Attawapiskat gets a new school - A Christmas gift of hope - HOLOCAUST EDUCATION USING OUR BRAINS GREENING SCHOOLS MAY DAY
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F O R U M
E D U C A T I O N
Attawapiskat
gets a new school
A Christmas gift of hope
HOLOCAUST EDUCATION • USING OUR BRAINS • GREENING SCHOOLS • MAY DAY
WHY RACE WHEN YOU’RE AHEAD.
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Winter 2010, Vol. 36, Issue 1
Contents
Photo: Liam sharp
16 Columns Features Departments
9 A breath of fresh air 16 Attawapiskat gets 4 Openers/Mot de l’éditrice
A European model for greening a new school By/par Wendy Anes Hirschegger
Ontario’s schools A Christmas gift of hope
By Judith Robinson By Colleen Canon 7 Letters
11 Holocaust education 22 United we stand/ 34 Stills
Reaching students through a L’union fait notre force By Mike Caldwell
survivor’s account By/par Randy Banderob and
By Kerra Gardner David Roberts 36 Beyond the classroom
By Ronda Allan
13 The classroom as “think tank” 26 Using our brains to
Why teaching critical thinking is enhance learning 40 Forum picks
essential in public education Overcoming the roadblocks
By Karne Kozolanka By William W. Dodd 45 Last word/Mot de la fin
By/par Ken Coran
30 Chile’s Pedagogical Movement
Project/Projet mouvement
pédagogique au Chili
By/par Larry Kuehn
Editor Wendy Anes Hirschegger Managing Editor Ronda Allan Traffic Co-ordinator Audrey Bourque Copy Editor Dawn Martin Translation Diane Saint-Pierre Art Direction and
Design Fresh Art & Design Inc. Cover Liam Sharp Editorial Submissions Unsolicited manuscripts, photographs, artwork, and materials sent on speculation should include ample
postage on a self-addressed, stamped envelope Member Canadian Educational Press Association; Education Forum (ISSN 0840-9269) is indexed in the Canadian Education
Index and available online in the Canadian Business & Current Affairs Database from Micromedia Ltd., 20 Victoria Street, Toronto, Ontario M5C 2N8. Tel. 416-362-5211 Pub-
lisher Ontario Secondary School Teachers’ Federation/Fédération des enseignantes-enseignants des écoles secondaires de l’Ontario, www.osstf.on.ca. Published tri-annually.
Advertising rates listed in CARD, on osstf/FEESO’s website www.osstf.on.ca or available upon request Business Manager Wendy Bolt Sales Director Renate M. Brandon
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screened as carefully as possible, acceptance of an advertisement does not imply OSSTF/FEESO endorsement of the product or service. Advertising contracts are subject to
cancellation upon receipt of complaints from members Subscription Rates One school or calendar year (3 issues): $15. Outside Canada: $20. Single issues: $5. Back issues:
$6 Postmaster Return undelivered copies to 60 Mobile Drive, Toronto, Ontario M4A 2P3. Canadian Publications Mail Product Sales Agreement No. 40012523. Submissions
Education Forum, 60 Mobile Drive, Toronto, Ontario M4A 2P3. Tel. 416-751-8300, Toll free 1-800-267-7867; allanr@osstf.on.ca
Printed in Canada by union labour.
EDUCATION FORUM 3
Openers by Wendy Anes Hirscheg ger
Public education = public good
The underpinnings of a thoughtful, civil society
In
her message in the document The article “The classroom as ‘think nity is not always understood by our
Realizing the Promise of Diversi- tank’” by Karne Kozolanka reviews own members, let alone by the general
ty: Ontario’s Equity and Inclusive Critical Lessons: What Our Schools Should public. In this issue, we present two ar-
Education Strategy, Kathleen Wynne, Teach, a recent book by Nel Noddings. ticles that give valuable insights into ac-
then the Minister of Education, wrote, Noddings asserts that the classroom is tivities, past and present, at home and
“Our schools need to help students de- a critical venue where students should around the world. “United we stand,” ex-
velop into highly skilled, knowledge- wrestle with the important questions plains the origins of International Work-
able, and caring citizens who can con- facing society today in order to become ers’ Day, or May Day as it is popularly
tribute to both a strong economy and a critical thinkers and caring individuals. known, and why it is significant to the
cohesive society.” Each of the three books featured in labour movement and the improvement
OSSTF/FEESO shares these objec- our Forum Picks section offers insights of the working lives of all people, not
tives for public education. Several of just union members. “Chile’s Pedagogi-
our policies encompass these goals, and cal Movement Project” describes why
in fact, even our Bylaws include the fol- Chile’s teachers’ organization is working
lowing statement: “A member of OSSTF …members are modeling hard to “revive civil society and a sense
shall recognize the supreme importance of the right to participate after the many
of effective learning and teaching in the
effective learning years of dictatorship.” We can put our
continuing development of students as and compassionate own situations into perspective by read-
individuals and citizens.” ing about other countries where educa-
This issue of Education Forum pro- citizenship in their tors are sometimes targeted because they
vides numerous examples of how our teach students how to be critical thinkers
members are modeling effective learning work lives and in and to value democracy.
and compassionate citizenship in their In a somewhat different vein, frequent
work lives and in their interactions with their interactions with contributor Judith Robinson brings us
students, and of why caring about the “A breath of fresh air,” an article ex-
public good is important to society. students…caring about plaining how Ontario schools could
The cover story by Colleen Canon, be “greened” following the European
“Attawapiskat gets a new school,” tells
the public good is model, where schools’ ventilation and
of how three committees in District 11, important to society lighting systems are being upgraded to
Thames Valley, worked together on sev- ensure that students have an optimal
eral initiatives to raise awareness of the learning environment.
plight of school children in Attawapiskat Finally, William Dodd’s article “Us-
who had been without a school since and ideas into encouraging our students ing our brains to enhance learning” ex-
2000. Their voices were not being heard to become thoughtful caring people. plains that “with basic knowledge from
by the federal government until their In particular, The World Needs Your cognitive science, teachers can help
plea was amplified by many thousands of Kid: How to raise children who care and students to improve their learning and
other voices across the country. contribute, by Marc Kielburger, Craig studying skills, and enhance their intel-
Kerra Gardner’s article “Holocaust Kielburger and Shelley Page, written spe- lectual performance.” He outlines some
education” shares her experience with a cifically for parents, “supports the idea common roadblocks to learning and to
documentary film project spearheaded that it is through fostering awareness and remembering and what educators can do
by Carleton University. In the film, Ho- thinking more critically about society to help students overcome them.
locaust survivors relate their experiences that we can help our children identify As always, we hope that you will find
to students so that these personal histo- ways to—and moreover want to—better something in this issue to reflect upon
ries will not be lost over time when those our world by the choices they make.” and to enrich your own life and work,
survivors are no longer with us to tell The importance of being part of a and those of the students with whom
their stories in person. union and the broader labour commu- you interact.
4 Winter 2010
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M o t d e l ’é d i t r i c e par Wendy Anes Hirscheg ger
Éducation publique = bien public
Les piliers d’une société civile prévenante
D
ans le message qu’elle nous adresse les survivants de l’holocauste racontent internationale des travailleurs, plus com
dans le document intitulé « Com- leur propre histoire aux élèves pour qu’elle munément appelée « fête du Travail »,
ment tirer parti de la diversité : ne soit pas oubliée lorsque ces personnes et les raisons pour lesquelles elle est
Stratégie ontarienne d’équité et d’éducation ne seront plus là pour nous les raconter importante dans le mouvement ouvrier
inclusive », Kathleen Wynne, alors minis- de vive voix. et l’amélioration de la vie professionnelle
tre de l’Éducation, déclare : « Nos écoles L’article intitulé « The classroom as de tout un chacun, et non pas seulement
doivent aider les élèves à devenir des citoy- ‘think-tank’», signé par Karne Kozolanka, des membres du syndicat. Qui plus est,
ennes et citoyens bien formés, instruits est une analyse de l’ouvrage récent intitulé le « projet de mouvement pédagogique
et bienveillants qui peuvent contribuer « Critical Lessons: What Our Schools Should du Chili » décrit les raisons pour
à une économie vigoureuse et à une so- Teach » de Nel Noddings dans lequel lesquelles le syndicat des enseignantes
ciété cohésive. » l’auteure soutient que la salle de classe et des enseignants chiliens s’efforce de
En termes d’éducation publique, est un lieu essentiel où les élèves doivent « ranimer la société civile et de redonner
OSSTF/FEESO a les mêmes objectifs. s’attaquer aux questions importantes de la un sens au droit de participation après
Plusieurs de nos politiques les englobent, société actuelle pour devenir des penseurs les longues années de dictature. » Nous
et nos règlements comprennent même critiques et des personnes altruistes. pouvons mettre notre propre situation
l’énoncé suivant : « Un membre d’OSSTF/ Chacun des trois ouvrages présentés à en perspective en lisant ces articles sur
FEESO reconnaîtra l’importance su- la section « Forum Picks » donne des con- d’autres pays où les agents d’éducation
prême d’un apprentissage et d’un ensei- seils et des idées sur les moyens de pousser sont parfois pris pour cible parce qu’ils
gnement efficaces pour le développement enseignent aux élèves à être des penseurs
continu des élèves en tant qu’individus « …nos membres critiques et à apprécier la démocratie.
et citoyens. » Dans un registre quelque peu dif-
Ce numéro d’Education Forum fournit modèlent un férent, Judith Robinson, qui contribue
de nombreux exemples de la manière dont souvent à notre magazine, nous apporte
nos membres modèlent un apprentissage apprentissage efficace… » « un souffle d’air frais » dans son article
efficace et des citoyens soucieux des autres qui explique comment « mettre au vert »
dans leur vie professionnelle et dans leurs les élèves à devenir des personnes plus al- les écoles ontariennes en suivant le modèle
interactions avec les élèves, tout comme il truistes. En particulier, l’ouvrage intitulé européen qui tente de faire en sorte que
explique pourquoi il est important de se « The World Needs Your Kid: How to raise les écoles soient dotées de systèmes de
soucier du bien public pour la société. children who care and contribute » de Marc ventilation et d’éclairage efficaces pour
L’article-vedette de Colleen Canon, Kielburger et Craig Kielburger, en col- optimiser le milieu d’apprentissage.
intitulé « Attawapiskat gets a new school », laboration avec Shelley Page, qui est écrit Enfin, l’article de William Dodd inti-
raconte comment trois des comités du spécifiquement pour les parents, « sou- tulé « Using our brains to enhance learning »
District 11, Thames Valley, ont collaboré tient l’idée qu’en favorisant une meilleure explique qu’avec des connaissances de base
à plusieurs initiatives visant à faire pren- prise de conscience et en réfléchissant de des sciences cognitives, les enseignants
dre conscience de la situation critique manière plus critique à la société, nous peuvent aider les élèves à améliorer leurs
des élèves d’Attawapiskat qui n’ont plus pouvons aider nos enfants à imaginer des techniques d’apprentissage et d’étude et
d’école depuis l’an 2000 et dont les moyens d’améliorer notre monde par les leurs performances intellectuelles. L’auteur
revendications n’ont été entendues par le choix qu’ils font et surtout veulent faire. » met en avant certains obstacles courants à
gouvernement fédéral que lorsqu’elles ont L’importance d’appartenir à un l’apprentissage et à la mémorisation et les
été relayées par des milliers d’autres voix syndicat et au monde du travail au sens moyens par lesquels les agents d’éducation
de part et d’autre du pays. large n’est pas toujours comprise par nos peuvent aider les élèves à les franchir.
L’article de Kerra Gardner intitulé propres membres délaissés par le grand Comme toujours, nous espérons que
« Holocaust education » décrit l’expérience public. Ce numéro comprend donc deux vous trouverez dans ce numéro des oc-
qu’elle a vécue lors de la réalisation d’un articles contenant des idées précieuses à ce casions de réfléchir et d’enrichir votre vie
projet de documentaire sous la houlette sujet. L’article intitulé « L’union fait notre personnelle et professionnelle, ainsi que
de l’Université Carleton et grâce auquel force » explique les origines de la Journée celle des élèves avec qui vous travaillez.
6 Winter 2010
Letters Thank you
In praise of trades which mandates design and technology were incredibly pleased to see OSSTF/
I have not yet read Matthew B. Crawford’s within the National curriculum. FEESO show such interest in the Dead
book Shop Class as Soul Craft: An Inquiry Formal and informal learning ac- Sea Scrolls. Overall, it’s a fine issue.
into the Value of Work, but wholeheartedly quired at school or at home, in such David Orenstein
agree that the closing of Timothy Eaton hands-on pursuits as cooking healthy District 12, Toronto
B.T.I. was a mistake (“In praise of trades,” foods and enhancing one’s home environ-
Education Forum, Fall 2009). I retired ment, have been discounted as irrelevant The Luddites were right
from that school. It was a very special by the generations who were educated for I read with great interest the essay en-
school that taught me that there needs to a consumer society. In the last century, titled “The Luddites were right” (Educa-
be an eclectic balance between academics subjects such as home economics (sewing tion Forum, Fall 2009) and I even con-
and shop classes. and cooking), art and music, physical ed- sidered seeking permission to use this
I believe that the school’s demise was ucation, industrial arts and manual train- piece with a senior English class, because
a result of political fallout in an attempt ing were introduced to schools across the the essay addresses key issues related to
to save money, thereby helping to destroy industrialized world as part of the arts and education in the present century. Then
a culture of education that contributes to crafts movement. A creative, self-reliant I arrived at the conclusion, which says,
the varied learning abilities of all Can- population was seen as a necessary step “the Internet, the most powerful research
adian students. in the development of a civilized society. tool we have ever built, is actually 70 per
Art Jaszczyk cent pornography in content.” This
District 12, Toronto kind of assertion has its roots in a
1995 article by Martin Rimm in
I have to thank you for the fabulous the Georgetown Law Review Jour-
Fall 2009 issue of Education Forum In praise
of trades
nal. This article received attention
that just arrived. I immediately read Rewarding career choices worthy of consideration
By Wendy Anes Hirschegger
from Time magazine and many
“In praise of trades”—a great and One of my fond memories of grade 7 and 8 is that of our regular, though infrequent,
trips to a neighbouring elementary school to take advantage of the shop and home ec
facilities. These were lacking at my home school, so we all walked over; the boys were
hustled off to experience industrial arts and the girls were taught how to use sewing
machines and how to cook. Because my mom was a sewer, I was already familiar
other media and political sources,
thoughtful piece. I will forward it but its claims were quickly and
with using sewing machines and so I loved that part of grade 7 and 8. That was the
early 1970’s.
Similarly, my younger brothers also had industrial arts experiences and en-
joyed taking woodworking classes throughout high school. The coffee table in my
parents’ family room was made by the elder of my two brothers as his grade 12
major project, and my youngest brother made his own dresser for his bedroom.
When I got married, I had no idea what a great deal I was getting. My hus-
to our Apprenticeship Committee, utterly refuted, and Time even
band had had similar experiences in high school, and so he too has a good ba-
sic knowledge of a variety of technology areas—he can do basic car mainte-
nance, construction, wiring, plumbing and cabinetry. In fact, now that Joe has a
very well-equipped shop in the basement, I have been the happy recipient of the
occasional new piece of furniture—a sideboard for the kitchen and a beautiful
which has just produced a series of published a retraction.
fact sheets on Apprenticeship that are One cannot easily say how
available in both French and Eng- much of the Internet is porno-
lish on our website at www.ofl.ca. Matthew Crawford (Shop Class as Soul graphic. For example, a Google search on
Pam Frache Craft: An Inquiry into the Value of Work) the word ‘sex’ would naturally hit sites of
Education Director seems to suggest these qualities are still a pornographic nature—along with sites
Ontario Federation of Labour needed in society and could redefine the dealing with sex-role stereotyping, sexual
“knowledge economy” to include all citi- harassment and sexual dimorphism in
Compliments for “In praise of trades” and zens, rather than just a few. mud shrimp. Person-to-person sharing of
Paul Finkelstein’s “The screaming avo- Sara McKitrick erotic and pornographic material cannot
cado café,” (Education Forum, Fall 2009). Coordinator, Technological Studies be tracked at all. Some current estimates
The two articles are complementary and Ontario Institute for Studies in Education suggest perhaps 12 per cent of all sites are
make a strong argument for re-examin- pornographic in nature; certainly, it is far
ing the purpose of education, from JK Resurrection of the Dead Sea Scrolls less than half. This information can be
to grade 12, if we are to prepare citizens The Fall 2009 issue of Education Forum easily discovered.
for life-long learning in a “knowledge came out while I was attending sessions I don’t need to indicate the irony that
economy.” Perhaps it is time to exam- of a stellar conference on the Dead Sea an essay decrying our students’ lack of re-
ine the impact of removing design and Scrolls at UofT. I was especially proud search skills ends with such a statement.
technology and family studies programs to be able to give copies to some of the J.D. DeLuzio
from grades 7 and 8 and look at the UK, world’s greatest Bible scholars, who District 11, Thames Valley
EDUCATION FORUM 7
New resource available from OSSTF/FEESO:
Creating Spaces: Embedding Equity in Education
Teaching Materials * Assessment Rubrics * Integrated CD
Creating Spaces: Embedding Equity in Education is the Creating Spaces: Embedding Equity in Education is
newest valuable resource created by and written for organized into seven stand-alone chapters focusing
OSSTF/FEESO members. Our newest resource promotes on the following issues: sexual orientation and homo-
awareness that every education worker and every student negativity; low socio-economic status and academic
has something valuable and equally important to share. achievement; sexual harassment, gender identity and
More importantly, Creating Spaces will provide the reader gender violence; students with physical, emotional and
with insights into the inequity that exist on many levels intellectual disabilities; aboriginal communities and
within our educational settings. respect for indigenous ways of knowing; visible minorities
and racism; and minority stereotyping.
We, as classroom teachers and educational workers, must
recognize, address and overcome the barriers which exist Designed for a variety of subjects including:
particularly for marginalized groups and individuals. This Family Studies, Civics, English, Physical Education, Native
resource will provide school staff with practical tools for Studies, History, and Social Sciences.
learning. Intended to provide activities and instructional
materials, this resource will be a valuable addition to have For more information contact OSSTF/FEESO at
when working towards the goals of inclusive education. 416-751-8300 or 800-267-7867.
To order any of our Resource Books, go to
www.osstf.on.ca/resourcebooks
Going green by Judith Robinson
A breath of fresh air
A European model for greening Ontario’s schools
audits of their schools, and some of
the suggested strategies are already be-
ing implemented. Other incentives are
also currently being offered to school
boards through the Ontario Power
Authority, Natural Resources Canada
ecoENERGY and the Government of
Canada’s Incentive for Renewable En-
ergy, to name just a few. None of these
will be enough to bring schools com-
pletely up to scratch, but they can make
a significant contribution to the overall
school environment.
While Canada is putting Band-Aids
on a very large problem, much of Europe
is well ahead of us. As part of the Eu-
ropean Union’s commitment to reduce
energy consumption by 20 per cent by
2020, and to reduce by four the car-
bon emissions from existing buildings,
public schools throughout Europe are
undergoing a green overhaul. Nicolas
W
hile the eyes of the world were structures contain lead and asbestos, Nath, Managing Director of Internet
on Copenhagen in October substances that are dangerous and diffi- Energy Solutions (IESC), a Canadian
2009, Ontario’s school boards cult to deal with when they are airborne, company with a subsidiary office in
were hard at work finding their own ways and so it is essential that schools be closed France, said that the French govern-
to reduce carbon emissions. while this work is underway. ment is pouring millions of dollars into
According to Thomas Mueller, presi- Premier Dalton McGuinty announced making sure that every public school in
dent of the Canada Green Building in April 2009 that his government was the country is not only cost and energy
Council, 35 per cent of the greenhouse investing $550 million over a two-year efficient, but is also creating a healthy
gas emissions in this country come from period to assist Ontario’s schools to in- and positive space for learning. IESC
existing buildings. He believes we can stall more energy efficient heating, ven- has been instrumental in implement-
cut that figure in half. tilation and air conditioning systems and ing energy conservation audits and re-
It is no secret that most of Ontario’s boilers, and to conduct energy audits. construction programs at 20 French
schools could be more energy efficient. In 2008, there were 4,026 elemen- schools—essentially a pilot project for
Many were built at a time when energy tary schools and 897 secondary schools, the rest of the country.
efficiency was not a prime concern. Walls a total of 4,923 schools province-wide. At the September 2009 Green Build-
are poorly insulated, windows are drafty If the funding were divided up equally, ing Festival at the Direct Energy Cen-
and heating systems inefficient. Retrofit- which it will not be, each school would tre in Toronto, Nath told international
ting those old buildings can be a Her- receive less than $12,000—not enough builders, contractors, engineers, govern-
culean challenge, not only because of to do much of a retrofit. School boards ment officials and educators that the
Illustration: José Ortega
the cost but also because such extensive are scrambling to figure out what they French Government has made an im-
renovations must be done while schools can do with a limited amount of fund- portant commitment to green school
are closed, which gives contractors a very ing. The money must be spent by March building innovation, and he encouraged
tight time constraint within which to 2011. Many school boards have already Canadian educational administrators to
complete the work. In addition, many hired contractors to conduct energy follow suit.
EDUCATION FORUM 9
“The government of France is offer-
...53 per cent of energy was being consumed when
ing zero interest loans for retrofits for
schools,” he said. Loans are also available
for school boards in Ontario—but not
buildings were empty by machines such as heating
interest free. Borrowing the money often
isn’t the best option for us.
pumps, ventilating systems, security equipment and
For the French, the green revolution
is not just a way to balance their books, office machines. Computers turned out to be the
but also a way to recreate the educa-
tional environment. The atmosphere for second highest energy consumers—at 28 per cent
learning is extremely important to the
French: care is taken to ensure that of the total electrical consumption
the air is fresh and the ventilation sys-
tem is pristine. the greening of schools was to implement Stage two is to examine existing hard-
Nath involved high school students energy conservation. Energy use can be ware and replace dysfunctional systems
in data collection as he attempted to curbed by 20 per cent with little or no with more efficient ones. He often re-
quantify where energy was being lost financial investment—certainly good places lighting with lower voltage fluo-
in French schools. He was surprised to news for school board administrators. rescent lights, plastic blinds or curtains
learn that 53 per cent of energy was be- Although many schools in Ontario are with solar shades to block the sun, or up-
ing consumed when buildings were emp- already turning off lights in classrooms grades ventilation systems to heat recov-
ty by machines such as heating pumps, when no one is in the room and switch- ery systems that extract and reuse heat.
ventilating systems, security equipment ing off computers when not in use, Nath He suggests installing nighttime venti-
and office machines. Computers turned also suggests that teachers maximize the lators in warmer months to extract ex-
out to be the second highest energy use of natural lighting—leaving drapes cess heat. He favours water recuperation
consumers—at 28 per cent of the total open on sunny days in the winter, and us- systems to collect water for lawn care
electrical consumption. ing solar blocking blinds in the summer, and suggests installing low flow toilets.
The first stage in IESC’s approach to for example. In his third stage, Nath looks at en-
ergy efficiency and suggests upgrades to
the insulation from the exterior of the
building with eco fibres such as wood or
wool fibres. He may increase ventilation
with more windows that open to pre-
vent the buildup of bacteria. He suggests
Whatever your situation, windows be upgraded to triple glazing to
however you want to do prevent heat loss during colder months.
your taxes, H&R Block In the fourth stage, incorporating re-
newable energy sources, Nath suggests
gives you the flexibility to
installing thermal systems to heat water
work online or in person. (depending on water consumption lev-
els), and placing solar photovoltaic cells
on roofs to generate electricity and feed
members are eligible for these special savings: it to the grid.
If extensive energy audits are con-
SAVE 20% on tax preparation at participating H&R Block offices ducted, and proper funding is found, we
could soon see a revitalization of existing
SAVE 25% on H&R Block At HomeTM Online Tax Program schools that will make a significant con-
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SAVE $5.00 on H&R Block At HomeTM Deluxe Tax Software will we have perpetual student drowsiness
—only $34.99. Prepare up to 16 returns! due to stale air, overheated classrooms and
polluted particulates. Like the French, our
Click, call or come over. schools may soon become healthier and
To find out more about these more productive environments.
valuable offers and to find coupon,
please visit: www.edvantage.ca Judith Robinson is an Occasional Teacher Bar-
gaining Unit member in District 20, Halton.
10 Winter 2010Living history by Kerra Gardner
Holocaust education
Reaching students through a survivor’s account
together the understanding between a
textbook and real life for everyone in
that auditorium. The key was the first-
hand account of what had actually hap-
pened. On that evening, no one could
argue with what he or she had heard and
the passion that they had seen.
When I began teaching, I was placed
in a grade 10 history class and faced
with the daunting task of how to teach
teenagers about the individuals who had
died in these concentration camps. How
could I give justice to the survivors who
left those camps forever changed? How
could I help link the facts with the pas-
sion that would forever change the stu-
dents who sat in my classroom? When
the opportunity presented itself to have
a Holocaust survivor speak to my class,
I could not pass it up. I recognized this
as the experience my students needed to
help connect with the course material,
H
ow do we teach today’s youth to She cried throughout the entire two- and thus, to better understand the facts
remember something they them- hour presentation as her husband told of the past. Students could then help
selves have not witnessed in their the story of his family and how they pass on the stories they had heard first-
lifetime? How do we teach teenagers were all killed after getting off the train hand of the Holocaust and relate those
to care about the person sitting beside in Auschwitz. He was the only survivor. to the next generation.
them, let alone people who came before He explained in great detail how he The speaker’s visit gave rise to another
them and fought for something that was watched his family die, how he survived opportunity, that of taking part in a docu-
bigger than they have ever known? As a Auschwitz, and how he fled to New- mentary that captured Holocaust speak-
teenager, I found it extremely difficult to foundland once the war was over. As if ers and their stories. My students jumped
link what I read in a textbook with real this were not enough, he then relived the at the idea of being “famous,” but did not
life events. Though I knew what I was train to trip Auschwitz—swaying back fully understand what they were going to
reading must be true, I never fully un- and forth on stage while he described be a part of. We spent three weeks getting
derstood why I should care passionately the baby who died in arms of the wom- ready for a visit from Holocaust survivor
about something a textbook was telling an who stood beside him. He rolled up Anna Czajezncky. All the students were
me. That all changed in university when his sleeve to show tattoos on his forearm eager to be as well informed as possible.
I heard a first-hand account of a period of the Star of David and the number he We created posters and collages portray-
of history, by someone who lived it, who was given when he entered the concen- ing our ideas of what hatred can do to a
breathed it—a part of history that I had tration camp. He couldn’t get his arm human being. Each student was respon-
only read about. back into his jacket as he was trembling sible for demonstrating, through a visual
Illustration: José Ortega
In fourth year WWII history we so much by then. His wife left her seat aid, what he or she had learned during
were required to listen to a Holocaust to be by his side, to help him compose our WWII unit. When Anna arrived to
survivor speak in the auditorium. There his emotions so he could continue. tell her story, the students sat awestruck
wasn’t an empty seat in the room. The In that moment, I recognized that as they listened—just as I had done years
speaker’s wife sat directly in front of me. this man had single-handedly linked before. Just as reading the material could
EDUCATION FORUM 11not prepare myself or my students for a Jews cannot be accurately examined in a
first-hand account by a survivor who now page or two of statistics. The documen- Students talk with
sat before them. Tears rolled down many tary Living History will allow students Holocaust survivors
faces, showing that they truly cared about to see how each survivor was personally For years, Holocaust survivors have
what they were hearing. affected by the Holocaust. There are mil- played an important role in public
lions of stories just like Anna’s, each dif- education and their presentations have
ferent, but each owed recognition and had a significant impact on students
The documentary Living the respect it deserves. It is important and teachers.
that the next generation will be able to Living History, produced by the
History will allow students hear the accounts of Holocaust survi- Zelikovitz Centre, Carleton University, and
vors and be directly impacted by these the Jewish Federation of Ottawa, docu-
to see how each survivor personal stories through documentaries ments the interaction between Canadian
such as the one we were proud to be a Holocaust survivors and students in the
was personally affected part of. The generation of first-hand ac- classroom. It is directed by Gemini-nomi-
counts will soon be gone. Who will be nated filmmaker Francine Zuckerman.
left to tell their stories? It is my hope that
by the Holocaust This free resource will be available
through education, we will inspire future in three thematic educational modules
generations to truly respect the signifi- targeted at elementary and high school
Due to the sensitive and emotional na- cance of this tragic period in history and students and adults. Each module will
ture of the Holocaust, it is not often given to ensure that the mistakes of the past are be supplemented with rich online educa-
the attention it deserves in the classroom. less likely to be repeated. tional materials developed by a curricu-
We force student to memorize dates, bat- lum expert. To view a 20-minute trailer,
tles, commanders and campaigns. While Kerra Gardner is a history teacher at go to: www.carleton.ca/jewishstudies/
all of these have their importance, the Cairine Wilson Secondary School in District livinghistory.html.
magnitude of the murder of six million 25, Ottawa-Carleton.
I’m Big…on Hope
Adopt-A-Manatee ®
this Easter
Call 1-800-432-JOIN (5646)
www.savethemanatee.org
Photo © Ray EcclestonCritical lessons by Karne Kozolanka
The classroom as “think tank”
Why teaching critical thinking is essential in public education
Noddings begins by suggesting that
we ask basic questions connected to what
it means to learn: Must I learn every-
thing the teacher or expert sets out? Is it
all right to do less than my best work?
Under what conditions do I do my best?
Why do I work hard (or not work hard)
in school? When we talk with students
about these questions (and we rarely
do—instead, we talk at them), we often
propagandize. Without thinking critical-
ly ourselves, we simply pass on the party
line: Work hard, get high marks, go to a
good college, get a good job, make lots
of money and buy lots of stuff! Will this
bring happiness? Is this what education
is all about?
Such questions raise foundational
ones related to tacitly held theories of
what motivates students: do we work
with the motives that students bring
with them (intrinsic), or, do we encour-
M
ost days I spend my lunchtime that the work of teaching is less about age new forms (extrinsic) that direct
chatting with a colleague in the covering things and more about delving them in areas as yet undiscovered? These
woodshop, my classroom. Our into them. She would have us question are important considerations because
conversations inevitably turn to the chal- the role that our classroom practice plays our view of motivation (and learning)
lenge of confronting major issues of the in the culture outside school. Noddings invariably plays itself out in what we do
day in our classrooms. When classrooms suggests that students and teachers “turn in our classrooms. Can we have it all:
are workshops for examining our cul- a reflective eye on their own thought rewards, learning and meaning-mak-
ture, we become transformed by the ex- processes and work habits.” Simply put, ing? Noddings systematically walks us
perience. The idea of using classrooms as Noddings would have us organize our through competing views, critical ques-
cultural works-in-progress resonates with classrooms in terms of how the broader tions, possible choices and the potential
Nel Noddings in her latest book, Critical culture should work. consequences of such choices.
Lessons: What Our Schools Should Teach— Noddings believes that critical Although most of the book resonates
a critical examination of critical thinking thinking is necessary on controversial with me, the chapters on war and on ad-
and its absence in public education. topics central to everyday life: teaching vertising and propaganda are particular-
According to Noddings, critical think- and learning, war, homemaking, other ly strong and reason enough to read the
ing encourages an assessment of argu- people, parenting, animals and nature, book. A few words on advertising and
ments and what she refers to as “diligent advertising, gender and religion. The propaganda: How do we know the dif-
and skilful use of reason on matters of topics are presented as chapters in ex- ference between the two? How do they
moral/social importance—on personal tended discussions that amount to a overlap? What is their relationship and
Illustration: José Ortega
decision making, conduct, and belief.” A primer on how one might construct an place with respect to the realities of living
major strength of the book is her explicit identity within the culture. The basis for in a consumer society? Noddings believes
demonstration and use of controversial identity construction in the book is self- that the rise of a “consumer republic” pre-
issues facing society that teachers could understanding in light of how internal sents problems for living democratically,
explore in classrooms. Noddings assumes and external forces affect one’s life. especially in a society “that defines cit-
EDUCATION FORUM 13izenship more in terms of consumption
than of civic action.” It follows that such Can we have it all: rewards, learning and meaning-
concerns are connected to the availability
of fresh water, healthy food and other so- making? Noddings systematically walks us through
cial justice issues at home and abroad.
Noddings also examines the attract- competing views, critical questions, possible choices
iveness of war and the social construc-
tion of masculinity. Broad questions and the potential consequences of such choices
such as “why does the warrior model still
captivate the human imagination?” are
identified as topics for deeper discussion. the backdrop of climate change and the critical thinking? What about socializa-
Noddings encourages us to take such looming social upheaval connected to it? tion? There are ways in which we can dis-
questions to our classrooms, telling us Tackling such moral questions requires cuss and examine everyday behaviour in
that students deserve to have opportun- the use of specific tools to judge how our light of cultural differences or our gender.
ities for exploring “the motives and rea- finest ideals of justice stack up when it Noddings challenges the assumption
sons that lead people to uphold their in- comes to examining faults in our society. that young people will learn parenting
itial positions or to reject them.” At what Noddings thinks that the faults should at home. She provides opportunities for
point does a position become ideological? be faced, “where possible the fault should thinking about dominant mythologies
How equipped are we at defending a be held up against the ideal for criticism. in literature and about experiences that
change of mind or a refusal to do so? In this way, the examination of the fault underpin and inform how we parent.
What are the lessons of the World enhances the ideal and calls forth new, They warrant discussion. The same holds
Wars, the Vietnam War and the present better informed commitment.” for making a living. How do we cope
wars in Iraq and Afghanistan? Challenges Similar patterns repeat themselves with questions regarding what should
arise from such discussions, for example: throughout the book. For example: What be learned in light of our respective abil-
How can we situate such lessons against is it about making a home that requires ities, socio-economic backgrounds and
RENT or ELECTRICITY
Over 1 million Canadians can’t afford both. The high cost of housing forces many people to
make choices no one should have to make. You can choose to help. To donate, participate or
advocate visit www.habitat.carealistic opportunities? What work is
worthwhile doing and how would one Parliament of Canada
know the difference from work that is
not? Furthermore, who gets to go to uni- Ottawa, October 31 to November 5, 2010
versity and how can we think critically
about such choices? TEACHERS INSTITUTE
Although the book addresses the ON C ANADIAN PARLIAMENTARY D EMOCRACY
American experience, it remains in-
structive as a call for strengthening what Experience a week on Parliament Hill!
we know as liberal education. Similar, 70 participants selected from across Canada
progressive themes are played out in the All grade levels
Most costs covered APPLICATION DEADLINE:
Common Threads materials supported APRIL 30, 2010
Bursaries available
and developed by OSSTF/FEESO mem-
bers. The “think globally and act locally”
themes that run through those resources
www.parl.gc.ca/teachers
are present in this book as well. Indeed, 613-922-4793 or 1 866 599-4999
her call to critical action suggests a bal-
ancing act that requires us not only to www.parl.gc.ca/education
be specialists in our own way, but also Educational Programming and Products
to develop “an incredibly rich breadth of
The Parliament of Canada has free
knowledge that we do not demand of any
educational resources available for your use.
other specialists.” The ability to reflect on
our experience in the world is the vehicle On-line and downloadable
Tailored for all levels of instruction
for this. The goal is a developmental
Class sets and Teacher Kits available
one, less about information processing
(important as that is) and more about CANADA Renseig nements disponibles en français.
developing knowledge consisting “of
well-developed capacities to figure things
out.” Such a characterization of liberal
education warrants our attention, for it Parlement du Canada
strikes deep at the heart of what I think
we desire as teachers and education work- Ottawa, 31 octobre au 5 novembre 2010
ers: to make a difference, to serve and to FORUM DES ENSEIGNANTES
impel our students to do the same. ET DES ENSEIGNANTS
SU R L A DÉ MOC RATI E PARLE M E NTAI RE CANAD I E N N E
Karne Kozolanka is a teacher at LaSalle
Secondary School and the Chairperson of Une semaine sur la colline du Parlement...
DATE D’ É C H ÉAN C E :
the Political Action Committee in District une expérience à vivre! LE 3 0 AVRI L 2 010
27, Limestone. 70 participants de tout le pays seront choisis de la
maternelle au cégep, la plupart des frais sont payés, bourses disponibles
EARTH MENTORSHIP www.parl.gc.ca/profs
613-922-4793 ou 1 866 599-4999
PROGRAMS
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OF ECOLOGY Programmes et produits pédagogiques
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EDUCATION FORUM 15Attawapiskat
gets a
new school
A Christmas gift of hope
By Colleen Canon
So this is Christmas
And what have you done
Another year over
And a new one just begun
…
And so this is Christmas
For weak and for strong
For rich and the poor ones
The road is so long
John Lennon scribbled these lyrics on a On December 8, 2009 Attawapiskat the news. Said Hall, “They were over-
scrap of paper almost 40 years ago. They Chief Theresa Hall learned that her com- whelmed, especially with Christmas
hold as much meaning now as they did munity’s ten-year fight for a new school around the corner.”
for my generation in that moment of was over. It was fitting that the good Here in Thames Valley, students,
time. On December 8, 1980, Lennon news came on the anniversary of Len- their teachers and educational workers
was killed, leaving us a legacy of social non’s death. Despair turned to hope. The also celebrated the victory and what
activism, protest and peaceful dissent in federal government announced that the it will mean for this tiny First Nation
which our goal is to make this world a children of the Cree town of Attawapis- community so far to the north.
better place. Imagine. And while my kat were finally “on the list” for a new
generation’s youthful idealism has often elementary school—the residents of her
Photo: Liam Sharp
November 2008
been tested over the years, it has been our First Nation community on James Bay Our involvement in this human rights
task to pass the torch on to a new genera- (160 km north of Moosonee, 500 km issue began more than a year ago, when
tion of social justice activists. north of Timmins) were ecstatic over members of District 11, Thames Valley
EDUCATION FORUM 17first heard news of their plight and the you doing this to a people.” Charlie An- the 400 children in the nearby portables
federal government’s indifference to it. gus, MP for Timmins-James Bay called to dangerous chemicals and fumes so
Our Human Rights, Status of Women the situation, which he referred to as “edu- noxious that students had to be removed
and Political Action Committees all cational apartheid,” “shameful, immoral, from the portables. A state of emergency
joined hands to take action. a disgrace.” Most moving of all were the was declared. Despite repeated urgent
The three committees sponsored a bus Attawapiskat students. Among them was appeals, the government announced
for 40 Thames Valley students, from six Shannon Koostachin, an International it had no plans to build a new school
secondary schools, and seven teachers to Children’s Peace Prize nominee. “We are in Attawapiskat.
attend an Attawapiskat Human Rights the children who aren’t willing to sit at the
Forum at OISE/UT in Toronto on Nov- back of the bus any longer. We want what May 2009
ember 26, 2008. Our students were part every Canadian child deserves. We met Through the efforts of District 11,
of the largest student-led children’s rights in Ottawa with Chuck Strahl (Minister Thames Valley committees and their
conference in Canadian history, as they of Indian Affairs and Northern Develop- hard working chairs, the fight for a
joined in the fight for a new school for ment) who cut the meeting short and left school for the “forgotten children” of
the children of Attawapiskat. A YouTube the elders with tears in their eyes. We have Attawapiskat came to London. At the
clip describing the plight of this remote been patient long enough. We are tired of invitation of OSSTF/FEESO, Charlie
Angus was the special guest at a Student
Forum at H.B. Beal Secondary School
on May 22, 2009. Students converged
to hear first-hand of the appalling condi-
tions that continue to exist for these First
Our students were part of the Nation students. Angus asserted that,
“Education is a fundamental Human
largest student-led children’s Right and this situation is a violation of
the UN convention on the Rights of a
rights conference in Canadian Child.” Students returned to their home
schools galvanized to take action.
history, as they joined in the Charlie Angus was also a special guest,
musical this time, at an OSSTF/FEESO
fight for a new school for the member fundraiser for Attawapiskat at
the London Music Club. Voices for At-
children of Attawapiskat tawapiskat was a sold-out success, billed
as “an evening of song, awareness, activ-
ism, fun...and a little shame.” Performers
included Maya Two Feathers and vocal
music teacher Sharon Beeler, who spoke
proudly of her own Micmac heritage.
First Nation community was the catalyst. broken promises. We are not going away. Charlie was once billed by Peter Gzow-
It was through the Internet that young We are standing up for our rights.” ski as the “poet laureate of northern On-
people across Canada first learned that Our own Thames Valley students tario.” One of his songs compares the
these children had been without a school stood in solidarity with these young children of Attawapiskat to the diamonds
since the building had been condemned people. Among our delegation were stu- mined nearby on James Bay, the poignant
in 2000 due to toxic contamination from dents from Chippewa of the Thames, and lyrics conveying the message that children
a diesel fuel spill some 20 years before. their teacher who had once taught in ab- should be the most precious commodity
The YouTube video received massive original communities in the far north. She in this abundant country of ours.
attention and the movement grew. spoke of the appalling conditions of those Charlie’s visit was made possible
The conference brought Attawapis- schools. Our students shared their outrage through the assistance of London-Fan-
kat students together with students from at the microphone and spoke of the new shawe MP Irene Mathyssen, an OSSTF/
across Ontario and had a profound impact schools that were being built in our home FEESO member and educator. As a
on all of us. At the microphone, Ontario communities of St. Thomas and Wood- teacher, Irene shared our passion for this
Regional Chief Angus Toulouse said, “We stock. Oh Canada, how could this be? issue and was there with support at every
are asking for what every other Canadian juncture. Her assistance was invaluable.
community takes for granted—a school.” March 2009
Muschkegowuk Grand Chief Stan Lout- News arrived that the condemned school June 2009
tit concurred, “Canada, I am ashamed building has been demolished, exposing The District 11, Thames Valley Human
18 Winter 2010Rights, Status of Women and Political attended. The poster entries were dis- missions directly to the office of Chuck
Action Committees launched yet an- played that evening and were published Strahl, thus sending the powerful col-
other initiative, the Student Voices for for broad distribution. All submissions, lective message: “Education is a funda-
Attawapiskat Creative Arts Contest. The posters and letters, were assembled to be mental Human Right. The children of
challenge was to deliver a powerful mes- delivered to Chuck Strahl, Minister of Attawapiskat deserve a new school.”
sage to the federal government that the Indian Affairs and Northern Develop- The written submissions were elo-
children of Attawapiskat deserve a new ment, in Ottawa. quent and hard-hitting. Here are excerpts
school. Entries, in visual and written from three student’s letters:
form, numbered in the hundreds. November 2009 As a country, we are known internation-
Winners came from six secondary Two Thames Valley secondary students ally for our altruism and hospitality.
schools in Thames Valley. Committee and their teacher, R.J. Wieczor, travelled What does it say to the rest of the world
members and chairs Liz Akano, Cheryl to Parliament Hill in Ottawa in Nov- if we cannot provide for those within our
Harper and Fred Moroz hosted the gala ember as Human Rights Ambassadors. own borders? The current situation in At-
awards presentation evening on October They visited the House of Commons, tawapiskat taints Canada’s upstanding
21, 2009. Parents, teachers and repre- were greeted by Irene Mathyssen and reputation and I, along with all the others
sentatives from Irene Mathyssen’s office Charlie Angus and delivered all sub- aware of this atrocity, am losing faith in
Three of the winning entries in the
Student Voices for Attawapiskat
Creative Arts Contest, sponsored by
District II, Thames Valley
On November 26, 2008, 40 Thames Valley students and seven teachers attended an Attawapiskat Human Rights Forum at OISE/UT in Toronto
EDUCATION FORUM 19our government. Please, reconsider your tion. You wouldn’t be in your position house of labour that we head up north
previous decision before the damage to the today if you hadn’t gone to school and and build a school, as volunteers did in
youth of Attawapiskat...is irreversible. worked hard. I am asking that you give New Orleans after Hurricane Katrina.
the children of Attawapiskat a chance at Canadian passivity must be replaced by
It is upsetting to hear that you still have education too. action. Indifference to injustice by the
not built a school for the children of Attawa- citizens of any country is not benign.
piskat. These are children of our beautiful These are powerful words from stu-
land, and they are as much deserving of an dents with highly developed social con- December 8, 2009
education as anyone else. I believe our edu- sciences! And these are just a few ex- The long-awaited good news arrives. The
cation in Canada is what makes us such a amples; every letter spoke from the heart children of Attawapiskat will finally have
wonderful and strong country, and without about this very important issue. what every child deserves—a school.
it these students will never get to experience The crisis in Attawapiskat was the The Students Helping Students Cam-
the power and freedom that comes with focus at the November 2009 Ontario paign made a difference in the lives of
knowledge and education. Federation of Labour conference in To- Canadian children who had been forgot-
ronto. Shannon Koostachin spoke to ten by our government. While we know
The children are the future of Can- the assembly, with few dry eyes in the that there are 40 other native commun-
ada, we are all special. One of us might house. OSSTF/FEESO delegates at the ities in a similar state of crisis, this small
Photo: Liam Sharp
cure cancer or be the next Prime Minister. microphone spoke about the need for victory is enough to keep that flame of
ALL kids have a right to education, they action from the broader labour com- hope alive. Hope for the next generation.
deserve it...We all depend on our educa- munity. It was even suggested in the First Nations children in Canada
20 Winter 2010You can also read
