The Alberta Teachers’ Association’s recent political engagement seminar offered Alberta teachers a chance to step outside our own ideological comfort zones and listen—really listen—to perspectives that sometimes sit in direct opposition to our own.
The event’s keynote speaker, Evan Menzies, who had been deeply involved first with the Wildrose Party and later with the United Conservative Party, delivered a candid look at conservative priorities and the worldview shaping many of the province’s current policy directions. Researchers at the seminar also offered insight into separatist thinking, an ideology that continues to influence conversations about autonomy, identity and Alberta’s future.
For some in the room, this was not easy to hear. Values were challenged as we heard about different perspectives on public education held by people who are not in the classroom every day. My teacher perspective says that unless you’ve worked in a classroom, you really don’t know what the job is about. And, yet, there were undeniable insights.
As teachers, we advocate every day—for our students, our schools, our profession and the integrity of public education itself. But advocacy that exists in a vacuum rarely succeeds. Understanding the political motivations, fears, priorities and narratives of those who disagree with us is not an endorsement of their views. It is a strategic necessity.
Hearing points of view from people across the political spectrum, especially those connected to governing parties or influential movements, helps us anticipate the arguments we will face and navigate them with greater clarity. It gives us language, sometimes even shared language, with which to engage. It allows us to prepare stronger, more persuasive advocacy, rooted not just in what we believe but in an understanding of what others believe, too.
More importantly, it keeps us from dismissing those with whom we disagree. It is easy, especially in polarized times, to paint “the other side” with broad strokes. But hearing others speak about their own experiences—their sense of economic precarity, their distrust of institutions, their stories about government overreach—reminds us that political identities are rarely simple. Even separatist sentiments are rooted in frustrations that need to be understood if they are ever to be effectively countered.
For teachers, this type of political literacy is essential. We are on the front lines of public policy. We see the impacts of funding decisions, curriculum changes and legislative shifts every day. We are frustrated when we see leaders directly disrespect teachers and public education in the media and on social media. We want to influence education decisions, and to do so we must do more than speak passionately; we must speak strategically.
Understanding all viewpoints strengthens—not weakens—our advocacy. It helps us build stronger coalitions, articulate our concerns more clearly and counter misinformation with empathy rather than defensiveness. Perhaps most importantly, it models the very skills we teach our students: critical thinking, engaged citizenship and the ability to disagree without dismissing or disrespecting others.
The political engagement seminar may not have been comfortable, but growth rarely is.
I welcome your comments. Contact me at kristine.wilkinson@ata.ab.ca.
ATA News Editor-in-Chief
