Does that really belong in the classroom?

Questions about issues of diversity and inclusion in our schools, whether posed by parents or others, can be a challenge for teachers and school leaders. So what are some ways teachers and school leaders can respond to such questions? Three seasoned professionals provide their insights.

It's the law

Carla Peck
Professor, University of Alberta

Teachers and school leaders have a responsibility to make sure every child in their classroom or school — no matter how they identify — feels safe, valued and seen. This is clearly articulated in the Education Act, in Alberta’s Teaching Quality Standard and in the Alberta Human Rights Act. In other words, teachers do not have a choice to teach for and about diversity; it is a central part of their responsibility toward students and their families.

If a parent asks why a teacher is using a particular book in their classroom, or why they are exploring diversity in their community, teachers can lean on official legislation and policies (including curriculum) to support their pedagogical decisions. In addition, valuing diversity and engaging with both multiple perspectives and controversial issues is central to the development of citizenship competencies, which are foundational in public education.

We all have to learn to live and work with people who are not like us. Learning about what makes us unique deepens our understanding of one another and can help us navigate differences of opinion or perspective as we participate in our shared responsibility to contribute to society together.

Seek expert guidance

Fitz Sherman
Member of the Canadian Teachers’ Federation’s (CTF/FCE) Advisory Committee on Diversity and Human Rights

Teachers are obligated through the Alberta curriculum to teach students diverse perspectives. In today’s classroom, teachers and school leaders must respond to questions regarding diversity and inclusion topics in a caring, loving and understanding way.

Some teachers and school leaders may not have specialized training or have engaged in comprehensive research on how to handle topics on diversity and inclusion. If the teacher or school leader does not feel comfortable speaking to an issue being raised, they should seek guidance and use their best judgment, turning to experts on these topics and (if possible and appropriate) inviting them into the classroom or school. In some situations, the students or their parents could be an expert on a topic. While you might invite them to share their knowledge, do not assume they will be comfortable doing so.

Help is available

Keith Hadden
Former ATA Co-ordinator, Teacher Employment Services

Schools reflect society; thus, they welcome students with a wide range of backgrounds, needs, cultures and identities. Provincial policies, school division policies and legislation, and moral purpose all contribute to a teacher’s workplace obligations to meet the varying and complex needs that arise from diversity. As we see more extremism in society in general, teachers and school leaders can be assured that their professional organization, the Alberta Teachers’ Association (ATA), supports them in this important and sometimes challenging work.

The ATA’s Teacher Employment Services program area assists teachers in situations where a parent has become aggressive or where an employer has made unreasonable or unlawful demands of an employee. The assistance provided will depend on a variety of factors and will range from advising a teacher on professional means of protesting a directive to providing legal assistance where necessary. Teachers who are faced with a difficult situation in trying to address diverse student needs should call for advice and assistance (1-800-232-7208).