionThismoduleaimstoaddresspowerandprivilegewithinthecontextofworkingwithinandbetweencomplex

globalissuesthathumansarefacingtoday.Itidentifiesthegapinresourcesforeducatorswhoteachabout

charity,justice,solidarity,powerandprivilege,anti-oppression,anti-racism,decolonization,rootcausesofpoverty,

andenvironmentalsustainability.Manypre-serviceeducatorsdevelopacriticalconsciousnessofthemselvesand

societyandleavetheirteachereductationprogramstrulyvaluingtheprocessofcriticalreflection.Often,after

theycompletetheirprogramstheydonothaveresourcestosupportthisteachingintheirclassrooms.Thisleaves

educatorsdisempoweredandunabletoteachrealitiesandconceptsthatarecontentious.Inordertoreceivebuy-

in,wemusthavemultipleentrypointsforbotheducatorsandtheirstudentsofvariousagegroupsandcourses.

Throughthisprocesswewillchallengeeducatorstohelpidentifywhatanti-oppressiveeducationlookslike,what

resourcescanbedrawnupon,andwhatcurriculumconnectionscanbemade.

Itisthroughpedagogicalstrategiesandbestpracticesthatworktoimprovethecross-culturalrelationsthat

anumberofclassroompracticeshavebeenidentifiedasbeingeffectiveinpreventingthereproductionand

reinforcementofstereotypesanddiscrimination.Thelessonsinthismoduleparalleltheseeducationalstrategies.

Thereexistsalargebodyofresearcharoundunlearningprejudice,eradicatingdiscrimination,andimproving

cross-culturalrelationsthattellsusmuchaboutwhatdoesanddoesnotworkinschoolsandinteachingdiverse

groups.Thenotionofimprovingcross-culturalrelationsisdesignedto:

•reducethefrequencyofandpreventbehavioursthatarediscriminatoryinnature,includingoppressive

name-calling,shunning,orbullying;

•increasefrequencyofpositiveinteractionsofpeopleindiversegroups;and,

•enhanceonesattitudeandperceptiontowardspeoplewhoaredifferent.Itisimportanttonotethatforany

oftheselessonstobeeffectivetheeducator’sroleasguide,facilitator,androlemodelisessential.Aswith

anytool,itseffectivenessisdependentupontheskillsandcommitmentofthepractitioner.

Thisresourceisintendedtosupportthepracticeofeducatorsandschooladministration,butmightalsobea

valuableresourceforfacilitatorswhodoworkshopsforcommunity-basedorganizations.


PREVIEWWhat’s in the Module

objectives:•Toprovideopportunitiesforstudentstocreateandlearnthegroundrulesthatsupportsafeandpositive

learningenvironments.

•Toengagewithappropriatelanguageandterminologytousewhenreferringtovariousaspectsofdiversity.

•Tolearnaboutdiversitybyrecognizingthatpeoplearenotonlydifferent,butthattheysharemanysimilar

traitsandvalues.

•Toencouragestudentstoexploretheirrolesandresponsibilitiesasglobalcitizens.

•Tounderstandthatinordertoaddresspoverty,repressionandenvironmentaldestruction,wemusttakeinto

accountracism,sexismandglobalandhistoricalperspectives.

•Toidentifywaysthatcollectivepowercanbeavoiceforthoselessprivileged.

•Toengageinself-reflectiontodeconstructidentity(raciallocation,sexualidentity,positionofdominance/

non-dominance).

•Tounderstandtheimportanceofidentityandthewaysitaffectshowweengagewitheverything.

•Togivestudentsanunderstandingthatoppressioniscreatedandthatsomepeoplebenefitfromit-itisnot

naturallyoccurring.

•Toincreasestudents’capacitytoanalyzeandrecognizeindividualandculturaloppression.

•Toincreasestudents’understandingofsystemicoppressionlocallyandglobally.

•Toprovidestudentswithtoolstodisruptandchallengesystemicandindividualoppressionwhentheyseeit.

lessons:Lesson1:CreatingPositiveSpacesthroughAnti-OppressivePractices

Lesson2:IdentifyingOppression

Lesson3:RecognizingIndividualOppression,Power,andPrivilege

Lesson4:ChallengingPersonalOppression

Lesson5:UnderstandingtheEffectsofPrivilege

Lesson6:HowtoRecognize,Address,andChallengeCulturalOppression

Lesson7:RecognizingSystemicOppression:OvertandCovertExamples

Lesson8:AnalyzingSystemicOppression:TriangleofOppression

Lesson9:TheNeedtoChallengeRacism

Lesson10:SpeakingUp!Role-Play

cUrricUlUM oUtcoMes and indicators:(for grades 6, 7, 9, 10, 11 & 12)SS6–DynamicRelationships;PowerandAuthority

SS7–PowerandAuthority

SS9–PowerandAuthority

SS10–Unit1:PoliticalDecisionMaking

–Unit3:DecisionMaking

SS20–Unit1:HumanRights;

–Unit3:Environment;

–Unit4:WealthandPoverty

SS30–CanadianStudies(all5units)

–Unit1:Change

–Unit2:EconomicDevelopment

–Unit3:Culture

–Unit4:Governance

–Unit5:Globalization


Discussion

Question

Notes

FormativeAssessment

FrenchActivity

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PREVIEWbig QUestions:•Whatismyrelationshiptolocalandglobaloppression?

•Doindividualshavearesponsibilitytochallengeoppression?

•WhataresomewaysthatIhavereinforcedorreproducedoppression?

•Whatarethedifferencesandconnectionsbetweendevelopment,aid,andforeigntrade?

•Howisjusticerelatedtoequalityandhowisequalityrelatedtothedistinctiveidentitiesand

othercircumstancesofindividualssuchasage,race,sex,class,anddisability?

toPics: Oppression,anti-oppression,power,privilege,authority,colonization,slavery,migration,indigenouspeople,

hierarchy,paradigm,economy,culture,poverty,justice,injustice,dominance,non-dominance,racism,sexism,

identity,heteronormativity,heterogeneous,diversity,globalcitizenship,andworldview.

Materials needed:•Whiteboard/Flipchart•ActivitySheets•Pens/pencils/markers•Journalsand/orpaper

•Openspace•Tape•ActivitySheets/hand-outs•Computers/laptops•Internet•Projector•Screen

lesson key:

CurriculumOutcomes

WhatYou’llNeed

BeforeActivities

DuringActivities

AfterActivities


PREVIEWEducation Theory and MethodologyGlobal Citizenship Theorysuggeststhatallindividualshaveaglobaldutytocontributedirectlytohumanrights

protectionsandtopromoterights-enhancingpoliticalintegrationbetweenstates.GlobalCitizenshipEducation

promoteslearningthatnurturesgreaterconsciousnessinandaroundreallifeissues.Itoffersawaytomake

changesatalocallevelthatcaninfluencethegloballevelthroughparticipatorystrategiesandmethods.Allthisis

possiblewithtransformativepedagogy,whichhelpstoincreasetherelevanceofeducationinandoutofclassrooms

byengagingstakeholdersofthewidercommunitywhoarealsopartofthelearningenvironmentandprocess.

Source:CouncilofEurope,2012,GlobalEducationGuidelines:conceptsandmethodologiesonglobaleducationforeducatorsandpolicymakers,GlobalEducationWeekNetworkincoordinationwiththeNorth-SouthCentreoftheCouncilofEurope.

Inquiry based learning-isacomplexprocesswherestudentsformulatequestions,investigatetofind

answers,buildnewunderstandings,meaningsandknowledge,andthencommunicatetheirlearningsto

others.Inclassroomswhereteachersemphasizeinquiry-basedlearning,studentsareactivelyinvolvedinsolving

authentic(real-life)problemswithinthecontextofthecurriculumand/orcommunity.Thesepowerfullearning

experiencesdeeplyengageallstudents.Researchsuggeststhatinquiry-basedlearningincreasesstudentcreativity,

independence,andproblemsolvingskills,anditimprovesstudentachievement.

Constructivistlearnersaretaughttoquestion,challenge,andcriticallyanalyzeinformationratherthanblindly

acceptwhatistaught.

Peace educationistheprocessofacquiringthevalues,theknowledge,anddevelopingtheattitudes,skills,and

behaviourstoliveinharmonywithoneself,withothers,andwiththenaturalenvironment.

Social Justice Education-engaginginsocialjusticethrougheducationistofightoppressionbygivingallgroups

theopportunitytoreceiveresourcesmoreequally.

Adult Education-oneofthemostimportantdifferencesisthatadultshaveaccumulatedknowledgeandwork

experience,whichcanaddtothelearningexperience.Anotherdifferenceisthatmostadulteducationisvoluntary;

therefore,theparticipantsaregenerallyself-motivated.Adultsfrequentlyapplytheirknowledgeinapractical

fashiontolearneffectively.Theymusthaveareasonableexpectationthattheknowledgetheygainwillhelpthem

furthertheirgoals.

Anti-Racist Education-istheactiveprocessofidentifyingandeliminatingracismbychangingsystems,

organizationalstructures,policies,practicesandattitudes,sothatpowerisredistributedandsharedequitably.Anti-

RacisteducationworksinconjunctionwithAnti-OppressionPedagogybecauseitiseducationthatworksagainst

variousformsofoppression.


PREVIEWTeacher notesBeingabletocreateasaferspaceforoneself,betweentwoindividuals,foragroup,acommunity,anevent,oraworkshopmakesithardforoppressiontothrive.Itstiflesstereotypes,shrinksbias,expandsperspective,andopenscommunication.

Source:ThePositiveSpaceNetworkusesthefollowingguidelinesforcreatingsaferspaces;theseweredevelopedbyTransActionin2010.

1. resPect yoUr own Physical, Mental and eMotional boUndaries. •Stayattunedtoyourownneedsandrememberthatyouarewelcometotakespaceawayfromthegroup

shouldyoufeelthatyouneedtimealone,orawayfromthegroup. •Ifsomethingdoesnotfeelrighttoyou,pleasespeakup.Youmaynotbetheonlyonewhofeelsthatway. •Ifyoudonotwanttotalkoransweraquestion,sayso,donotwaitforsomeoneto“getthehint.”Tryto

vocalizewhatyouneed. •Beassertiveifpossible.Ifyouhaveaconcernwithsomeone,bedirect.

2. resPect others’ Physical, Mental and eMotional boUndaries. •Alwaysaskforexplicitverbalconsentbeforeengagingortouchingsomeone.Neverassumeconsent.

Itisimportanttorememberthatconsentisnotalwaysimplied,evenwithindividualsthatoneistypically verycloseto.

•Donotassumetherace,ethnicity,culture,sexuality,gender,historywithviolenceetc.ofothers. Instead,askifsomeoneisopentoengagingindialogueaboutidentity.Donottakeitpersonallyifsomeonedoesnotwanttoansweraquestion.

•Ifatallpossible,findoutwhatpronounspeoplepreferoruseneutralpronounssuchas“they”or“z.” •Respecttheconfidentialityofothers.Respecttheprivacyofinformation,narratives,andexperiencesthatothers

sharewithyou.

3. assUMe Positive intent •Weareallheretolearn,andweallhavesomethingtooffer. •Clarifyingquestionsareencouraged. •Respectdiverseopinions,beliefs,andpointsofview.Shareideasratherthanjudgments. •Use‘I’statementsasmuchaspossibletostateyourreactionsoryourexperiencestoavoidattackingothers

whenchallengingthemorengagingwiththemaboutmistakesthatmayhavebeenmade. •Everyone(includingyou)willmakeunintentionalmistakes. •Beawareoftheeffectsyourbehaviourhasonothersandacceptresponsibilityforit. •Expecttobechallengedbyothersifyoumakeamistake.

Teachingcontroversialissuesaimstoprovidestudentswithopportunitiestoclarifytheirpersonalvalues,workouttheconsequencesofthosevalues,anddecideforthemselveswhattheywillorwillnotaccept.Itprovidesstudentswithlearningexperiencesthatwillhelpthemidentifysomeofthefundamentalvaluepositionsofsocietyandhowthesearose.Alloftheactivitiesinthismodulerequirethatthelearningenvironmentbesafeandthatstudentsfeelcomfortabletalkingaboutdifference.Greatcaremustbetakentoensurethattheactivitiesdescribedarenotusedtoreinforcestereotypes,tomakefunoforbelittleindividualsandgroupsortomakepeoplefeelunsafe.Byexaminingcontroversialissues,studentshavetheopportunitytoapplyconceptsandhigherorderthinkingskillsinorganizing,interpreting,andcommunicatingvaluepositionsandexpressanddefendthemmeaningfullyinopendialogue.

Teachersmaychoosetoworkthroughsome,all,ornoneofthematerialinthisresource.Thematerialshouldbeseenasanopportunitytoindividualizeinstructionforstudentswithdifferentlevelsofabilityandmotivation.Adaptationstolessonsarebasedontheunderstandingthatstudentslearnindifferingwaysandatdifferingrates.Theselessonsallowinstructionalapproachestobemodifiedtoaccommodatethevaryingneedsfoundintheclassroom.

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PREVIEWsocial studies curriculuM outcoMes and indicators

social stUdies cUrricUlUM oUtcoMes and indicators

SS6–DynamicRelationsDR6.4 Relate contemporary issues to their historical origins in Canada and a selection of countries

bordering the Atlantic Ocean. b)AnalyzethehistoricaloriginsofacurrentissueaffectingyouthinCanadaandaselectionofcountriesbordering

theAtlanticOceanbytracingtheevolutionoftheissueovertime(e.g.,slavery,colonization,migration,and

indigenouspeoples’relationshipswithcolonizingpeoples).

SS6–Power&AuthorityPA6.1 Examine the relationship between an individual’s power and authority and the power and

authority of others. (All of the indicators apply though more deliberately indicators e and f.)

PA6.2 Analyze the distribution of power and privilege in Canada and a selection of countries bordering the Atlantic Ocean.

b)SuggestreasonsforanyeconomicdifferencesamongtheregionsinCanadaandaselectionofcountries

borderingtheAtlanticOcean,andspeculateontheeffectsofthosedifferences.

c) Investigatetheconceptofwhiteprivilege,andassessthedegreetowhichitexistswithinCanadaandaselection

ofcountriesborderingtheAtlanticOcean.

d)IdentifythepersonalandsocietalimpactofwhiteprivilegeonindividualsandgroupswithinCanadaanda

selectionofcountriesborderingtheAtlanticOcean.

PA6.3 Explore examples and explain how people, such as ethnic minority groups, the disabled, youth, and the elderly, may be affected by injustice or abuses of power. (All of the indicators apply.)

SS7–Power&AuthorityPA7.1 Compare the sources of power for individuals, nations, and regions in a selection of Pacific

Rim and circumpolar countries. (All of the indicators apply.)

SS9–Power&AuthorityPA9.3 Assess the relationship of the natural environment in the development of a society. g)Analyzetheeffectsofcolonization,territorialexpansion,andempire-buildingonthenaturalenvironment.

SS10–SocialOrganizationsUnit 1: Political Decision Making Decisionmakingisaninescapablepartoflife.Makingdecisionsandcarryingthemoutinvolvestheuseofpower.

Learningtousepowerisacriticallifeskillbecausewehavetoknowhowtogetthethingswewantwithout

makingitimpossibletolivewithothers.Democraticsocietieshavecreatedsocialorganizations,whichencourage

peopletousetheskillsofbargaining,compromise,andconciliationtoworkouttheirrelationships.Forafree

societytoworkwell,individualsneedtodevelopthesepoliticalskillsandusethemeffectively.Inthisunitstudents

areintroducedtothebasicdecisionmakingorganizationsofsocietysothattheycanbetterunderstandanduse

themascitizensofademocracy.



ValuesWhatarelegitimateconstraintsonhumanbehaviour?Shouldtherightsoftheindividualorthegrouphavethehigherpriority?Whatareasoflifeareappropriateforsocietytocontrol,throughnormsandsanctions?

Onwhatbasisshouldgroupsbeawardedpowerwithinthesocialcontract?Shouldmenandwomenbegiventhe

sameaccesstopowerandprivileges?Isthegreatestgoodforthegreatestnumberthefundamentalvalueonwhich

tobasedecisionmakinginademocracy?

EqualityKnowthatequalityisthestateofbeingequalindignity,privileges,power,responsibility,etc.withothersinsociety.

HierarchyKnowthathierarchyisanysystemofpeoplerankedintolevelsinwhichthehigherlevelshavemoredignity,privilege,power,responsibility,etc.thandopeopleinthelowerlevels.

PowerKnowthatpoweristheabilitytomakeandcarryoutdecisions.Knowthatthesourcesofpowerareunequallydistributedamongthepeopleofsociety.Knowthatindividualsandgroupswithinsocietyconcentrateon

gainingandusingpowerfortheirbenefit.Knowthatpowerhasbeenusedinwaysthatabusetherightsofother

people.

Unit 3: Decision Making Decisionmakinginvolvesdecidingwhatisimportantandworthwhileandwhatisnot.Thiscanonlybedonewhen

thereissomebasisformakingthesejudgments.Overtimepeopledeveloppatternsofbasicbeliefsaboutavariety

ofissues.Thesepatternsofbeliefsareideologies,andtheybecomethebasisfordecidingwhatisimportantand

worthwhileindecisionmaking.

ParadigmsKnowthatparadigmsarepatternsofideas,beliefs,andvaluesselectedoutofalargerworldview.Theseideas,beliefs,andvaluesactascriteriafordecisionmaking.

PowerKnowthatpoweristheabilitytomakeandcarryoutdecisions.

SS20–WorldIssuesUnit 1: Human Rights “FirsttheycamefortheJews,butIdidnothingbecauseI’mnotaJew.Thentheycameforthesocialists,butIdid

nothingbecauseI’mnotasocialist.ThentheycamefortheCatholics,butIdidnothingbecauseI’mnotaCatholic.

Finally,theycameforme,butbythentherewasnoonelefttohelpme”(MartinNiemöller,post-warGermany).

Source:https://www.quotetab.com/quote/by-martin-niemoller/first-they-arrested-the-communists-but-i-was-not-a-communist-so-i-did-nothing#2aRKc2HI228t90DK.97

Manytimespeoplehavepledgedthattheworldmustneveragainbeallowedtoreachastatewherehuman

rightscanonlybeprotectedthroughwar.Protectionofhumanrightsrequiresconstantvigilanceandrenewal.

Unlesseverygenerationrenewsitscommitmenttohumanrights,thesocialpoweroftheserightswilldecline.The

consequenceofaweakenedhumanrightscodegivessomegroupswithinsocietypermissiontobearbitraryand

irresponsible.Thecosttosocietyissocialdivisionandinjustice.

World IssuesKnowthatatthistime,thereareanumberofissuesthatareglobalinnaturebothintheircapacitytoaffectglobalenvironmentsandinthesolutionstocorrectthem.

Human Rightsareclaimsforrecognitionbyanindividualthattakeprecedenceoverotherclaimsandwhichotherindividuals,groups,andsocietiesaredutyboundtorecognize.Knowthattheconceptofhumanrightshasa

numberofcriticalattributes:

- Universality:Knowthathumanrightsareuniversalandassuchapplytoeveryoneregardlessofnationality,race,religion,politicalbeliefs,age,orgender.

- Morality:Knowthathumanrightsarenotsimplydemandsforrights;theyinvolveamoralentitlementtotherightinquestionwhichotherindividualsandsocietymusthonour.



- Humanity:Knowthatthemoralbasisforhumanrightsisthehumanityandinherentdignityoftheindividual. - Obligations: Knowthatahumanrightsclaimby(an)individual(s)mean(s)thatasetofresponsibilitiesand

obligationsonthedutybearer(s)comeintoplaygoverningthekindsofinteractionsthatcanoccurwithinaparticularsituation.

- Privilege: Knowthatprivilegesareaspecialrightthatmaybeearnedorgiventoanindividualoragroupasafavourorconcessionthatcanbetakenawayforsomereason.Knowthatprivilegescannotbeequatedwithhumanrightsbecause,morally,andethically,humanrightscanneitherbetakenfromnorsurrenderedbytheindividual.

-Knowthatthedeclaration of human rightswasseenasasystemofimpartialcriteriaisnotjustalistofrights,butis,rather,amutuallysupportingsystemofcomplementaryrights.

Racewasanimportantconsiderationinslaverysinceitwasbelievedthatcertaingroups(races)deservedtreatmentdifferentfromothergroupsofpeople.

Racism Knowthatinsocietieswheretheemotionalclimatepreventsadialecticandfostersparanoiaandscapegoating,racismcanbeperceivedasareasonableexplanationfortheproblemsfacingsociety.Knowthatthedialecticalprocessiscriticalinallowinganalternativeviewpointtobeexpressedasawayofcontrollingandcorrectingthinkingwhichisillogicalorbasedonfalseassumptions.

RightKnowthatarightisaclaimwhichhasaspecialforcethatoverridesotherclaimsbasedonprivilege,socialandeconomicagreements,orlegalandpoliticalagreements.

Paradigm Shift Knowthatwithinanysocietythereareindividualsandgroupsthatdonotfullyaccepttheideas,values,andbeliefsofthedominantparadigmanditsunderlyingmoralvision.Knowthatwithinsocietytherewillbeaconflictbetweenthedifferentparadigmsvyingforacceptanceandcontrolofsociety’sagenda.

DiscriminationKnowthatdiscriminationistheinequitabletreatmentofonegroupbyanothergrouporindividualwhousuallyhaspowerandadvantages.Thegrouporindividualusesitspowertodiscriminateinordertomaintainorincreaseitspowerandadvantage.Knowthattheconceptofdiscriminationhasanumberofcriticalattributes:

- Racism:Knowthatracismisthebeliefthatpeoplecanbecategorizedintodifferentgroupsaccordingtocertaincharacteristicssuchasskincolourandthatthesecharacteristicswilldeterminehowpeoplewillbehaveandwhethertheywillbemorallygoodorbad.

- Sexism:Knowthatsexismisthebeliefthatindividualsshouldbeassignedspecificrolesinsocietybasedontheirgender,thatmenandwomenarenotequal,thatlawsshouldtreatmenandwomendifferently,andthatitisnaturaltodiscriminateonthebasisofsex.

- Prejudice: Knowthataprejudiceisanattitudeorbelief(oftennegative)towardagrouporpersonwhichisthoughtlesslyaccepted(learnedbysomeonewhoeitherrefusestofindoutwhethertheattitudeisjustifiedorrefusestoacceptlegitimatecontraryevidence).

EmpowermentKnowthatempowermentseesthesharingofpoweraswayofincreasingthepowerofeveryonewithinsociety.Knowthatempowermentbeginswiththeacceptanceofothersasbeingworthyandequaltooneself.

Unit 4: Wealth and Poverty Thisunitintroducesstudentstotheconceptofthepersonalwell-beingofpeople.Theunitbeginsbydefining

personalwell-beingandthenexaminesvariousperceptionsofit:thetechnologicalworldview,theindigenousworldview,andthetraditional,feudalview.Studentsaregivenopportunitiestodiscussandevaluateissuesandproblemsinchangingtheeconomicorganizationofsociety.

RacismKnowthatracismisthefalsenotionthatracialdifferencesamongpeopleareacauseforsocialdifferences.Knowthatracismisarationalizationusedtojustifypolitical,social,andeconomicdiscriminationagainstagroupofpeople.

Sexism Knowthatsexismisarationalizationwhichdiscriminatesagainstwomenbasedonthefalsenotionthatsexualdifferencesareacauseforcreatingdifferentsocialexpectationsandrewardsforwomenandmen.



SS30–CanadianStudiesUnit 1: Change Changemeansmakingchoicesandthatmeansevaluatingthealternativesavailabletocometoaconsidered

judgmentaboutthebestchoice.

WorldviewKnowthataworldviewisadescriptionofrealityproviding“naturalandbelievable”knowledgewhichisgenerallyacceptedbymembersofaculturalgroup,becauseitmeetstheirneeds,createsorderandcoherence,

andprovidesabasisforpredictions.

Unit 2: Economic Development ThisunitisadiscussionoftherelationshipsthatexistamongthegeographyofCanada,thepeopleofCanada,and

thepeople’sstandardofliving.Thethreefactorsareinterrelatedsothatchangestoonefactorresultsinchangesto

theothers.

Decision Making-decisionmakingisaffectedby:thelimitationsandpossibilitiesoftheenvironment;economicswithitscostsandbenefits;and,culturewithitsvalues,beliefs,andideas.

Globalization-theprocessofinternationalintegrationarisingfromtheinterchangeofworldviews,products,ideas,andotheraspectsofculture.Furthermore,advancesincommunicationandtransportationtechnologyhave

madeitpossibletoproducegoodsonaglobalbasis.

Source:https://en.wikipedia.org/wiki/Globalization.

Unit 3: Culture Inthisunitstudentswillreflectonwhatitmeanstobeacitizeninademocraticsociety,andwhatitmeanswhen

citizenshipisconferreduponanimmigrantbyademocraticstate.Finally,studentswillbeaskedtoconsiderthe

implicationsofculturalchangeonademocraticstate.

Citizenshipineffect,isacontractbetweentheindividualandthestateinwhichtherightsanddutiesofbotharedefined.

Identity-thefeelingofbeingamemberofagroupthathascertaincharacteristics.However,identityshouldnotpresupposeafeelingofsuperiorityoverthosewithadifferentidentity.

Cultural Dominance-thebeliefthatcertainculturesaresuperiorandhavetheresponsibilitytoeliminate“inferiorcultures.”

Marginalization-aformofrejectioninwhichtheindividualisdeniedtheopportunitytoplayasignificantroleorhaveaplaceintheaffairsofadominantgroup.

Cultural Diversity“...culturaldiversityispossiblewhenindividualsaccept,acknowledgeandvaluethedifferentwaysinwhichpeopleinteractandliveintheworld.Culturaldiversityisbasedonanunderstandingthatevenif

peoplehaveculturaldifferences,theydesirethesamethings:acceptance,well-being,security,esteemandequity.”

Source:https://www.reference.com/world-view/cultural-diversity-ab9b7e77749b48dd

Unit 4: Governance Apluralistic,culturallydiverse,regionalnationisdifficulttogovern.Becauseoftheproblemsrelatedtoregionality,

Canadianshavealwaysbeenconcernedaboutidentity,unity,andtheinfluenceofAmericanculture.

Justice Knowthatdifferentconceptionsofjusticeexist.Theseinclude:justiceisconcernedwithmaintaininglawandorderinwaysthatareconsistentwithaparticularsociety’sdefinition(criteria)offairnessandrightness;justice

istheprocessofprotectingwhatindividualshaveaccumulatedwithinacceptedrulesofconduct;and,socialjustice

isthepartialequalizationofwealthandincomeinordertoachieveanacceptablerangeinstandardofliving.



Unit 5: Globalization StudentswillstudytheinternationalcommunityinitscurrentcontextandthechoicesCanadianforeignpolicy

makersface.TheywillbeintroducedtotheideathatCanadianshavetodeterminewhatisimportanttothem

andtheprotectionofthewell-beingofitspeopleandsociety.StudentswillexaminehowCanadianscanprotect

theircultureandwayoflifeinaveryhomogenizingworldandstillremainactiveininternationaltradeandpolitics.

Finally,theywillrealizethatthisinvolvesaninteractionthatCanadianswillhavetoevaluatecarefully.

Development-theprosperityofnationsdependsuponamoderninfrastructureofagriculture,industry,transportation,education,health,andgovernment.

Colonization-amethodofabsorbingandassimilatingoriginalpeoplesintothecultureofaforcefulinvadingpower.Thisprocessattemptstoandmanytimesdestroysanyremnantsoftheculturestheinvadingpowerseesasa

threat.Rulesandregulationsarecreatedandimposedtomakesureoriginalpeople’sculturesareerased.

Decolonization-theprocessofbecomingfreefromcolonialstatus.ItisanimportantprocesstopeopleandinSaskatchewanandCanadaforIndigenousPeoplesinparticular.ThereturntoIndigenousbeinganddoingistheact

ofdecolonization.ItensuresthatIndigenousPeoplesmakechangesinthewaytheyliveandgovernthemselves.

-Decolonizationincludesthere-evaluationofpolitical,social,economicandjudicialstructures.Itneedstoreflect

Indigenoussocialandlegalcultureandnotthoseimposedthroughcolonialism.IndigenousPeoplesaretheones

whomuststructureandguidethedecolonizationprocess.

Source:SueDeranger,YouthLeadershipWorkshopFacilitationGuide,2017.Multicultural Council of Saskatchewan.P.20.

-Decolonizationisasmuchaprocessasagoal.Itrequiresaprofoundre-centringofIndigenousworldviewsinour

movementsforpoliticalliberation,socialtransformation,renewedculturalkinships,andthedevelopmentofan

economicsystemthatservesratherthanthreatensourcollectivelifeonthisplanet.AsstatedbyToronto-based

activistSyedHussan“Decolonizationisadramaticre-imaginingofrelationshipswithland,peopleandthestate.

Muchofthisrequiresstudy,itrequiresconversation,itisapractice,itisanunlearning.”

Source:http://www.coloursofresistance.org/769/moving-beyond-a-politics-of-solidarity-towards-a-practice-of-decolonization/

Historically,inthedecadesfollowingWorldWarII,manycolonialnationsfoundthat:thenineteenth-century

colonialempireswerenolongerabletomaintaintheircontrol;theirpeoplewerecaughtupinpowerfulfeelingsof

nationalismthatdemandedself-determination;and,oneortheotherofthesuperpowerswaspreparedtosupport

theirindependenceinreturnforloyaltytoaparticularideology.

note: This module may cover outcomes and indicators of other subject areas.

Assessment and Evaluation:Formativeandsummativeassessmenttoolsareemployedinthismoduletobothmonitorandevaluatestudentlearning.The

Exit/EntranceSlipstrategyisaninformalassessmentmethodwhichhelpsbotheducatorsdifferentiatetheirlessons,andhelps

studentsprocess,reflecton,andexpresstheirthoughtsaboutinformationlearned.

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Creating Positive Spaces through Anti-oppressive Practices

Aglobalclassroomstartshere!Usethefollowingactivitiestofosteraclassroomclimateoftrustandrespectamong

learnersandtobuildafoundationthatsupportsandenhancesfuturelearning.Forstudentstoengagewithand

seriouslyconsiderconceptsthataredesignedtoreduceprejudice,unlearnstereotypesandpreventdiscrimination,

schoolsandclassroomsmusthavepoliciesinplacethatspecificallyproposerespect,fairness,andhonouring

differences.

In your classroom or school, design your own anti-oppressive anti-racist policy. Follow the brainstorming process

outlined in this lesson to create your criteria.

Curriculum Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

What You’ll Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Before Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

•GroupNorms

During Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

•SameandDifferentActivity

After Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

•Debrief

•ExitSlip

•FormativeAssessment

1


1 creating Positive sPaces through anti-oPPressive Practices

social stUdies oUtcoMes and indicators in lesson 1

SS6–Power&AuthorityPA6.1 Examine the relationship between an individual’s power and authority and the power and

authority of others. (All of the indicators apply though more deliberately indicators e and f.)

what yoU’ll need •flipchartpaper•markers•Journalsand/orpaper

before activities

GroupNorms1 . Introduce students to the concept of group norms, or in other words, classroom rights and

responsibilities . Inordertofacilitatethebestlearningenvironmentforeveryone,individuallybrainstormwhatsortofthings

wouldbeimportanttoconsiderincreatingandensuringapositive/safespaceforlearning?Oncestudents

haveafewideaslistedaskthemtosharethemwiththewholegroup.

2 . Brainstorm what it means to treat people fairly and with respect . Someoftheattributesandcharacteristicsoffairplayandrespectputforwardbystudentsmaybe:

Active listening. Wait your turn. Share resources. Be open-minded. Don’t prejudge. Listen before talking.

Do not use words that hurt. No name calling. Be courteous.

3 . Additionally, students should brainstorm their rights as students and the corresponding responsibility .

•Ihavetherighttolearn;itismyresponsibilitytohelpmyselfandmyclassmateslearnandnotinterferewith

thelearningofothers.

•Ihavetherighttohearandtobeheard;itismyresponsibilitytocommunicateandlistentoothersandnot

interruptwhenothersarespeaking.

•Ihavetherighttobetreatedandreferredtowithrespectwhenothersarespeaking.

•Ihavetherighttobetreatedwithrespect;itismyresponsibilitytotreatmyselfandotherswithrespect.

•Ihavetherighttobesafefromphysicalandverbalviolence;itismyresponsibilitytokeepsafeandnotto

physicallyorverballyhurtanyone.

•Ihavetherighttobedifferentandtobetreatedfairly;itismyresponsibilitytohonourdifferencesandto

treatpeoplefairly.

understanding power and...

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