Equity and Inclusive Education applied to the Social Studies Classroom

"It is never too late to give up your prejudices."

--Henry David Thoreau, Walden 

"Christian, Jew, Muslim, shaman, Zorastrian, stone, ground, mountain, river, each has a secret way of being with the Mystery, unique and not to be judged."

--Rumi

This almost goes without saying, but people like it when they can relate to their environments and what they're learning. Inclusive education can heighten student and even parent engagement and a good teacher should be trying to get to know their students and their students' backgrounds anyways. I love incorporating things into the classroom that I know about students e.g. making reference to jokes or music they like or acknowledging their background. For example, if I know that many of my students are Muslim, I know not to bring any gelatin or Jello products as treats because they are not halal. 

The Ontario Equity document states that when students see themselves reflected in their studies, they are more likely to stay engaged and find school relevant. Learning about different cultures around the world and in Canada through the Social Studies curriculum can help students feel more connected to the world around them. Taking care to acknowledge the many groups that contributed to the formation of Canada can help students see that the multiculturalism they may take for granted had not always been present in Canada. 

It was through the efforts of many diverse individuals and groups that gave us all the privileges we experience now as Canadians. Teaching students that Canadian culture is complex and varied rather than homogenous can also give students a greater appreciation for others who may be Canadian, but express it differently than they do. Developing empathy for others is part of the “Attributes” section of the Citizenship Education Framework, and inclusive education can aid in its development.

Even if you teach in a school where the population is homogenous, such as in a rural area, it is still important to acknowledge and teach about Canada's diversity. Why? Well, on the off chance those students ever leave that community, say for postsecondary education or to travel, they will still be familiar with cultural diversity and sensitivity.

How Could This be Incorporated into a Social Studies Unit?

I think inclusive education could be integrated into the Grade 6 unit “Communities in Canada, Past and Present” because one of main objectives of the unit is to look at different groups that contributed (and continue to contribute) to Canada’s identity in the past and present. A1.2. requires students to evaluate the contributions of various ethnic and religious groups in the formation of the Canadian identity and of course, the A2 Inquiry expectations will allow students to investigate cultural groups in Canada further. 

Depending on how the teacher wanted to organize the unit, the student may be able to do a project on an ethnic or religious group of their choosing (maybe even their own if they desired) to learn about how community members before them influenced the life they have today. Not only that, but their investigations about why certain groups chose to immigrate to Canada gives students a greater global consciousness and can help them relate these situations to modern events e.g. Syrian refugees coming to Canada.