Free2beYOUth

inclusion leadership in schools

a collaborative initiative bet ween INspired and the

John Humphrey Centre for Peace and Human Rights
Free2BeYOUth 2015

Funding to develop and publish this was provided by the Government of Alberta, Alberta
Human Rights Education and Multiculturalism Fund and Servus Credit Union.

Free2BeYOUth 2015

Dear Youth Leaders,

Welcome

  to

  the

  Free2beYOUth

  Inclusion

  Leadership

  Program!

 

  We

  are

  so

  excited

  that

  you

  have

 
chosen

  to

  be

  a

  part

  of

  this

  movement

  of

  young

  people

  fostering

  inclusion

  and

  true

  belonging

 
in

  our

  schools

  and

  our

  communities.
INspired

  and

  the

  John

  Humphrey

  Centre

  believe

  passionately

  in

  the

  power

  of

  youth

  to

  lead

 
change.

 

  Throughout

  this

  program,

  you

  and

  your

  Free2BeYOUth

  Club

  will

  learn

  about

  the

 
various

  demographic

  groups

  within

  your

  school

  community

  including

  students

  with

  disabilities,

 
diverse

  sexual

  and

  gender

  identities,

  Aboriginal

  youth,

  English

  language

  learners

  and

 
newcomer

  students

  as

  well

  as

  youth

  from

  diverse

  cultural

  and

  faith

  backgrounds.

 

  As

  leaders

 
and

  ambassadors

  for

  inclusion,

  your

  Free2BeYOUth

  team

  will

  bring

  positive

  change

  to

  your

 
school

  through

  awareness

  raising

  events

  and

  activities.

 

  This

  program

  will

  also

  focus

  on

 
bringing

  students

  out

  of

  marginalized

  settings

  and

  empowering

  them

  in

  leadership

 
opportunities

  that

  may

  not

  typically

  be

  available

  for

  them.
Your

  resource

  binder

  is

  packed

  with

  super

  fun

  activities

  and

  event

  ideas

  that

  you

  can

  use

 
throughout

  the

  year

  to

  engage

  your

  whole

  school.

 

  Along

  with

  the

  invaluable

  resources

  and

 
guidance

  found

  in

  the

  resource

  binder,

  you

  are

  welcome

  to

  call

  us

  at

  the

  John

  Humphrey

 
Centre

  or

  email

  us

  anytime

  to

  ask

  for

  help

  or

  support

  (tel.

  780.453.2638

  email

 
free2beyouth@jhcentre.org).

 

 
We

  understand

  and

  very

  much

  appreciate

  that

  you

  have

  taken

  on

  this

  program

  outside

  of

  your

 
regular

  classes

  and

  we

  would

  never

  want

  you

  to

  feel

  overwhelmed

  in

  your

  role

  or

  feel

  alone.

 
You

  are

  an

  inspiration

  to

  your

  peers

  and

  to

  schools

  everywhere!

  We

  look

  forward

  to

  seeing

 
your

  successes

  in

  action.

 

  We

  thank

  you

  for

  your

  passion

  and

  for

  devoting

  your

  time

  and

  energy

 
to

  this

  program

  and

  your

  school.

 

Free2BeYOUth 2015

Maybe

  youve

  experienced

  it

  personally.

 
Maybe

  youve

  seen

  it

  happen

  to

  others.

 
You

  know

  that

  being

  excluded

  or

  disrespected

  for

  who

  you

  are

  can

  affect

 
people

  deeply

  and

  change

  how

  they

  feel

  about

  their

  school

  and

  life.

 
Others

  might

  ignore

  it

  or

  pretend

  its

  normal,

  but

  you

  know

  its

  important.

 
Thats

  why

  you

  are

  here.

Free2beYOUth
Peer

  Leadership

  Inclusion

  Program

Free2BeYOUth 2015

How to Use Your Resource Manual

Your

  manual

  is

  a

  reference

  guide

  with

  five

  sections

  full

  of

  information

  and

  ideas

  to

  assist

  you

 
and

  your

  fellow

  students

  in

  creating

  a

  vibrant

  and

  inclusive

  school.

 

 
Section

  1:

  INtroduction

  and

  getting

  started
This

  section

  provides

  the

  program

  overview,

  a

  timeline

  of

  how

  it

  rolls

  out

  over

  the

  year,

  a

  guide

 
to

  the

  structure

  of

  your

  club

  and

  the

  roles

  of

  Youth

  Leaders,

  Ambassadors

  for

  Inclusion

  and

 
Adult

  Facilitator,

  and

  a

  calendar

  of

  key

  dates

  throughout

  the

  year.
Section

  2:

  seek

  INsight

  -

  know

  your

  school
What

  are

  the

  most

  important

  inclusion

  issues

  in

  your

  school?

  You

  and

  your

  fellow

  club

 
members

  are

  passionate

  about

  issues

  you

  want

  to

  address.

  Great!

  The

  next

  step

  is

  to

  get

  a

 
bigger

  picture:

  what

  do

  the

  rest

  of

  your

  fellow

  students

  think,

  how

  do

  they

  feel,

  and

  what

  they

 
see

  as

  the

  most

  pressing

  issues

  around

  inclusion

  in

  your

  school?

  This

  section

  provides

  clear

 
steps

  for

  doing

  an

  inclusion

  survey

  in

  your

  school

  and

  compiling

  the

  results.
Section

  3:

  get

  INvolved

  -

  building

  your

  club
How

  do

  you

  get

  started?

  What

  do

  typical

  club

  meetings

  and

  activities

  look

  like?

  This

  section

 
has

  step-by-step

  help

  for

  getting

  your

  club

  off

  the

  ground,

  running

  your

  first

  meeting,

  and

 
building

  your

  club!

  There

  are

  all

  sorts

  of

  ideas

  for

  making

  your

  meetings

  fun

  and

  effective,

  for

 
school-wide

  activities,

  and

  events

  for

  your

  entire

  community.

  We

  also

  know

  you

  are

  extremely

 
creative

  and

  will

  also

  come

  up

  with

  your

  own

 

  great!

 

  And

  be

  sure

  to

  encourage

  others

 
initiatives

  and

  ensure

  any

  activities

  and

  events

  you

  do

  are

  inclusive

  to

  all.

 
Section

  4:

  be

  INformed
Once

  youve

  identified

  key

  issues

  facing

  your

  school,

  this

  section

  provides

  some

  valuable

 
background

  info

  on

  each

  topic.

 

  This

  section

  is

  useful

  to

  go

  through

  as

  it

  provides

  the

  history

  of

 
inclusion

  as

  well

  as

  where

  we

  are

  today

  in

  comparison.

 

  Each

  sub-section

  also

  includes

  ideas

  to

 
help

  guide

  your

  club

  meetings,

  activities

  and

  school

  events.

  Your

  club

  will

  be

  part

  of

  the

 
momentum

  that

  will

  create

  real

  change

  in

  your

  school

  and

  beyond,

  and

  this

  section

  will

  help

 
you

  place

  your

  efforts

  the

  broader

  context

  of

  the

  issues.

 
Section

  5:

  INvaluable

  resources
This

  is

  where

  you

  will

  find

  resources

  to

  help

  you

  throughout

  the

  year.

 

  We

  have

  listed

  various

 
local

  organizations

  and

  leaders

  that

  you

  may

  wish

  to

  contact

  for

  information

  or

  for

  assistance

 
with

  some

  of

  your

  events,

  and

  a

  glossary

  of

  key

  terms

  that

  could

  be

  of

  use

  for

  you

  and

  your

 
club.

 

 

Free2BeYOUth 2015

About the John Humphrey Centre

The

  John

  Humphrey

  Centre

  for

  Peace

  and

  Human

  Rights

  is

  a

  non-profit

  organization

  after

  John

 
Peters

  Humphrey,

  a

  Canadian

  lawyer

  who

  drafted

  the

  United

  Nations

  Universal

  Declaration

  of

 
Human

  Rights

  (UDHR).

  Since

  1998,

  we

  have

  envisioned

  a

  world

  that

  manifests

  a

  culture

  of

  peace

 
and

  human

  rights

  in

  which

  the

  dignity

  of

  every

  person

  is

  respected,

  valued,

  and

  celebrated.

  We

 
aim

  to

  transform

  this

  vision

  into

  reality

  through

  the

  implementation

  of

  educational

  programs

  and

 
activities,

  community

  partnerships,

  and

  empowering

  citizens

  based

  on

  the

  principles

  of

  the

  UDHR.

 
We

  believe

  that

  perceiving

  and

  understanding

  the

  world

  through

  a

  human

  rights

  lens

  is

  essential

 
to

  effectively

  responding

  to

  the

  ills

  in

  our

  society

  and

  our

  world

 

  from

  issues

  such

  as

  discrimination

 
and

  bullying

  to

  poverty,

  war,

  and

  genocide.
We

  focus

  our

  programming

  on

  learning

  in

  a

  format

  that

  involves

  experiential,

  transformative,

  and

 
applied

  learning

  that

  reinforces

  an

  individuals

  understanding

  of

  dignity

  and

  expands

  their

 
awareness

  and

  understanding

  through

  engagement

  with

  others.

  True

  learning

  comes

  through

 
experience

  and

  engagement

  with

  others

  which

  is

  why

  our

  approach

  to

  educational

  programming

 
is

  specifically

  designed

  to

  empower

  participants

  to

  build

  their

  active

  voice

  and

  citizenship

  and

  to

 
apply

  their

  learning

  to

  address

  needs

  they

  identify

  in

  their

  community.
To

  get

  involved

  with

  or

  learn

  more

  about

  the

  JHCs

  efforts

  to

  promote

  inclusion,

  global

  justice

  and

 
human

  rights,

  please

  visit

  www.jhcentre.org

 
One

  of

  the

  ultimate

  goals

  of

  human

  rights

  education

  is

  the

  creation

  of

  a

  genuine

 
human

  rights

  culture.

  To

  do

  so,

  students

  must

  learn

  to

  evaluate

  real-life

  experiences

 
in

  human

  rights

  terms,

  starting

  with

  their

  own

  behavior

  and

  the

  immediate

 
community

  in

  which

  they

  live.

  They

  need

  to

  make

  an

  honest

  assessment

  of

  how

  the

 
reality

  they

  experience

  every

  day

  conforms

  to

  human

  rights

  principles

  and

  then

  to

 
take

  active

  responsibility

  for

  improving

  their

  community.

  (United

  Nations,

  Teaching

 
Human

  Rights,

  2003)

Free2BeYOUth 2015

About INspired
INspired

  is

  a

  group

  of

  diverse

  youth

  and

  young

  adults

  from

  Edmonton,

  Alberta

  who

  have

  come

 
together

  with

  the

  common

  goal

  of

  creating

  an

  inclusive

  society.

 

  Each

  INspired

  member

  has

  a

 
unique

  story

  to

  share

  which

  has

  contributed

  to

  a

  variety

  of

  positive

  perspectives

  on

  inclusion.

 

  Their

 
wealth

  of

  knowledge

  on

  inclusion

  comes

  from

  experiencing

  inclusion

  first

  hand

  throughout

  their

 
years

  in

  the

  K-12

  school

  system

  and

  now

  into

  postsecondary

  and

  the

  world

  of

  employment.
INspired

  believes

  passionately

  in

  the

  power

  of

  youth

  voice

  and

  action

  to

  bring

  about

  the

  positive

 
change

  our

  schools

  and

  communities

  are

  looking

  for.

 

  They

  believe

  that

  we

  should

  not

  stop

  at

 
tolerance

  but

  instead

  continue

  striving

  for

  full

  acceptance

  of

  people

  from

  all

  backgrounds,

 
identities

  and

  life

  circumstances.

 
INspired

  gives

  presentations

  and

  workshops

  to

  schools

  and

  community

  organizations

  with

  the

 
hope

  of

  showing

  how

  when

  inclusion

  is

  done

  right

  from

  the

  beginning,

  strong

  and

  lasting

 
friendships

  can

  happen.

 

For

  more

  information

  about

  INspired

  please

  visit

  www.beyondthecrayon.com

Free2BeYOUth 2015

Table of Contents
Intro

  to

  the

  intro

Letter

  to

  Youth

  Leaders

 
How

  to

  use

  your

  resource

  manual
About

  the

  John

  Humphrey

  Centre
About

  INspired

Section

  1:

 

  INtroduction

  &

  getting

  started

 

 

Page

  10


 


 

Page

  19


 


 

Page

  29

What

  is

  inclusion?
What

  does

  an

  inclusive

  school

  look

  like?
Does

  this

  describe

  your

  school?

  Lets

  find

  out!
Getting

  to

  know

  what

  your

  school

  mates

  think
School

  inclusion

  survey
Lets

  analyze
Discussing

  results

  and

  building

  your

  ideas

Section

  3:

 

  get

  INvolved

  -

  building

  your

  club

 


 

Program

  Overview
Role

  of

  Youth

  Leaders,

  Ambassadors,

  and

  Adult

  Facilitators

 
Tips

  for

  the

  Lead

  Team
Timeline
Getting

  Started
Important

  Dates

  to

  Remember

Section

  2:

 

  seek

  INsight

  -

  know

  your

  school

 

 


 

Tips

  for

  building

  your

  club
Running

  your

  club

  meetings

  and

  events
A

  Three

  Meeting

  Structure
o Intro
o Meeting

  1:

  Intro

  &

  Activities
o Meeting

  2:

  Guest

  Speaker

  /

  Video

  &

  Discussion
o Meeting

  3:

  Reflection

  &

  Action

  Planning

 
School

  wide

  events
Community

  events
Roles

  in

  your

  Lead

  Team
Social

  Media

 
Inclusive

  language
Your

  first

  meeting!
o Icebreaker

  Games
o Additional

  items

  to

  cover

  during

  your

  first

  meeting

Free2BeYOUth 2015

Section

  4:

 

  be

  INformed

 


 


 


 


 


 


 

Page

  53

Human

  Rights

  &

  Anti-Oppression

  (54)
o The

  Universal

  Declaration

  of

  Human

  Rights
o The

  United

  Nations

  Convention

  on

  the

  Rights

  of

  the

  Child
o The

  Canadian

  Charter

  of

  Rights

  and

  Freedoms
o Albertas

  Social

  Policy

  Framework
o Activities
Celebrating

  Diverse

  Faiths

  (73)
o A

  matter

  of

  rights
o The

  Truth

  Behind

  the

  Stereotype
o Activities
Disability,

  Accessibility

  and

  Inclusion

  (78)
o A

  matter

  of

  rights
o Working

  Towards

  an

  Inclusive

  Education

  System

  in

  Alberta
o What

  are

  the

  benefits

  of

  inclusion

  for

  students

  with

  and

  without

  disabilities?
o Is

  your

  school

  accessible?
o Activities
o What

  is

  Augmentative

  and

  Alternative

  Communication

  (AAC)?


  Developing

  Healthy

  Relationships

  (88)
o Bullying
o Relational

  Aggression
o Romance

  gone

  wrong

 

  preventing

  control

  &

  abuse
o Activities
Understanding

  Sexuality

  and

  Gender

  (101)
o A

  matter

  of

  rights
o Sexual

  and

  Gender

  Identity
o The

  Truth

  Behind

  The

  Stereotype
o Two-Spirited

  Youth

 
o Activities
Canadas

  Aboriginal

  Peoples

  (109)
o A

  matter

  of

  rights
o The

  Truth

  Behind

  the

  Stereotype
o Activities
Anti-Racism

  &

  Moving

  Beyond

  the

  Cultural

  Mosaic

 

  (114)
o A

  matter

  of

  rights

  -

  Racially

  Diverse

  Youth
o Moving

  Beyond

  The

  Cultural

  Mosaic
o The

  Truth

  Behind

  the

  Stereotype
o Activities
o A

  matter

  of

  Rights

  -

  Newcomer

  Youth
o The

  Truth

  Behind

  the

  Stereotype

Section

  5:

 

  INvaluable

  resources

 

 


 


 


 


 

Page

  121

Organizations

  in

  Your

  Community
JHC

  Workshops/INspired

  Workshops
Glossary

  of

  Terms
References

  &

  Shout

  Outs

Free2BeYOUth 2015

Section 1: INtroduction & getting started

What

  is

  Free2BeYOUth

  all

  about?
What

  is

  my

  role?


 

We need to give each other the space to grow, to be ourselves, to

exercise our diversity. We need to give each other space so that we may
both give and receive such beautiful things as ideas, openness, dignity,
joy, healing and inclusion.

  -

  Max

  de

  Pree

Free2BeYOUth 2015

10

Program Overview
Free2beYOUth

  is

  a

  fully

  inclusive

  youth

  leadership

  program

  aimed

  at

  building

  a

  stronger

  school

 
community

  and

  reducing

  the

  marginalization

  of

  vulnerable

  student

  groups.

  At

  the

  same

  time,

 
Free2beYOUth

  provides

  opportunities

  for

  students

  to

  engage

  in

  a

  leadership

  role,

  gain

  skills

  and

 
confidence,

  contribute

  to

  an

  important

  global

  movement

  and

  build

  new

  relationships

  and

 
friendships!

Who

  are

  vulnerable

  student

  groups?

 

 
Students

  with

  physical

  and

  developmental

  disabilities,

  LGBTQ,

  First

  Nations,

  Mtis

  and

  Inuit,

 
Newcomer

  and

  English-language

  learners,

  and

  students

  from

  diverse

  faith

  and

  cultural

 
backgrounds.

How

  it

  works:
Training:

  The

  program

  kicks

  off

  with

  the

  Youth

  Leader

  and

  Adult

  Facilitator

  training

  with

  the

  John

 
Humphrey

  Centre,

  where

  the

  lead

  team

  from

  your

  school

  will

  join

  our

  other

  school

  lead

  teams

  for

  a

 
series

  of

  fun

  and

  interactive

  workshops

  designed

  to

  get

  your

  team

  ready

  to

  lead

  change!

 
Survey

  &

  Strategizing:

  Once

  you

  return

  from

  the

  training

  weekend,

  you

  will

  meet

  as

  a

  Lead

  Team

  to

 
plan

  and

  implement

  your

  inclusion

  survey

  (see

  Section

  2).

 

  Meanwhile,

  you

  will

  also

  begin

  to

 
promote

  the

  program

  within

  your

  school

  and

  encourage

  students

  to

  sign

  up

  to

  take

  part

  as

 
Ambassadors

  for

  Inclusion.

 

  You

  can

  have

  as

  many

  students

  join

  as

  you

  like,

  aiming

  for

  a

 
proportionate

  mix

  of

  students

  from

  all

  backgrounds

  and

  abilities.

 
Building

  an

  Inclusion

  Plan:

  Once

  you

  have

  the

  results

  of

  your

  survey

  data,

  the

  John

  Humphrey

 
Centre

  will

  come

  out

  to

  your

  school

  to

  host

  a

  half

  day

  session

  with

  you

  to

  review

  the

  results

  and

 
build

  a

  plan

  for

  education

  and

  change

  in

  your

  school.

 
Club

  Meetings

  &

  Activities:

  Based

  on

  your

  inclusion

  survey,

  your

  Lead

  Team

  will

  prioritize

  3

  or

  4

 
issues

  to

  focus

  on

  for

  the

  rest

  of

  the

  year.

 

  Each

  month

  we

  recommend

  you

  hold

  two

  club

  meetings

 
where

  you

  will

  work

  on

  one

  of

  these

  prioritized

  themes.

  We

  have

  provided

  numerous

  activities

  and

 
event

  ideas

  for

  you

  to

  use,

  but

  you

  are

  certainly

  not

  limited

  to

  those

  -

  we

  want

  you

  to

  use

  your

 
creativity

  and

  ideas

  too!
This

  manual

  will

  guide

  you

  through

  the

  program

  and

  you

  will

  be

  provided

  with

  ongoing

  support

  in

 
the

  form

  of

  phone/email

  contact

  with

  the

  John

  Humphrey

  Centre,

  our

  website

  and

  newsletter,

  as

 
well

  as

  in

  person

  workshops/visits.

 

Free2BeYOUth 2015

11

Roles of Youth Leader, Ambassador, & Adult Facilitator

Your F2BY Club
Lead Team
Youth Leaders
(three to five)
Adult
Facilitator
(one)

Ambassadors
(unlimited)

Club

  Structure:
Your

  club

  starts

  with

  the

  Lead

  Team,

  which

  is

  made

  up

  of

  the

  Adult

  Facilitator

  (a

  teacher

  or

  other

 
staff

  member)

  and

  about

  five

  Youth

  Leaders.

  The

  Youth

  Leaders

  may

  vary

  in

  size

  depending

  on

  the

 
size

  of

  your

  school.

  Together

  the

  Lead

  Team

  will

  take

  on

  the

  majority

  of

  the

  work

  of

  organizing

  club

 
activities;

  so

  they

  need

  to

  be

  committed

  and

  ready

  to

  spend

  the

  time

  necessary.

 

 
Ambassadors

  for

  Inclusion

  (or

  Ambassadors

  for

  short)

  are

  club

  members

  who

  are

  passionate

 
about

  inclusion

  and

  do

  the

  real

  work

  of

  living

  out

  better

  inclusion

  in

  their

  school.

  We

  recommend

 
trying

  to

  recruit

  as

  wide

  a

  diversity

  of

  students

  as

  possible

  into

  the

  Lead

  Team

  and

  as

  Ambassadors.

 
Tip:

  Think

  long

  term

 

  maybe

  people

  can

  start

  out

  as

  Ambassadors

  with

  the

  idea

  of

  becoming

 
Youth

  Leaders

  next

  year.

  This

  can

  help

  people

  build

  their

  knowledge

  and

  experience

  and

  fill

  spots

 
left

  as

  people

  graduate

  or

  move,

  or

  let

  people

  check

  things

  out

  before

  committing

  a

  lot

  of

  their

 
time

  and

  energy.

Free2BeYOUth 2015

12

Youth

  Leader
The

  five

  Youth

  Leaders

  are

  responsible

  for:

Participating

  in

  the

  Leader

  Training

  in

  October

Planning,

  organizing

  and

  leading

  your

  club

  meetings

  and

  events

Facilitating

  group

  discussions

  and

  activities

  during

  meetings

Leading

  by

  example

  in

  and

  out

  of

  school,

  displaying

  a

  responsible

  and

  inclusive

  attitude

  at

 
all

  times.

  Continuously

  modeling

  inclusive

  living

  for

  club

  members

  and

  peers

Meeting

  with

  the

  Adult

  Facilitator

  on

  a

  regular

  basis

  to

  plan

  meetings

  and

  events

Attending

  all

  school

  and

  community

  wide

  events

Maintaining

  a

  positive,

  outgoing

  attitude

  that

  encourages

  club

  member/peer

  participation

 
and

  creates

  an

  atmosphere

  of

  belonging

Taking

  initiative

  and

  understanding

  the

  leadership

  role

Acting

  as

  liaison

  between

  peers,

  teaching

  staff,

  INspired

  and

  the

  John

  Humphrey

  Centre.

Ambassadors
All

  students

  who

  join

  the

  Free2BeYOUth

  Program

  will

  become

  Ambassadors

  for

  Inclusion.

 

They

  will

  represent

  the

  example

  of

  inclusion,

  in

  and

  out

  of

  school,

  that

  we

  are

  striving

  to

 
ensure

  for

  all

  people.

 
Ambassadors

  for

  inclusion

  show

  leadership

  in

  the

  way

  they

  model

  inclusion

  in

  their

 
classrooms,

  the

  hallway,

  at

  the

  mall,

  with

  their

  friends

  and

  families

  as

  well

  as

  during

 
Free2BeYOUth

  club

  events.
To

  be

  an

  ambassador

  takes

  passion

  and

  dedication

  and

  we

  know

  your

  club

  members

  will

 
have

  these

  qualities!
Ambassadors

  are

  responsible

  for

  attending

  club

  meetings,

  participating

  and

  contributing

  in

 
club

  activities,

  helping

  plan

  events,

  and

  maintaining

  an

  inclusive

  attitude

  at

  all

  times.

Leadership

is practiced not so much in words as in attitude and in actions.


 
Harold

  S.

  Geneen

Free2BeYOUth 2015

13

Adult

  Facilitator
As

  the

  Adult

  Facilitator

  for

  your

  schools

  club,

  your

  main

  role

  is

  to

  support

  your

  Youth

  Leaders.
Part

  of

  this

  will

  be

  to

  help

  your

  Youth

  Leaders

  organize

  club

  meetings,

  liaise

  with

  your

  Program

 
Coordinator,

  act

  as

  a

  support

  and

  mentor

  to

  all

  of

  the

  youth

  members

  in

  your

  club

  and

  be

  the

 
adult

  role

  model

  that

  your

  Youth

  Leaders

  will

  be

  looking

  to

  for

  guidance.

 

 
Remember

  though

  that

  this

  is

  a

  youth-led

  program

  and

  your

  Youth

  Leaders

  are

  responsible

  for

 
planning

  meetings

  and

  running

  the

  show!
You

  may

  need

  to

  make

  available

  materials

  and

  spaces

  within

  your

  school

  for

  students

  to

  lead

 
meetings

  and

  events

  and

  so

  contact

  and

  collaboration

  with

  your

  administration

  and

  other

  staff

  in

 
the

  school

  will

  be

  required.

  You

  can

  help

  your

  club

  members

  connect

  with

  staff

  as

  well

  to

  engage

 
in

  discussion

  and

  get

  them

  involved

  with

  school

  activities.
**Due

  to

  the

  sensitive

  nature

  of

  some

  of

  the

  topics

  presented

  in

  this

  program,

  it

  is

  your

 
responsibility

  to

  attend

  all

  club

  meetings

  and

  events

  to

  ensure

  the

  safety

  and

  dignity

  of

  everyone

  is

 
respected.

  If

  for

  whatever

  reason

  you

  are

  unable

  to

  attend,

  please

  ensure

  another

  staff

  member

  or

 
guidance

  counsellor

  is

  there

  to

  support

  the

  students.

  Make

  it

  clear

  to

  them

  that

  the

  students

  lead

 
however.
Rules

  of

  thumb:

You

  are

  primarily

  a

  silent

  observer.

 

  Think

  twice

  before

  you

  speak

 

  your

  role

  is

  not

  a

 
teacher,

  but

  a

  behind

  the

  scenes

  facilitator.

  You

  should

  not

  be

  dominating

  discussion,

  but

 
rather

  working

  to

  pull

  out

  youth

  voices.

  Just

  sit

  back

  and

  listen.

  Let

  them

  work

  through

  it.

You

  are

  helping

  build

  leaders,

  not

  leading.

  The

  youth

  should

  be

  doing

  the

  leading

  and

 
organizing,

  and

  you

  only

  step

  in

  when

  they

  really

  need

  it.

 

Ensure

  everyone

  is

  safe

  and

  supported.

  There

  will

  be

  times

  when

  you

  need

  to

  intervene

  in

  a

 
meeting

  or

  discussion

  to

  ensure

  a

  supportive

  environment.

 

  Difficult

  topics

  will

  be

  addressed

 
with

  which

  many

  youth

  have

  little

  to

  no

  experience

  and

  it

  will

  be

  difficult

  for

  them

  to

  put

 
themselves

  in

  others

  shoes.

  So

  offensive

  language,

  insensitive

  comments,

  personal

 
conflicts,

  and

  a

  variety

  of

  other

  negative

  dynamics

  can

  emerge

  both

  intentionally

  and

 
unintentionally.

  Thats

  when

  your

  sensitive

  intervention

  is

  really

  key.

 

Let

  them

  make

  mistakes.

  There

  will

  be

  growing

  pains

  and

  conflict,

  and

  mistakes

  can

  be

 
powerful

  catalysts

  for

  learning.

  As

  long

  as

  people

  are

  feeling

  safe

  and

  supported,

  the

  best

 
option

  can

  often

  be

  not

  to

  intervene.

  This

  is

  a

  difficult

  balance

  to

  find.

Debriefing

  is

  key.

  Debriefing

  meetings

  with

  your

  Youth

  Leaders

  can

  be

  a

  key

  time

  for

  you

  to

 
take

  a

  stronger

  role

  and

  bring

  out

  important

  observations

  and

  learnings.

  Help

  them

  figure

 
out

  why

  something

  didnt

  work,

  what

  can

  be

  done

  about

  it

  and

  what

  can

  be

  done

 
differently

  next

  time.

  Build

  skills

  and

  awareness.
Free2BeYOUth 2015

14

You

  are

  their

  liaison

  for

  staff

  and

  administration.

  Youth

  Leaders

  will

  likely

  be

  intimidated

  in

 
dealing

  with

  school

  administration

  and

  knowing

  who

  to

  talk

  to

  about

  what.

  You

  are

  a

  key

 
resource

  for

  this.

  For

  example,

  how

  do

  they

  speak

  at

  a

  staff

  meeting?

  Who

  do

  they

  speak

 
with

  to

  book

  a

  meeting

  space?

  A

  projector?

  If

  they

  want

  to

  advocate

  for

  an

 
accommodation

  technology

  theyve

  identified,

  who

  should

  they

  speak

  with?

  Help

  them

 
navigate

  the

  bureaucracy

  and

  build

  relationships.

Tips for the Lead Team


 

 


 

 


 

 


 

 


 

What

  are

  the

  best

  practices

  when

  it

  comes

  to

  educating

  ourselves

  and

  others

  about

  social

  issues

 
explored

  in

  the

  Free2beYOUth

  Program?
As

  your

  club

  learns

  about

  the

  various

  social

  issues

  covered

  in

  this

  program,

  they

  will

  be

  looking

  to

 
you

  (as

  Youth

  Leaders

  and

  Adult

  Facilitators)

  as

  their

  role

  models.

Get

  grounded.

  Identify

  your

  own

  thoughts

  and

  feelings

  about

  each

  of

  the

  social

  issues.

  Do

  any

  of

 
them

  resonate

  more

  with

  you

  or

  bring

  up

  strong

  emotions?

  Being

  self-aware

  of

  these

  feelings

  can

 
prevent

  you

  from

  accidentally

  influencing

  others

  to

  follow

  your

  own

  agenda.
Be

  a

  powerful

  role

  model.

  As

  leaders,

  your

  own

  behavior

  and

  language

  will

  set

  the

  tone

  for

  other

 
student

  leaders

  and

  Ambassadors,

  even

  when

  you

  think

  they

  may

  not

  be

  watching

  or

  listening.

 
Remember

  to

  lead

  by

  example.
Recognize

  students

  need

  for

  a

  positive

  big

  picture

  thinker

  -

  youre

  it!

  Social

  issues

  are

  complex

 
and

  emotionally

  charged.

  To

  avoid

  getting

  discouraged

  or

  overwhelmed,

  students

  need

  to

  see

  the

 
connections

  between

  what

  they

  are

  learning

  and

  how

  their

  efforts

  can

  help.
Do

  your

  own

  research.

  Dig

  into

  the

  issues

 

  you

  can

  start

  with

  the

  info

  in

  this

  manual

 

  but

  go

 
beyond

  that

  and

  get

  into

  what

  youre

  passionate

  about!

 

  Once

  you

  get

  your

  survey

  results

  and

 
choose

  your

  priority

  issues,

  really

  expand

  your

  thinking

  and

  awareness

  as

  much

  as

  possible

  on

  the

 
topics.

 
Anticipate

  responses.

  Build

  in

  debriefing

  time

  for

  your

  fellow

  Leaders

  and

  Ambassadors.

  Some

 
issues

  may

  evoke

  strong

  emotions

  and

  they

  will

  need

  a

  way

  to

  work

  through

  them.

  Encourage

 
group

  or

  private

  discussion

  or

  journal

  writing.

  Remember

  to

  instil

  hope

  that

  they

  have

  the

  power

 
to

  change

  the

  world!
Create

  on-going

  dialogue

  with

  your

  Adult

  Facilitator

  (AF).

  Its

  important

  to

  ensure

  leaders

  know

 
they

  can

  come

  to

  their

  AF

  at

  any

  time

  with

  questions,

  concerns,

  ideas

  or

  when

  they

  just

  need

 
someone

  to

  listen.

  Open

  dialogue

  can

  produce

  opportunities

  for

  great

  ideas

  to

  come

  about!
Have

  fun!

  Once

  you

  have

  empowered

  your

  club

  to

  make

  a

  positive

  difference

  in

  the

  lives

  of

  their

 
peers,

  make

  a

  point

  of

  celebrating

  the

  successes

  with

  photos,

  newsletters,

  school

  assemblies

  and

 
posting

  your

  stories.

  Share

  them

  with

  the

  John

  Humphrey

  Centre

  so

  we

  can

  share

  them

  too!

Free2BeYOUth 2015

15

Getting Started: A Timeline

September

Recruitment of Youth Leaders by the Adult Facilitator

October

Lead Team training with the John Humphrey Centre in Edmonton

November

Plan and implement an inclusion survey in your school

Introduce your club to students and teachers
Start recruiting members for your club (Ambassadors for Inclusion)
Hold your first club meeting in November or December, focused on
getting to know each other and an introduction to human rights &
anti-oppression.

Compile the results of your survey.

Decide on 3 or 4 priority issues you want to address over the rest of
the year.
Start planning activities for your first priority topic.
The John Humphrey Centre is available to come meet with your club
or Lead Team to help in the process of deciding on a topic and
getting started.

December

January

Hold your first club meeting on your first priority issue.

Continue to plan and implement activities on your priority topics,

moving on to the next once you feel youre done one. Dont feel like
you need to rush through them all. Take your time.

January-June

Free2BeYOUth 2015

16

Important Dates to Remember

There

  are

  a

  number

  of

  important

  celebrations

  to

  take

  note

  of

  throughout

  the

  year

  so

  mark

  down

 
these

  dates!

  They

  can

  be

  days

  you

  can

  use

  to

  build

  awareness

  about

  certain

  issues!
September

  8th

  -

  International

  Literacy

  Day
September

  21st

  -

  International

  Day

  of

  Peace
October

  11th

  -

  International

  Day

  of

  the

  Girl
October

  16th

  -

  World

  Food

  Day
October

  24th

  -

  United

  Nations

  Day
October

  31st

  -

  National

  UNICEF

  Day
November

  16th

  -

  International

  Day

  for

  Tolerance
November

  20th

  -

  Universal

  Childrens

  Day


 

 


 

 


 

 

 

  -

  Transgender

  Day

  of

  Remembrance

November

  25th

  -

  International

  Day

  for

  the

  Elimination

  of

  Violence

  Against

  Women
December

  1st

  -

  World

  AIDS

  Day
December

  3rd

  -

  International

  Day

  for

  Persons

  With

  Disabilities
December

  10th

  -

  Human

  Rights

  Day
February

  20th

  -

  World

  Day

  of

  Social

  Justice
March

  8th

  -

  International

  Womens

  Day
March

  20th

  -

  International

  Day

  of

  Happiness
March

  21st

  -

  International

  Day

  for

  the

  Elimination

  of

  Racial

  Discrimination
April

  2nd

  -

  World

  Autism

  Day
April

  7th

  -

  World

  Health

  Day
May

  15th

  -

  International

  Day

  of

  Families
May

  21-24th

  -

  Aboriginal

  Awareness

  Week

  in

  Canada
June

  20th

  -

  World

  Refugee

  Day
June

  21st

  -

  National

  Aboriginal

  Day
July

  30th

  -

  International

  Day

  of

  Friendship
August

  9th

  -

  International

  Day

  of

  the

  Worlds

  Indigenous

  People
August

  12th

  -

  International

  Youth

  Day
August

  19th

  -

  World

  Humanitarian

  Day

Free2BeYOUth 2015

17

You can use these dates to center

activities and events on, based on
the theme of the celebration. For
example, you could use March
21st, the International Day for
the Elimination of Racial
Discrimination to create signs,
action plans, etc to end racial
discrimination. You many also be
inspired by one or more of these
dates to create poetry, essays,
art, pretty much anything you put
your mind to!

Free2BeYOUth 2015

18

Section 2: seek INsight


 

 

 

  Know

  Your

  School

Free2BeYOUth 2015

19

What is inclusion?
Inclusion

  is

  a

  process

  that

  involves

  providing

  full

  access,

  equal

  rights

  and

  quality

  supports

 
in

  education,

  employment,

  community

  and

  family

  life

  to

  individuals

  who

  typically

  face

 
discrimination

  because

  of

  their

  perceived

  disability,

  sexual

  or

  gender

  identity,

  cultural

 
background,

  faith,

  ethnicity

  or

  socioeconomic

  status.
True

  inclusion

  takes

  into

  account

  the

  diversity

  of

  the

  community

  as

  a

  whole

  and

  treats

  all

 
people

  with

  the

  same

  level

  of

  respect

  and

  dignity,

  while

  realizing

  that

  in

  order

  to

  create

  an

 
equal

  playing

  field

  for

  opportunity,

  some

  individuals

  will

  require

  more

  supports

  than

 
others.

 

 
Inclusive

  education,

  inclusive

  employment,

  inclusive

  community

  living,

  inclusive

  recreation,

 
inclusive

  health

  care

  and

  social

  inclusion

  are

  all

  encompassed

  by

  the

  same

  concept

  that

  no

 
one

  person

  should

  be

  denied

  access

  to

  any

  of

  these

  because

  of

  discriminatory

  barriers.

Who

  does

  inclusion

  affect?
Inclusion

  affects

  everyone!

 

  When

  we

  exclude

  a

  person

  or

  a

  group

  of

  people

  from

 
community

  based

  on

  their

  race,

  faith,

  ability,

  socioeconomic

  circumstance,

  sexual

  or

 
gender

  identity,

  culture

  or

  nationality,

  we

  are

  diminishing

  the

  health

  of

  the

  community

  as

 
a

  whole.

  It

  affects

  an

  individuals

  mental

  health

  and

  well-being

  which

  ripples

  outward.

What

  does

  an

  inclusive

  school

  look

  like?
Truly

  inclusive

  schools

  are

  accessible

  to,

  safe

  for

  and

  accepting

  of

  all

  students,

  their

  families

 
and

  staff

  members.

 

  The

  diversity

  in

  abilities,

  cultural

  backgrounds,

  sexual

  and

  gender

 
identities,

  faiths

  and

  life

  circumstances

  are

  desired

  and

  embraced,

  as

  opposed

  to

  tolerated

 
and

  managed.

 
Inclusive

  schools

  see

  diversity

  as

  an

  opportunity

  to

  become

  creative

  in

  delivering

  education

 
to

  students.

 

  They

  believe

  all

  students

  have

  worth

  and

  are

  deserving

  of

  equal

  opportunity.
Inclusive

  schools

  provide

  a

  physically

  and

  emotionally

  safe

  environment

  free

  from

 
discrimination

  in

  any

  form

  and

  address

  issues

  that

  arise

  promptly

  while

  maintaining

  the

 
dignity

  and

  wellbeing

  of

  everyone

  involved.

 

 
Free2BeYOUth 2015

20

Inclusive

  schools

  understand

  that

  inclusive

  education

  is

  about

  more

  than

  classroom

 
learning

  and

  takes

  steps

  to

  ensure

  every

  student

  has

  access

  to

  appropriate

  extracurricular

 
and

  social

  opportunities.

 

 
Inclusive

  schools

  realize

  the

  rights

  of

  all

  students

  to

  access

  an

  appropriate,

  quality

 
education

  that

  prepares

  them

  for

  adult

  life.

 
Inclusive

  schools

  have

  a

  supported

  staff

  who

  model

  inclusive

  attitudes

  for

  students

  and

 
visitors,

  throughout

  the

  school

  day.
Inclusive

  schools

  move

  beyond

  simply

  welcoming

  all

  students

  to

  seeing

  students

  experience

 
true

  belonging.

Does

  this

  describe

  your

  school?
What

  do

  you

  think?

  What

  do

  other

  students

  think?

  Lets

  find

  out!

 

Free2BeYOUth 2015

21

Getting to Know what your Schoolmates Think

It

  is

  really

  difficult

  to

  learn

  everyones

  opinion

  about

  a

  topic.

  However,

  Free2beYOUth

 
leaders

  cannot

  assume

  that

  their

  personal

  opinion

  about

  a

  situation

  or

  a

  program

  at

  school

 
represents

  all

  students

  thoughts

  and

  feelings.

  Therefore,

 

  it

  is

  important

  to

  make

  an

  effort

 
to

  understand

  what

  the

  majority

  of

  students

  think

  as

  well

  as

  the

  perspective

  of

  the

  less

 
vocal

  or

  visible

  groups.

  Hearing

  peoples

  different

  viewpoints

  helps

  leaders

  have

  a

  better

 
grasp

  of

  a

  situation

  and

  plan

  activities

  and

  programs

  that

  respond

  to

  all

  or

  more

 
marginalized

  groups

  and

  individuals

  needs.

 
Social

  scientist

  researchers

  use

  different

  forms

  to

  collect

  peoples

  thoughts

  and

  viewpoints

 
and

  to

  analyze

  them.

  We

  would

  like

  to

  briefly

  introduce

  two

  of

  them.

  It

  is

  important

  to

 
note

  that

  the

  decision

  of

  what

  method

  to

  use,

  depends

  on

  what

  question

  you

  want

  to

  ask

 
and

  how

  many

  and

  what

  kind

  of

  responses

  will

  be

  helpful

  to

  your

  decision.

 

You

  can

  collect

  the

  opinion

  of

  a

  selected,

  few

  experts

  in

  the

  area.

  The

  idea

  with

  this

 
method

  is

  to

  analyze

  a

  situation

  in

  depth

  with

  people

  that

  know

  the

  most

  about

  it.

 
For

  example:

  if

  you

  want

  to

  know

  why

  grade

  11

  male

  students

  are

  not

  taking

  part

  in

 
the

  science

  club,

  it

  does

  not

  make

  sense

  to

  ask

  the

  whole

  school

  about

  it.

  It

  is

  better

 
if

  you

  sit

  with

  all

  grade

  11

  male

  students

  and

  discuss

  the

  issue.

  You

  might

  want

  to

 
discuss

  the

  same

  issue

  with

  high

  school

 

  science

  teachers,

  they

  might

  have

  some

 
important

  observations

  about

  the

  class

  and

  the

  students

  relations

  with

  science.

Surveys

  are

  a

  method

  used

  to

  collect

  the

  general

  opinion

  of

  a

  large

  number

  of

 
people.

  More

  than

  getting

  to

  know

  an

  issue

  in

  depth,

  surveys

  are

  directed

  to

  have

  a

 
pick

  on

  the

  opinion

  of

  the

  majority

  of

  people.

  For

  example:

  if

  you

  want

  to

  know

  if

 
students

  feel

  included

  in

  the

  science

  club,

  you

  can

  create

  a

  brief

  questionnaire

  to

  ask

 
all

  or

  most

  students

  if

  they

  feel

  included

  and

  probably

  the

  main

  reason

  why

  they

  feel

 
or

  do

  not

  feel

  included.

  Instead

  of

  getting

  into

  a

  deep

  conversation

  about

  what

  is

 
inclusion

  and

  if

  and

  how

  students

  are

  included,

  this

  survey

  might

  ask

  students

  yes/
no

  questions.

  The

  survey

  will

  give

  Free2BeYOUth

  leaders

  a

  sense

  of

  the

  general

 
school

  feeling

  of

  inclusion

  in

  the

  science

  club.

  Most

  surveys

  are

  anonymous

  and

 
include

  basic

  information

  about

  the

  people

  who

  answer

  the

  survey

  -

  age,

  class,

 
gender.

  That

  way,

  the

  researchers

  can

  explore,

  for

  example,

  if

  some

  classes

  feel

 
more

  included

  than

  others,

  or

  some

  ages

  feel

  more

  included

  than

  others,

  etc.

Considering

  the

  Free2beYOUth

  group

  is

  new

  and

  there

  is

  not

  much

  time

  to

  have

  the

 
training

  needed

  to

  run

  expert

  groups,

  the

  JHC

  suggests

  the

  use

  of

  surveys

  as

  a

  tool

  to

 
collect

  and

  analyze

  students

  opinions

  and

  feelings.

  A

  survey

  should

  give

  you

  two

  different

 
kinds

  of

  information;

  what

  most

  people

  think,

  and

  what

  other

  opinions

  exist

  within

  the

 
group.

  It

  is

  important

  to

  look

  for

  both.

  Sometimes

  researchers

  focus

  on

  only

  the

  majority

 
group,

  and

  they

  lose

  track

  of

  what

  minorities

  think

  and

  feel.

  To

  create

  a

  community

  based

 
Free2BeYOUth 2015

22

on

  human

  rights

  and

  one

  that

  fosters

  inclusion,

  it

  is

  critical

  to

  understand

  the

  perspective

 
and

  voice

  of

  the

  minority

  groups.

Applying

  a

  survey
Considering

  you

  are

  part

  of

  an

  established

  structure

  guided

  by

  teachers

  and

  administrative

 
personnel,

  you

  have

  to

  consider

  all

  the

  formal

  steps

  to

  get

  permission

  to

  apply

  the

  survey.

 
Please

  talk

  to

  the

  adult/teacher

  leader

  to

  figure

  out

  who

  you

  should

  talk

  to

  in

  order

  to

  gain

 
access

  to

  students

  in

  the

  classrooms

  and

  to

  be

  allowed

  to

  leave

  your

  class

  to

  apply

  the

 
survey.
When

  you

  go

  into

  a

  classroom,

  clearly

  explain

  to

  students

  why

  you

  are

  applying

  the

  survey,

 
why

  it

  is

  important

  to

  collect

  that

  information,

  and

  tell

  them

  that

  they

  can

  opt

  out

  of

  the

 
survey.

  It

  cannot

  be

  mandatory.

  Therefore,

  your

  presentation

  has

  to

  be

  convincing

  for

  them

 
to

  agree

  to

  take

  the

  survey.

  Also,

  tell

  them

  that

  the

  survey

  is

  anonymous

  and

  why.

 

 

How

  to

  analyze

  the

  survey?
Applying

  a

  survey

  has

  three

  parts:

  planning,

  asking

  people,

  and

  analysing

  the

  responses.

 
Lets

  talk

  about

  each

  one

  through

  an

  example.

 
A

  grade

  10

  gym

  teacher

  wants

  to

  select

  a

  sport

  to

  play

  with

  students

  during

  the

  month

  of

 
October.

  The

  teacher

  loves

  football

  and

  thinks

  that

  most

  of

  his

  students

  would

  like

  to

  learn

 
to

  play

  football.

  However,

  he

  decides

  to

  consult

  his

  students

  to

  make

  sure

  he

  is

  taking

 
everyones

  opinion

  into

  account.
Planning:

  The

  gym

  teacher

  feels

  comfortable

  teaching

  4

  sports:

  football,

  basketball,

  soccer,

 
and

  cricket.

 
The

  teacher

  decides

  to

  create

  a

  survey

  where

  he

  would

  ask

  students

  two

  questions:

 
1.

  Which

  one

  of

  the

  following

  sports

  is

  your

  first

  choice

  to

  play

  during

  the

  month

  of

 
October?

 

 
football,

  basketball,

  soccer,

  and

  cricket
2.

  Which

  one

  of

  the

  following

  sports

  is

  your

  second

  choice

  to

  play

  during

  the

  month

  of

 
October?

 
football,

  basketball,

  soccer,

  and

  cricket
Asking

  People:

  The

  teacher

  comes

  to

  his

  classroom

  the

  next

  morning

  and

  distributes

  the

 
survey.

  He

  has

  told

  students

  that

  he

  likes

  football.

  So,

  to

  allow

  students

  to

  answer

  without

 
making

  them

  feel

  that

  they

  have

  to

  answer

  in

  the

  same

  way

  as

  the

  teacher,

  he

  decides

  to

 
apply

  an

  anonymous

  survey.

  This

  means

  that

  students

  will

  not

  put

  their

  names

  on

  the

 
questionnaire.

  Thus,

  students

  can

  respond

  freely.

 
After

  everyone

  has

  answered

  the

  question,

  the

  teacher

  picks

  up

  the

  answers

  and

  takes

 
them

  to

  his

  office

  to

  analyze

  them.
Free2BeYOUth 2015

23

Analyzing

  the

  answers:

  When

  the

  teacher

  has

  all

  of

  the

  questionnaires

  with

  him,

  he

  looks

 
at

  them

  rapidly

  and

  sees

  that

  football

  is

  not

  that

  common,

  but

  he

  needs

  to

  know

  exactly

 
how

  many

  students

  picked

  each

  color.

  The

  teacher

  creates

  a

  table

  to

  record

  the

  answers.

 
On

  one

  side

  of

  the

  table

  he

  puts

  the

  number

  of

  students

  that

  responded

  the

  questionnaire

 
and

  on

  the

  other

  side

  the

  sport

  choices.

  The

  teacher

  puts

  an

  x

  on

  each

  of

  the

  two

  color

 
choices

  each

  student

  has

  selected.

  Since

  there

  are

  no

  names

  on

  the

  surveys,

  the

  teacher

 
identifies

  each

  questionnaire

  with

  a

  number.

  This

  is

  how

  part

  of

  his

  table

  looks:
Football

Cricket

Basketball

4
5
6

x
x

x
x

Soccer

x
x


 
After

  entering

  all

  students

  answers

  in

  the

  table

  the

  teacher

  adds

  up

  how

  many

  football,

 
how

  many

  cricket,

  how

  many

  basketball,

  and

  how

  many

  soccer

  there

  are

  in

  total.

  He

  can

 
then

  compare

  the

  total

  number

  of

  each

  sport

  and

  can

  clearly

  see

  several

  things:
1.
2.
3.
4.

13

  students

  answered

  that

  they

  prefer

  cricket

  either

  as

  a

  first

  or

  second

  choice;
Students

  do

  not

  like

  football

  as

  much

  as

  he

  thought;

 
The

  majority

  of

  his

  25

  students

  would

  be

  happy

  to

  learn

  to

  play

  cricket,

  but

  there

  are

 
5

  students

  that

  did

  not

  choose

  cricket

  as

  first

  or

  second

  option;

  and,
Those

  5

  students

  picked

  soccer

  as

  their

  first

  or

  second

  option.

After

  creating

  a

  table,

  either

  on

  paper

  or

  with

  a

  computer

  program,

  it

  is

  possible

  to

  create

 
charts

  and

  graphics

  that

  help

  visualize

  the

  answers

  and

  see

  things

  that

  were

  not

  obvious

 
before.

 
For

  example,

  the

  grade

  10

  teacher

  can

  now

  easily

  see

  that

  a

  combination

  of

  cricket

  and

 
soccer

  would

  allow

  him

  to

  make

  all

  his

  students

  comfortable

  in

  October.

 
Surveys

  are

  a

  great

  way

  to

  understand

  the

  divisions

  in

  a

  group

  as

  well

  as

  diversity

  of

 
opinions.

  Surveys

  also

  show

  what

  most

  people

  are

  thinking.

  However,

  a

  survey

  rarely

  asks

 
why

  people

  have

  different

  opinions

  or

  different

  tastes.

  If

  we

  want

  to

  understand

  the

 
reasons

  behind

  peoples

  answers

  we

  would

  have

  to

  use

  open-ended

  questions.

  Organizing

 
the

  information

  that

  comes

  out

  of

  an

  open-ended

  question

  is

  time

  consuming.

  So,

  it

  is

 
recommended

  not

  to

  use

  open-ended

  question

  unless

  you

  are

  surveying

  a

  small

  group

  of

 
people.

 

Free2BeYOUth 2015

24

The

  questionnaire

  that

  the

  JHC

  has

  included

  with

  this

  material

  includes

  questions

  that

  can

 
be

  answered

  by

  simply

  choosing

  between

  yes,

  no,

  or

  maybe.

  Yet,

  because

  we

  want

  to

 
explore

  the

  reason

  why

  people

  answer

  a

  certain

  way,

  we

  have

  also

  included

  the

  question

 
why?.

  The

  answers

  to

  the

  why

  questions

  are

  available

  to

  us

  if

  we

  want

  to

  dig

  deeper

 
into

  the

  reasoning

  behind

  peoples

  answers.

  You

  do

  not

  have

  to

  create

  a

  new

  survey,

  but

 
please

  feel

  free

  to

  include

  questions

  if

  you

  think

  that

  there

  are

  specific

  situations

  at

  school

 
that

  you

  would

  like

  to

  ask

  about.

 

Diversity

  through

  a

  survey
Many

  surveys

  are

  designed

  to

  understand

  what

  are

  the

  majority

  of

  people

  thinking.

  For

 
example

  electoral

  surveys

  want

  to

  know

  who

  are

  people

  voting

  for

  to

  predict

  who

  is

  going

 
to

  win

  an

  election.

  On

  the

  same

  way,

  product

  developers

  use

  surveys

  to

  know

  what

  the

 
majority

  of

  people

  look

  in

  a

  product

  such

  as,

  shampoo

  or

  soap,

  to

  create

  a

  product

  that

 
responds

  to

  those

  characteristics.
However,

  human

  rights

  based

  surveys

  are

  designed

  to

  pay

  close

  attention

  to

  minorities,

  to

 
people

  that

  might

  not

  be

  represented,

  or

  might

  be

  excluded

  from

  the

  majority

  decision.

 
Have

  minority

  rights

  been

  respected

  and

  included

  into

  the

  decisions

  that

  majority

  are

 
making.

  The

  idea

  of

  these

  surveys

  is

  to

  inform

  decision

  makers

  and

  program

  developers

 
who

  and

  why

  are

  certain

  people

  feeling

  excluded.
It

  is

  important

  for

  a

  human

  rights

  based

  approach

  to

  apply

  the

  survey

  to

  as

  many

  students

 
as

  possible

  to

  ensure

  you

  are

  capturing

  the

  minority/marginalized

  voices.

  Therefore,

  it

  is

 
important

  to

  check

  with

  teachers

  and

  administrators

  to

  have

  access

  to

  all

  classes

  and

  to

 
special

  groups

  or

  classes

  that

  need

  to

  be

  included.

  It

  is

  important

  to

  take

  into

  account

  that

 
there

  might

  be

  some

  groups

  that

  require

  extra-support

  to

  take

  part

  on

  the

  survey

  (students

 
with

  disabilities,

  ELL).

Free2BeYOUth 2015

25

Getting to Know Your School - Inclusion Survey

Is

  your

  school

  a

  safe

  place?

 

 

 

 

Yes

 

 

  or

 

 

  No

Explain.

Do

  you

  feel

  you

  fit

  in

  or

  belong

  in

  your

  school?

 

 

  Yes

 

 

  or

 

 

  No
Explain.

Are

  there

  students

  at

  your

  school

  who

  do

  not

  fit

  in

  or

  do

  not

  belong?

 

 

  Yes

 

 

  or

 

 

  No
Explain.

If

  you

  have

  a

  problem

  or

  see

  something

  unfair

  happening,

  do

  you

  feel

  comfortable

  talking

 
to

  a

  supervisor

  or

  teacher?

 

 

  Yes

 

 

  or

 

 

  No
Explain.

Want

  to

  add

  a

  question

  or

  two?
1.

2.

 

Free2BeYOUth 2015

26

Lets

  Analyze
Now

  that

  you

  have

  all

  the

  surveys

  in,

  its

  time

  to

  compile

  them.

 

  Often

  delegating

  only

  one

 
person

  to

  do

  the

  analysis

  can

  be

  overwhelming

  and

  can

  slow

  things

  down.

  We

  suggest

 
that

  you

  set

  up

  a

  club

  meeting

  and

  you

  all

  analyze

  together.

  Split

  the

  piles

  up

  and

  count

  up

 
the

  totals

  for

  yes

  and

  no

  and

  keep

  track

  of

  key

  things

  mentioned

  in

  the

  explanation

 
section.

  Here

  is

  a

  template

  you

  can

  use

  below.

  As

  you

  talk

  it

  through,

  you

  will

  draw

  ideas

 
and

  conclusions.

  Have

  someone

  write

  these

  down!
YES

NO

Tally:

Tally:

Comments:

Comments:

Free2BeYOUth 2015

27

Discussing

  Results

  and

  Building

  Your

  Ideas
After

  compiling

  all

  the

  results,

  plan

  another

  meeting

  if

  you

  need

  additional

  time

  and

 
discuss

  the

  following

  questions:

1. What

  surprises

  us

  about

  the

  survey?

 

  What

  were

  students

  saying?

2. What

  do

  you

  think

  is

  working

  well

  at

  our

  school?

3. What

  do

  you

  think

  are

  the

  key

  challenges

  we

  face

  at

  our

  school?

4. Who

  do

  you

  think

  are

  the

  most

  excluded

  in

  our

  school?

5. What

  3-4

  things

  can

  we

  do?

 
a. For

  example,

  identify

  if

  there

  is

  a

  particular

  group

  of

  students

  that

  you

  want

  to

 
engage

  with

  and

  build

  a

  stronger

  relationship

  with

  to

  foster

  inclusion

  and

  education

 
in

  the

  school.

Free2BeYOUth 2015

28

Section 3: get INvolved

::

  building

  your

  club

Free2BeYOUth 2015

29

Tips for building your club

Remember

  that

  your

  club

  is

  meant

  to

  include

  a

  proportionate

  representation

  of

  students

  from

  all

  of

 
the

  diverse

  student

  populations

  within

  your

  school.

 

  Ensuring

  the

  most

  diversity

  within

  your

  club

  is

 
the

  key

  to

  the

  success

  of

  this

  program.

  While

  you

  dont

  want

  people

  to

  feel

  singled

  out,

  its

 
important

  to

  make

  sure

  everyone

  feels

  welcome

  and

  that

  you

  reach

  out

  to

  everyone.

Getting

  started:
As

  a

  Lead

  Team,

  decide

  where

  you

  will

  hold

  your

  club

  meetings.

  Make

  sure

  it

  is

  accessible!
Choose

  a

  few

  tentative

  dates/times

  for

  your

  first

  club

  meeting

  before

  students

  start

  signing

  up.

 
Why?

  A

  lot

  of

  clubs

  typically

  meet

  right

  before

  or

  after

  school,

  but

  these

  times

  may

  not

  work

  for

 
some

  students.

  For

  example,

  students

  who

  take

  accessible

  transportation

  to

  and

  from

  school

 
usually

  have

  no

  choice

  about

  the

  time

  they

  arrive

  or

  leave.

  You

  will

  want

  to

  gain

  feedback

  from

 
students

  who

  sign

  up

  about

  what

  times

  work

  well

  for

  them.

 

Time

  to

  promote:
1.Start

  with

  a

  presentation

  to

  the

  staff.

  If

  there

  is

  an

  upcoming

  staff

  meeting,

  this

  would

  be

  the

 
perfect

  time

  to

  let

  the

  staff

  know

  what

  the

  program

  is

  about

  and

  how

  they

  can

  encourage

  their

 
students

  to

  get

  involved.

  Teachers

  should

  have

  a

  good

  idea

  by

  now

  which

  of

  their

  students

  may

 
benefit

  from

  joining.
2.Make

  a

  presence.

  Have

  leaders

  hang

  out

  in

  the

  main

  foyer

  during

  lunchtime

  with

  signup

  sheets

 
and

  post

  signup

  sheets

  in

  heavy

  traffic

  areas

  of

  the

  school,

  perhaps

  one

  at

  the

  main

  office

  as

  well.
3.Announcements.

  Use

  the

  morning

  and

  afternoon

  announcement

  time.

  Make

  sure

  your

 
announcement

  is

  catchy

  and

  delivers

  the

  main

  idea

  of

  the

  club.

  Emphasize

  that

  all

  students

  are

 
encouraged

  to

  join!
4.Classroom

  visits.

  Visits

  to

  classrooms

  with

  a

  short

  2-3

  minute

  presentation

  will

  help

  to

  get

 
everyones

  attention.
5.Be

  intentional.

 

  If

  your

  school

  has

  resource

  rooms

  or

  classrooms

  for

  students

  with

  disabilities

 
MAKE

  SURE

  you

  visit

  these

  rooms

  and

  provide

  the

  students

  and

  the

  teaching/support

  staff

  with

  the

 
information

  about

  how

  to

  join.

  There

  may

  be

  students

  who

  arrive

  at

  different

  times

  throughout

  the

 
day

  or

  are

  absent

  that

  day

  so

  be

  sure

  to

  re-visit

  and

  provide

  extra

  information

  sheets

  to

  the

  teacher.
Students

  who

  are

  new

  to

  Canada

  and

  perhaps

  speak

  very

  little

  English

  may

  benefit

  from

  having

  a

 
take

  home

  flyer

  or

  information

  sheet.

  The

  teacher

  and/or

  peers

  can

  also

  help

  to

  explain

  the

 
program

  to

  the

  student

  if

  they

  know

  the

  students

  home

  language.

Free2BeYOUth 2015

30

Running your club meetings and events

This

  section

  contains

  ideas

  for

  club

  activities

  as

  well

  as

  school

  and

  community-wide

  events.

 

  This

  is

 
meant

  as

  a

  guide

  to

  get

  you

  started

  and

  provide

  pointers

  for

  helping

  things

  run

  smoothly.

  But

 
remember:

  this

  isnt

  a

  mandatory

  list,

  and

  you

  are

  not

  limited

  to

  what

  is

  included

  here!

  We

 
encourage

  your

  club

  to

  get

  creative

  and

  come

  up

  with

  as

  many

  ideas

  as

  you

  can

  related

  to

  the

 
theme

  of

  the

  month

  and

  inclusion

  overall!

Frequency
Its

  really

  up

  to

  you

  how

  you

  want

  to

  organize

  and

  run

  your

  meetings,

  and

  how

  often

  you

  want

  to

 
meet.

  It

  is

  recommended

  that

  you

  meet

  twice

  a

  month.

  You

  should

  definitely

  meet

  at

  least

  once

  a

 
month,

  as

  any

  less

  than

  that

  will

  make

  it

  hard

  to

  feel

  like

  a

  real

  team

  and

  keep

  momentum

  going

 
on

  the

  issues

  you

  want

  to

  address.

  Every

  two

  weeks

  might

  be

  better

  if

  you

  have

  enough

  people,

 
energy

  and

  ideas

  to

  keep

  the

  pace

  going!

 
Alternate

  club

  meetings

  and

  lead

  team

  meetings.

  We

  recommend

  that

  you

  have

  club

  meetings

 
every

  two

  weeks,

  and

  the

  others

  weeks

  you

  meet

  as

  a

  Lead

  Team

  to

  plan

  your

  activities

  with

  your

 
Adult

  Facilitator.

  So,

  for

  example:
January:
Week

  1:

  Club

  Meeting
Week

  2:

  Lead

  Team

  meeting
Week

  3:

  Club

  Meeting
Week

  4:

  Lead

  Team

  meeting
This

  will

  give

  it

  some

  structure

  and

  make

  sure

  you

  dedicate

  enough

  time

  to

  planning

  and

  debriefing

 
as

  a

  Lead

  Team.

  Remember

  to

  plan

  around

  holidays

  and

  exams!

Choosing

  a

  topic
As

  a

  member

  of

  the

  leadership

  team,

  you

  are

  clearly

  passionate

  about

  inclusion,

  and

  you

  likely

  have

 
at

  least

  one

  inclusion

  issue

  that

  you

  think

  needs

  to

  be

  addressed

  in

  your

  school.

 

  What

  do

  others

  in

 
your

  school

  think?

  Section

  2

  is

  dedicated

  to

  getting

  broader

  perspectives

  on

  the

  inclusion

  issues

 
facing

  students

  in

  your

  school,

  including

  how

  to

  do

  a

  whole-school

  survey.

 

  Once

  youve

  compiled

 
your

  results

  from

  the

  survey,

  the

  next

  big

  task

  is

  choosing

  the

  priority

  issues

  for

  the

  year,

  and

  in

 
particular

  choosing

  which

  one

  to

  start

  with.

 

 
Once

  youve

  decided

  on

  a

  topic,

  you

  need

  to

  figure

  out

  how

  best

  to

  address

  it

  in

  your

  school.

  Start

 
by

  reading

  about

  the

  issue

  in

  Section

  4

  of

  this

  manual

  to

  get

  a

  good

  overview

  for

  yourself.

 
Then

  take

  a

  look

  at

  the

  activity

  suggestions

  for

  ideas,

  and

  check

  out

  the

  general

  activity

  suggestions

 
in

  this

  section

  as

  well.

 

  Do

  some

  of

  your

  own

  brainstorming

  of

  new

  ideas,

  and

  then

  when

  you

 
discuss

  it

  as

  a

  leadership

  team

  you

  can

  bring

  your

  suggestions

  and

  preferences.

  Choose

  what

 
elements

  work

  best

  for

  your

  meeting

  or

  event!

  Many

  topics

  could

  benefit

  from

  several

  meetings,

 
guest

  speakers

  or

  events,

  and

  so

  can

  last

  for

  more

  than

  a

  month.

 

  Its

  up

  to

  you,

  based

  on

  what

 
happens

  in

  your

  meetings

 

  leave

  it

  a

  little

  flexible!

Free2BeYOUth 2015

31

A Three Meeting Structure

We

  recommend

  that

  you

  spend

  at

  least

  three

  club

  meetings

  dealing

  with

  each

  of

  your

  priority

 
topics.

  This

  will

  allow

  you

  to

  really

  get

  into

  the

  issue,

  reflect

  on

  how

  it

  affects

  your

  school,

  and

 
figure

  out

  what

  you

  can

  do

  about

  it.

 

  You

  can

  always

  spend

  more

  than

  three

  meetings

  on

  the

  topic

 
if

  you

  need

  more

  time

  or

  want

  to

  invite

  more

  guests

  in

  to

  speak.

  Remember,

  you

  can

  even

  invite

 
students

  as

  your

  guests

  to

  share

  their

  story.

 

  You

  might

  also

  decide

  on

  an

  action

  plan

  that

  includes

 
further

  activities,

  such

  as

  a

  whole-school

  event,

  advocacy

  actions,

  or

  a

  community-wide

  event.

Meeting

  1:

Intro

  &

  Activities
This

  meeting

  is

  designed

  to

  introduce

  the

  topic,

  get

  people

 
thinking,

  and

  get

  people

  engaged

  using

  some

  participatory

 
activities.

Meeting

  2:

Guest

  Speaker

  /

  Video

  &

  Discussion
This

  meeting

  is

  designed

  to

  dig

  deep

  into

  the

  issue

  by

  either

 
having

  a

  guest

  speaker

  or

  using

  a

  video

  to

  learn

  about

  the

 
issue,

  peoples

  experiences,

  and

  why

  its

  important.

Meeting

  3:

Reflection

  and

  Action

  Planning
This

  meeting

  is

  designed

  to

  really

  think

  about

  how

  this

  issue

 
affects

  your

  school,

  to

  decide

  if

  something

  needs

  to

  be

  done

 
to

  follow

  up

  on

  what

  youve

  learned,

  and

  to

  plan

  what

  you

  are

 
going

  to

  do

  about

  it.

 

Free2BeYOUth 2015

32

+

  Lead

  Team

  Debriefing:

  After

  each

  Club

  Meeting
Its

  really

  important

  for

  your

  leadership

  team

  to

  get

  together

  after

  each

  club

 
meeting

  or

  activity

  to

  debrief

  how

  it

  went.

  There

  might

  not

  be

  time

  right

 
afterwards

  if

  it

  was

  a

  lunch

  meeting

  and

  you

  all

  need

  to

  get

  to

  class,

  but

  find

  a

 
time

  later

  that

  day

  or

  the

  next

  day

  to

  meet

  as

  a

  group

  and

  discuss

  how

  things

 
went.

  This

  is

  a

  key

  time

  to

  assess

  the

  activities,

  videos,

  speakers

  and

  resources

  you

 
used,

  to

  provide

  each

  other

  feedback

  on

  the

  organization,

  facilitation

  and

  feeling

 
of

  the

  meeting,

  and

  to

  start

  thinking

  about

  what

  should

  happen

  next.

 
Tips

  on

  providing

  feedback

  to

  your

  fellow

  team

  members:
Providing

  good

  feedback

  that

  someone

  can

  accept

  and

  learn

  from,

  rather

 
than

  criticism

  that

  hurts

  them

  and

  they

  reject,

  is

  a

  skill

  that

  requires

 
sensitivity

  and

  practice.
The

  goal

  is

  to

  support

  the

  person

  youre

  providing

  feedback

  to,

  not

  to

 
express

  your

  frustration.

 

  Always

  think

  about

  the

  feelings

  of

  the

  other

 
person

  and

  make

  sure

  its

  a

  positive,

  useful

  experience

  for

  them.
Always

  have

  something

  positive

  to

  say,

  especially

  if

  you

  also

  have

  a

 
suggestion

  for

  something

  that

  could

  be

  done

  differently.


 

Free2BeYOUth 2015

33

Potential elements for your meetings

Meeting

  1:

  Intro

  &

  Activities
The

  first

  meeting

  on

  a

  topic

  should

  get

  people

  thinking

  about

  an

  issue

  and

  help

  them

  get

  to

  know

 
each

  other

  better.

  Check

  out

  the

  activities

  recommended

  for

  the

  specific

  topic

  youve

  chosen

  in

 
Section

  4.

  They

  are

  specific

  to

  the

  issue

  and

  it

  would

  be

  good

  to

  use

  at

  least

  one

  activity

  like

  that

  to

 
break

  the

  ice

  and

  create

  a

  safe

  space

  (or

  plan

  your

  own).
You

  can

  also

  use

  a

  variety

  of

  team

  building

  or

  discussion

  activities

  that

  are

  more

  general

  and

  can

  be

 
adapted

  to

  suit

  your

  purposes.

  We

  have

  included

  the

  following

  as

  examples

  you

  can

  use.

Sharing

  circle

  /

  Check-ins
Everyone

  in

  your

  group

  is

  a

  real

  person

  living

  a

  real

  life

  with

  all

  of

  its

  ups

  and

  downs.

  Your

  club

 
needs

  to

  be

  a

  safe

  place

  where

  people

  can

  be

  themselves

  and

  find

  support

  in

  each

  other.

  A

  key

 
part

  of

  this

  is

  to

  check

  in

  regularly

  about

  how

  everyone

  is

  doing,

  in

  a

  completely

  non-judgemental

 
way.

  This

  can

  be

  directed

  more

  specifically

  towards

  how

  people

  are

  feeling

  about

  inclusion

  issues,

 
but

  it

  doesnt

  have

  to

  be.

  The

  goal

  is

  to

  build

  your

  team,

  support

  each

  other,

  and

  to

  center

  the

 
group

  in

  their

  realities

  rather

  than

  just

  abstract

  issues.

  For

  the

  first

  few

  meetings,

  each

  person

 
should

  also

  introduce

  themselves

  with

  their

  name

  and

  grade

  to

  build

  faml
Start

  slow:

  Dont

  expect

  people

  to

  start

  sharing

  their

  deepest

  feelings

  with

  people

  they

  barely

 
know.

 

  It

  takes

  time

  to

  build

  trust,

  and

  no

  one

  should

  feel

  an

  obligation

  to

  share

  something

  they

 
dont

  want

  to.

 

 
Use

  short

  and

  specific

  questions:

  It

  is

  easy

  for

  a

  check-in

  to

  take

  up

  way

  more

  time

  than

  you

 
planned,

  to

  end

  up

  just

  being

  a

  complaining

  session,

  or

  to

  end

  up

  sidetracked

  from

  the

  topic

  you

 
planned

  for

  that

  day.

  The

  best

  way

  to

  avoid

  this

  is

  to

  use

  specific

  questions

  that

  include

  negatives

 
and

  positives.

  For

  example:
What

  was

  one

  challenge

  you

  faced

  this

  last

  month,

  and

  one

  success

  you

  achieved

  (as

  small

 
or

  as

  big

  as

  you

  want)?
What

  was

  one

  thing

  you

  saw

  this

  month

  that

  showed

  a

  lack

  of

  inclusion

  in

  our

  school?

 
What

  was

  one

  thing

  you

  saw

  that

  was

  a

  good

  example

  of

  inclusion?
What

  is

  one

  thing

  youre

  feeling

  angry

  or

  frustrated

  about,

  and

  one

  things

  that

  youre

 
feeling

  good

  or

  happy

  about?
Share

  one

  negative

  or

  frustrating

  thing

  that

  happened

  for

  you

  in

  the

  past

  month/week/two

 
weeks,

  and

  one

  positive

  or

  happy

  thing.
Its

  best

  for

  the

  person

  leading

  the

  check-in

  to

  go

  first

  in

  order

  to

  break

  the

  ice

  and

  to

  provide

  an

 
example

  of

  the

  type

  of

  answers

  youre

  looking

  for.

  After

  each

  meeting,

  talk

  amongst

  the

  leadership

 
team

  about

  how

  the

  check-in

  went,

  how

  people

  felt,

  whether

  the

  question

  was

  good,

  and

  how

  to

 
make

  it

  better

  next

  time.

Free2BeYOUth 2015

34

Team-building

  and

  get-to-know-you

  activities
1. Solidarity

  Tags.

  Everyone

  picks

  a

  blank

  name

  tag

  and

  decorates

  it,

  then

  writes

  their

  name

  in

 
pencil

  on

  the

  back

  of

  the

  name

  tag.

  These

  newly

  decorated

  tags

  are

  then

  placed

  in

  a

  pile

  so

 
that

  each

  person

  can

  select

  a

  decorated

  tag

  that

  is

  not

  their

  own.

  Each

  individual

  will

  then

 
write

  their

  name

  in

  the

  middle

  and

  everyone

  introduces

  themselves

  to

  whoever

  made

  their

 
tag.
2. Create

  CD

  Covers.

 

  Using

  art

  is

  a

  great

  way

  to

  visually

  express

  who

  you

  are

  as

  a

  unique

 
individual.

  For

  this

  activity,

  each

  person

  will

  make

  a

  cover

  for

  a

  CD

  case.

  You

  can

  use

  an

  actual

 
CD

  case

  to

  trace

  appropriate

  measurements

  for

  your

  cover.

  Try

  to

  be

  as

  creative

  as

  possible

 
when

  decorating

  your

  cover;

  use

  any

  images,

  symbols,

  words,

  and/or

  quotes

  that

  you

  think

 
describe

  you

  best!

  On

  the

  back,

  you

  can

  include

  song

  titles

  that

  describe

  any

  aspects

  about

 
you

  that

  you

  would

  want

  others

  to

  know,

  such

  as

  your

  hobbies,

  travels,

  family,

  etc.

  When

  you

 
are

  ready,

  share

  your

  new

  CD

  covers

  with

  each

  other

  so

  everyone

  can

  get

  to

  know

  each

  other

 
a

  little

  better.

 
3. A

  Collage

  of

  Talents.

  Showcase

  everyones

  talents

  by

  making

  a

  giant

  collage

  to

  display!

  This

  is

  a

 
great

  way

  for

  you

  to

  learn

  about

  your

  peers

  and

  vice

  versa.

  Then

  you

  can

  discuss

  what

  it

  feels

 
like

  to

  make

  these

  collages

  which

  share

  your

  talents

  for

  others

  to

  see.

  You

  can

  also

  collectively

 
explore

  how

  these

  collages

  can

  be

  used

  to

  remind

  ourselves

  of

  our

  positive

  attributes

  and

 
skills.
4. Human

  Scavenger

  Hunt.

  Using

  the

  grid

  with

  descriptions

  provided

  in

  each

  square,

  your

  goal

  is

 
to

  find

  different

  individuals

  to

  fit

  the

  descriptions

  in

  each

  of

  the

  squares.

  Once

  you

  find

 
someone

  who

  fits

  the

  description,

  write

  down

  any

  necessary

  details

  that

  are

  required.

  Note

 
that

  you

  cannot

  use

  the

  same

  person

  twice!

  That

  way,

  you

  will

  more

  likely

  talk

  to

  more

  people,

 
and

  thus

  get

  to

  know

  more

  of

  your

  peers!

Free2BeYOUth 2015

35

Find

  someone

  who

  likes

  Find

  someone

  who

 
the

  same

  dessert

  as

  you

  enjoys

  the

  same

  movie

 
(what

  is

  it?):
genre

  as

  you

  (what

  is

 
it?):

Find

  someone

  who

  lives

  Find

  someone

  who

 
near

  you

 
plays

  a

  different

  sport

 
from

  you

  (what

  do

  you

 
each

  play?):

Find

  someone

  who

  has

  Find

  someone

  who

  has

  a

  Find

  someone

  who

  listens

  Find

  someone

  who

  likes

 
the

  same

  hobby

  as

  you

  different

  hobby

  from

  you

  to

  the

  same

  music

  as

  you

  the

  same

  animal

  as

  you
(what

  is

  it?):

 
(what

  is

  it?):

 
(what

  is

  it?):

Find

  someone

  who

 
Find

  someone

  who

  was

  Find

  someone

  who

  is

 
owns

  a

  pet

  (what

  kind

  born

  outside

  of

  Canada

  celebrating

  a

  birthday

 
of

  pet

  is

  it

  and

  whats

  its

  (where

  were

  they

 
soon

  (when

  is

  it?):
name?):
born?):

Find

  someone

  who

 
enjoys

  the

  same

  school

 
subjects

  as

  you

  (which

 
are

  they?):

Find

  someone

  who

  likes

  Find

  someone

  who

  went

  Find

  someone

  who

  is

  in

  a

  Find

  someone

  who

 
to

  travel

  (where?):
to

  a

  different

  country

 
different

  grade

  from

  you

  plays

  a

  different

  sport

 
over

  the

  summer

  break

  (what

  grade

  are

  they

  in?): from

  you

  (what

  do

  you

 
(where?):
each

  play?):

Free2BeYOUth 2015

36

Discussion

  activities
1. Chat

  from

  a

  Hat.

 

  Write

  down

  different

  issues

  or

  topics

  that

  may

  be

  relevant

  to

  inclusion

  that

 
you

  would

  like

  to

  discuss.

  Maybe

  a

  recent

  workshop

  or

  presentation

  you

  participated

  in

  as

  a

 
part

  of

  Free2BeYOUth

  raised

  some

  questions

  you

  would

  like

  to

  address

  with

  the

  group,

  or

  you

 
heard

  about

  a

  current

  event

  that

  you

  would

  like

  others

  opinions

  about.

  Whatever

  it

  may

  be

 
that

  you

  would

  like

  to

  chat

  about

  with

  your

  F2BY

  peers,

  write

  it

  down

  on

  a

  small

  slip

  of

  paper

 
and

  place

  it

  in

  the

  hat.

  As

  someone

  draws

  the

  slips

  out

  of

  the

  hat,

  the

  group

  can

  discuss

  freely

 
and

  respectfully

  about

  the

  topic

  that

  was

  selected.

 
2. Dissecting

  Controversy.

  Pick

  apart

  a

  newspaper

  article

  that

  involves

  a

  controversial

  issue

  and

 
discuss

  topics

  of

  respect,

  dignity,

  responsibility,

  and

  justice,

  and

  how

  they

  all

  relate

  to

  the

 
article

  or

  not.

 

 
3. Words

  for

  Thought.

  Post

  inspirational

  and/or

  thought-provoking

  quotes

  around

  your

  school.

 
They

  can

  either

  be

  ones

  that

  you

  find/know

  or

  ones

  you

  come

  up

  with

  yourself!

Free2BeYOUth 2015

37

Meeting

  2:

  Guest

  Speaker

  /

  Video

  &

  Discussion
Guest

  speakers
One

  of

  the

  best

  ways

  to

  address

  a

  topic

  is

  to

  bring

  in

  a

  guest

  speaker

  from

  an

  organization

  that

 
works

  specifically

  on

  that

  issue,

  or

  a

  person

  from

  a

  minority

  community

  that

  can

  share

  their

 
experiences

  and

  story.

  Many

  of

  these

  organizations

  are

  looking

  for

  opportunities

  to

  come

  and

 
speak

  to

  your

  club

  or

  school,

  or

  can

  put

  you

  in

  contact

  with

  someone

  who

  can.
Check

  out

  our

  list

  of

  organizations

  in

  Section

  5

  as

  a

  place

  to

  start

  in

  finding

  organizations.

  See

  if

 
there

  are

  other

  local

  organizations

  in

  your

  community

  or

  area

  that

  might

  be

  relevant.

 
Tips

  for

  booking

  guest

  speakers:

Plan

  ahead!

  The

  more

  advance

  notice

  you

  can

  give

  people,

  the

  better.

  And

  its

  good

  to

 
avoid

  the

  stress

  of

  organizing

  things

  at

  the

  last

  minute.

  So

  work

  with

  your

  leadership

  team

 
to

  identify

  topics

  for

  your

  meetings

  at

  least

  two

  weeks

  ahead,

  and

  get

  started

  on

  contacting

 
organizations

  early.
Learn

  about

  the

  organization

  first:

  check

  out

  their

  website

  and

  get

  informed

  on

  the

  details

 
of

  what

  they

  do.

  What

  is

  their

  mission?

  What

  programs

  or

  projects

  do

  they

  have?

  What

 
services

  do

  they

  provide?

  This

  will

  help

  make

  sure

  the

  organization

  is

  relevant

  for

  your

  topic,

 
and

  make

  your

  inquiries

  and

  conversations

  with

  them

  more

  relevant.

 
Plan

  what

  youre

  going

  to

  say:

  Lay

  out

  for

  yourself

  what

  it

  is

  youre

  going

  to

  ask.

  For

 
example,

  have

  the

  date

  and

  time

  for

  your

  proposed

  meeting,

  the

  specific

  topic

  youre

 
looking

  at,

  and

  what

  specifically

  youre

  hoping

  for

  from

  the

  organization.

  This

  is

  especially

 
relevant

  if

  youre

  contacting

  them

  by

  phone.
Be

  respectful

  and

  excited:

  Dont

  demand

  or

  expect

  anything.

  Explain

  who

  you

  are,

  what

 
youre

  doing,

  and

  what

  kind

  of

  help

  youre

  hoping

  to

  find.

 
Get

  in

  touch!

  Find

  the

  email

  or

  phone

  info

  from

  their

  website,

  and

  get

  in

  contact.

 
o Phone:

  If

  you

  dont

  get

  someone

  on

  your

  first

  try,

  leave

  a

  message

  and

  follow

  up

 
with

  an

  email.

  This

  will

  help

  make

  sure

  you

  get

  a

  hold

  of

  someone.
o Email:

  If

  you

  dont

  get

  a

  response

  to

  your

  email

  in

  a

  day

  or

  so,

  pick

  up

  the

  phone

  and

 
give

  them

  a

  call.

  Sometimes

  this

  is

  the

  best

  way

  to

  get

  quick

  answers.
Referrals

  are

  awesome:

  If

  they

  cant

  help,

  maybe

  they

  can

  point

  you

  to

  someone

  who

  can.

 
Dont

  forget

  to

  ask.
Keep

  records:

  Remember

  to

  keep

  the

  name,

  contact

  info

  and

  description

  of

  the

  guest

 
speaker

  for

  the

  club,

  as

  they

  might

  want

  to

  invite

  them

  back

  next

  year.

Once

  youve

  found

  a

  guest

  speaker

  who

  is

  willing

  to

  come,

  you

  still

  have

  some

  work

  to

  do.

  Most

 
importantly,

  your

  guest

  speaker

  needs

  to

  know

  what

  is

  expected

  of

  them.

  Get

  in

  contact

  with

  them

 
directly,

  and

  provide

  some

  background

  on

  your

  club,

  school,

  and

  how

  you

  chose

  the

  issue

  to

  focus

 
on.

  Make

  sure

  they

  know

  how

  much

  time

  they

  have

  to

  speak.

  And

  make

  sure

  they

  understand

 
what

  exactly

  you

  want

  them

  to

  talk

  about.

 

Free2BeYOUth 2015

38

Questions

  to

  provide

  to

  your

  guest

  speaker

  ahead

  of

  time:
As

  we

  discussed

  by

  phone/email,

  the

  specific

  topic

  we

  would

  like

  you

  to

  speak

  about

  is

 
__________.

  Here

  are

  some

  questions

  we

  have

  that

  we

  would

  like

  you

  to

  address

  in

  your

  talk.

Why

  is

  the

  issue

  important?

  How

  does

  it

  affect

  people?

  The

  topic

  might

  be

  outside

  the

 
experience

  and

  awareness

  of

  many

  students,

  so

  it

  would

  be

  good

  to

  start

  with

  basics,

  but

 
understanding

  why

  something

  is

  complicated

  is

  important

  too.
What

  is

  it

  that

  we

  need

  to

  understand

  about

  this

  issue

  that

  would

  make

  us

  and

  our

  school

 
more

  respectful

  and

  inclusive?

Send

  a

  Thank

  You!
Remember

  to

  send

  an

  email

  or

  letter

  to

  your

  guest

  thanking

  them

  for

  coming

  to

  speak

  to

  your

 
group.

  Keep

  building

  the

  relationship,

  as

  you

  might

  have

  follow-up

  questions

  to

  ask

  them,

  or

  your

 
club

  might

  want

  to

  invite

  them

  again

  next

  year.

Videos

  and

  other

  resources
One

  of

  the

  best

  ways

  to

  learn

  about

  something

  is

  to

  hear

  someone

  talk

  about

  their

  own

 
experience.

  A

  guest

  speaker

  can

  do

  this

  effectively,

  but

  videos

  are

  also

  a

  great

  resource

  for

  this.

 
There

  are

  hundreds

  (if

  not

  thousands)

  of

  great

  video

  clips

  available

  free

  online

  that

  you

  can

  use

  in

 
your

  group

  meetings

  to

  explore

  the

  topic

  youve

  chosen

  for

  the

  day.

  They

  can

  be

  personal

  vignettes

 
to

  full

  documentaries

 

  you

  can

  decide!
A

  good

  place

  to

  start

  is

  to

  check

  out

  the

  websites

  of

  organizations

  that

  work

  on

  the

  topic

  you

  want

 
to

  explore.

  See

  the

  list

  of

  organizations

  in

  Section

  5

  for

  some

  ideas,

  but

  there

  are

  lots

  more

  out

 
there.
Make

  sure

  you

  watch

  any

  videos

  all

  the

  way

  through

  before

  you

  use

  them

  in

  a

  meeting.

  Are

  they

 
really

  focused

  on

  the

  topic

  you

  want

  to

  explore?

  Does

  it

  get

  boring

  after

  a

  while

  so

  maybe

  you

 
want

  to

  cut

  it

  short?

 

  What

  are

  some

  important

  questions

  that

  the

  video

  raises

  that

  you

  could

 
discuss

  afterwards

  in

  your

  meeting?

Free2BeYOUth 2015

39

Meeting

  3:

  Reflection

  and

  Action

  Planning
This

  session

  is

  an

  important

  one.

  Now

  that

  you

  have

  had

  time

  to

  learn

  about

  and

  engage

  in

  an

 
issue

  a

  bit

  more,

  this

  is

  the

  time

  for

  you

  to

  reflect

  on

  how

  this

  issue

  plays

  out

  at

  your

  school

  and

 
what

  the

  possibilities

  are

  for

  change.

  Here

  are

  some

  questions

  to

  guide

  your

  conversation:
What

  have

  we

  learned?

How

  does

  it

  affect

  our

  school?

Are

  there

  still

  some

  things

  that

  we

  dont

  totally

  know

  or

  understand?

Do

  we

  need

  to

  do

  something

  about

  this

  issue?

  Is

  there

  a

  change

  that

  needs

  to

  happen?

What

  can

  we

  do?

  Are

  there

  recommendations

  that

  we

  would

  like

  to

  make

  to

  staff

  and

 
administration

  of

  the

  school?

Free2BeYOUth 2015

40

School-wide Events
1. Create

  Visual

  Awareness.

  Posters,

  pictures,

  news,

  and

  stories

  about

  inclusion

  and

  diversity

 
placed

  around

  your

  school

  can

  promote

  awareness

  and

  education.

  Everyone

  can

  get

  involved

 
in

  creating

  these

  materials

  and

  placing

  them

  all

  over

  the

  school.

  A

  display

  in

  your

  schools

 
front

  entrance

  with

  a

  list

  of

  the

  ways

  in

  which

  your

  school

  is

  inclusive

  would

  provide

  a

  warm

 
welcome

  to

  students,

  families,

  and

  community

  members!

 

  Murals,

  artwork,

  and

  performing

 
art

  displays

  are

  great

  visual

  draws.

  An

  example

  of

  involving

  your

  entire

  school

  in

  creating

 
visual

  awareness

  is

  to

  make

  a

  group

  mural

  of

  everyone

  in

  your

  school

  so

  that

  each

  person

  has

 
an

  outline

  of

  themselves

  on

  chart

  paper

  on

  which

  they

  can

  use

  to

  draw

  things

  that

  represent

 
themselves.

  When

  everyone

  is

  finished,

  you

  will

  have

  everyone

  in

  your

  school

  represented

  on

 
chart

  paper

  which

  you

  can

  put

  up

  throughout

  your

  school

  to

  proudly

  show

  the

  diversity

  that

 
makes

  up

  your

  school

  community.

 
2. Good

  Morning

  Greeters.

  A

  fantastic

  way

  to

  introduce

  the

  diversity

  of

  your

  school

  is

  by

  having

 
your

  F2BY

  ambassadors

  greet

  staff

  and

  students

  as

  they

  arrive

  in

  the

  morning.

  Have

  the

 
ambassadors

  say

  good

  morning

  in

  their

  home

  language

  and

  offer

  a

  handshake

  or

  high

  five.

 
If

  one

  of

  your

  ambassadors

  uses

  sign

  language

  (or

  simply

  knows

  how

  to),

  have

  them

  teach

 
staff

  and

  students

  how

  to

  respond

  using

  sign

  language

  as

  well.

  This

  can

  be

  an

  excellent

  social

 
and

  skill

  building

  opportunity

  for

  students

  who

  use

  assistive

  technology

  to

  communicate

 
with,

  leading

  to

  increased

  comfort

  with

  alternative

  forms

  of

  conversation.

  What

  a

  great

  start

 
to

  the

  day!
3. Inclusive

  Education

  Month.

  In

  Canada,

  February

  is

  Inclusive

  Education

  Month.

  During

  this

 
time,

  schools

  celebrate

  and

  highlight

  the

  ways

  in

  which

  inclusion

  is

  happening

  in

  their

 
classrooms,

  greater

  school,

  and

  communities!

  Through

  our

  newsletter

  as

  well

  as

  updates

  on

 
the

  Free2BeYOUth

  website,

  you

  will

  receive

  ideas

  and

  inspiration

  for

  events

  and

  activities

  you

 
can

  host

  with

  your

  groups.

 
4. Movie

  Nights.

  Host

  a

  school-wide

  screening

  of

  Including

  Samuel,

  Waging

  Peace,

  or

 
Bully

  (available

  to

  borrow

  or

  purchase

  through

  the

  JHC).

  You

  may

  also

  want

  to

  check

  out

 
The

  National

  Film

  Board

  of

  Canada,

  www.nfb.ca

  which

  offers

  many

  films,

  animations,

  and

 
documentaries

  related

  to

  Canadian

  Aboriginal

  experiences.

  Contact

  your

  Program

 
Coordinator

  for

  tips

  on

  hosting

  a

  film

  screening.

 
5. The

  Global

  Goodies

  Caf.

  At

  the

  beginning

  of

  the

  week,

  choose

  a

  cultural

  theme,

 
highlighting

  ethnic

  foods

  that

  your

  students

  may

  enjoy.

  Have

  students

  bring

  the

  treats

  that

 
Friday

  and

  during

  the

  lunch

  hour,

  set

  up

  a

  table

  near

  the

  cafeteria

  or

  lunchroom

  to

  enjoy

  a

 
sort

  of

  bake

  sale

  with

  a

  twist.

  Provide

  information

  about

  the

  food

  you

  are

  serving

  (country

 
where

  it

  originates

  from,

  how

  it

  is

  prepared,

  perhaps

  even

  the

  recipe)

  and

  be

  sure

  to

  provide

 
a

  list

  of

  ingredients

  for

  each

  dish

  for

  those

  with

  allergies

  and

  intolerances.

  Traditional

  dress

 
and

  music

  from

  your

  theme

  could

  also

  be

  added

  to

  help

  create

  an

  authentic

  experience.

  This

 
event

  can

  be

  used

  as

  a

  fundraising

  opportunity.
6. The

  Living

  Library.

  This

  living

  library

  is

  a

  super

  fun

  and

  interactive

  event

  that

  will

  engage

 
students

  and

  staff

  in

  real-time

  learning

  experiences.

  How

  it

  works

 

  your

  F2BY

  Ambassadors

 
will

  arrange

  a

  series

  of

  special

  guests

  from

  within

  your

  community

  to

  come

  into

  your

  school

 
Free2BeYOUth 2015
41

at

  a

  chosen

  date

  and

  time

  to

  set

  up

  a

  table

  in

  the

  library.

  Students

  and

  staff

  will

  enter

  the

 
Living

  Library

  and

  choose

  a

  table

  to

  visit.

  They

  will

  have

  20

  minutes

  to

  interact

  with

  the

  guest

 
at

  the

  table

  and

  then

  switch

  to

  a

  different

  table.

  Your

  special

  community

  guests

  will

  have

  the

 
opportunity

  to

  share

  what

  they

  do,

  whether

  they

  are

  from

  a

  local

  business,

  give

  their

  time

  by

 
volunteering,

  have

  a

  story

  to

  share

  about

  their

  experiences

  living

  in

  the

  community

  or

 
otherwise.

  Students

  and

  staff

  will

  get

  to

  know

  more

  about

  the

  people

  working

  and

  living

  in

 
their

  community

  and

  perhaps

  find

  an

  opportunity

  to

  become

  more

  involved.

  This

  event

  can

 
be

  held

  multiple

  times

  throughout

  the

  year

  and

  is

  guaranteed

  to

  be

  a

  big

  hit!

7. Create

  your

  own.

_________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

8. Create

  your

  own.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Free2BeYOUth 2015

42

Community-wide Events
Bringing

  inclusion

  awareness

  to

  the

  greater

  community

  is

  highly

  encouraged

  through

 
Free2beYOUth.

 

  Some

  of

  the

  ways

  in

  which

  you

  can

  engage

  with

  the

  greater

  community

  are:
1. Host

  a

  film

  screening.

 

  Hosting

  a

  film

  screening

  for

  the

  community

  is

  essentially

  the

  same

  as

  if

 
you

  were

  to

  do

  it

  for

  your

  school,

  except

  you

  would

  invite

  the

  general

  public.

 

  You

  may

  wish

  to

 
hold

  the

  screening

  during

  the

  evening

  or

  on

  the

  weekend

  and

  you

  would

  need

  to

  get

  creative

 
with

  advertising.

 

  Again,

  please

  contact

  your

  Program

  Coordinator

  for

  tips

  on

  holding

  a

 
community

  film

  screening

  and

  to

  see

  what

  films

  are

  available.
2. Host

  a

  Speaker

  Panel.

 

  Invite

  special

  guest

  speakers

  to

  come

  and

  share

  their

  stories

  of

  inclusion

 
along

  with

  an

  interactive

  audience

  Q&A

  session.

 

  We

  have

  added

  a

  list

  of

  some

  local

  speakers,

 
in

  the

  next

  section,

  that

  you

  may

  choose

  to

  invite

  or

  you

  may

  know

  of

  someone

  who

  you

  think

 
would

  have

  an

  inspirational

  story

  to

  share.

 

  When

  hosting

  a

  panel

  discussion

  it

  is

  helpful

  to

 
have

  a

  topic

  chosen

  that

  the

  speakers

  can

  speak

  to

  and

  you

  will

  need

  to

  have

  some

  youth

 
moderators

  to

  facilitate

  the

  session.

 
3. Walk

  and

  Roll

  for

  Inclusion.

 

  Choose

  an

  area

  of

  your

  community

  that

  provides

  3km,

  5km,

  or

 
10km

  of

  walking

  (and

  rolling)

  space

  for

  an

  awareness/fundraising

  event!

 

  Plan

  ahead

  for

  this

 
event

  by

  ensuring

  the

  trails

  or

  roadway

  is

  free

  of

  obstacles

  for

  anyone

  using

  a

  wheelchair

  or

 
walking

  aid.

 

  Create

  posters

  to

  put

  up

  and

  fliers

  to

  hand

  out

  within

  your

  school

  and

 
community

  to

  get

  as

  many

  people

  involved

  as

  possible.

 

  Create

  a

  Facebook

  event

  page

  and

 
invite

  all

  of

  your

  friends.

 

  Call

  your

  local

  news

  station

  or

  newspaper

  to

  come

  out

  and

  highlight

 
the

  event.

 

 
Be

  creative!

 

  Collaborate

  with

  other

  Free2BeYOUth

  schools

  to

  make

  the

  event

  even

  bigger!

 
4. Create

  your

  own.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Free2BeYOUth 2015

43

Roles in your Lead Team

Its

  really

  useful

  for

  members

  of

  your

  leadership

  team

  to

  take

  on

  specific

  roles

  during

  your

  meetings

 
and

  activities.

  This

  makes

  it

  clear

  who

  is

  responsible

  for

  what,

  to

  spread

  out

  the

  work

  so

  one

  person

 
isnt

  overwhelmed,

  and

  to

  allow

  you

  all

  to

  develop

  a

  variety

  of

  leadership

  skills

  needed

  for

  each

 
role.

  Below

  are

  some

  suggestions

  of

  key

  roles.

  Of

  course,

  depending

  on

  the

  size

  of

  your

  leadership

 
team

  you

  may

  need

  to

  combine

  roles,

  or

  you

  can

  add

  new

  ones,

  but

  dont

  involve

  so

  many

  people

 
that

  coordinating

  everyone

  becomes

  a

  huge

  job.

Rotate!
Everyone

  in

  your

  leadership

  team

  should

  have

  a

  chance

  to

  fill

  each

  role

  at

  least

  once

  over

  the

 
course

  of

  the

  year.

  This

  is

  your

  chance

  to

  gain

  some

  leadership

  experience

  and

  build

  your

 
confidence

  in

  front

  of

  a

  group,

  and

  your

  whole

  team

  needs

  to

  support

  each

  other

  in

  trying

  these

 
new

  things.

  At

  the

  same

  time,

  those

  of

  you

  with

  more

  experience

  and

  confidence

  need

  to

  step

 
back

  and

  make

  sure

  that

  youre

  not

  the

  one

  who

  is

  always

  taking

  control

  and

  leading

  things.

 
Sometimes

  the

  best

  approach

  is

  to

  agree

  to

  rotating

  roles

  amongst

  all

  members

  of

  your

  leadership

 
team,

  with

  each

  role

  being

  held

  by

  a

  different

  person

  at

  each

  meeting.

  Remember:

  Its

  still

  optional.

 
You

  dont

  have

  to

  take

  on

  a

  role

  like

  leading

  a

  discussion

  if

  you

  really

  dont

  want

  to.

Facilitator/Organizer
This

  is

  the

  person

  who

  is

  in

  charge

  of

  the

  logistics

  of

  the

  meeting

  and

  facilitating

  the

  various

 
activities

  chosen.

  This

  might

  be

  thought

  of

  as

  the

  leader

  of

  the

  day,

  and

  is

  responsible

  for

 
coordinating

  everyone

  else

  who

  is

  helping.

  Responsibilities

  include:
Materials

  and

  equipment:

  make

  sure

  everything

  is

  ready

  for

  the

  meeting,

  whether

  its

  white

 
board

  markers,

  projector,

  TV,

  internet

  connection,

  or

  something

  more

  creative.

  Check

 
things

  ahead

  of

  time

  to

  make

  sure

  theyre

  working.
Starting:

  The

  facilitator

  is

  the

  one

  who

  gets

  everyone

  gathered

  and

  focused

  to

  start

  the

 
meeting,

 
Finishing:

  They

  are

  also

  the

  one

  who

  ends

  the

  meeting,

  which

  could

  include

  a

  summary

  of

 
the

  day,

  a

  list

  of

  actions

  or

  commitments

  agreed

  by

  everyone

  participating

  to

  address

  the

 
issue,

  or

  simply

  a

  thank

  you

  to

  everyone

  for

  coming.

  Remember

  to

  always

  mention

  when

 
the

  next

  meeting

  will

  be

  and

  what

  the

  topic

  is.
Introducing

  and

  leading

  activities:

  Unless

  taken

  on

  ahead

  of

  time

  by

  another

  member

  of

  the

 
leadership

  team,

  the

  facilitator

  is

  the

  one

  who

  introduces

  the

  next

  activity

  and

  leads

  it.

  For

 
example,

  the

  facilitator

  introduces

  the

  check-in

  activity,

  explains

  what

  it

  is,

  and

  goes

  first

  in

 
sharing

  their

  own

  thoughts/feelings

  on

  the

  check-in

  questions.

 

 
Coordinating

  with

  the

  Vibe

  Watcher

  and

  Time

  Keeper:

  The

  facilitator

  needs

  to

  stay

  aware

  of

 
what

  is

  happening

  in

  the

  meeting

  and

  pay

  attention

  to

  feedback

  from

  the

  Vibe

  Watcher

  and

 
Time

  Keeper.

  They

  might

  flag

  some

  problems

  that

  need

  to

  be

  addressed,

  and

  its

  the

 
Facilitator

  that

  makes

  the

  decision

  to

  intervene.

  This

  requires

  good

  teamwork

  and

 
communication,

  sometimes

  needing

  hand

  signals,

  winks

  and

  nods

  to

  ensure

  youre

  on

  the

 
same

  page.

Finding

  and

  introducing

  the

  guest

  speaker
Its

  good

  to

  have

  a

  separate

  person

  responsible

  for

  finding

  and

  introducing

  the

  guest

  speaker.

  This

 
lets

  the

  facilitator

  focus

  on

  the

  other

  logistics

  for

  the

  meeting,

  and

  ensures

  that

  there

  is

  continuity

 
Free2BeYOUth 2015

44

in

  who

  is

  communicating

  with

  the

  guest

  speaker,

  welcoming

  them

  to

  the

  meeting,

  introducing

 
them,

  and

  thanking

  them

  at

  the

  end.

Vibe

  watcher
The

  vibe

  watcher

  is

  a

  key

  role

  in

  any

  meeting.

  This

  person

  is

  responsible

  for

  keeping

  an

  eye

  on

  how

 
the

  meeting

  is

  going,

  how

  people

  are

  feeling,

  and

  speaking

  up

  when

  you

  notice

  something

  is

  off.

 
This

  person

  needs

  to

  work

  closely

  with

  the

  Facilitator

  to

  help

  shape

  how

  the

  meeting

  unfolds

  to

 
ensure

  that

  it

  is

  inclusive,

  engaging

  and

  interesting.

  Really

  the

  Facilitator

  should

  also

  be

  looking

  for

 
many

  of

  the

  same

  things

  to

  make

  sure

  they

  are

  sensitive

  to

  the

  needs

  of

  the

  group.
Sometimes

  its

  best

  to

  have

  a

  quiet

  word

  with

  the

  Facilitator

  when

  you

  notice

  something

  or

  have

  a

 
suggestion.

  This

  makes

  sure

  that

  the

  Facilitator

  feel

  respected

  and

  that

  the

  Vibe

  Watcher

  isnt

  trying

 
to

  take

  over

  the

  meeting.

  Other

  times

  it

  might

  be

  important

  to

  step

  in

  right

  away

  if

  there

  is

 
something

  serious

  -

  use

  the

  time

  out

  sign

  to

  interrupt

  when

  you

  need

  to.

 

 
Some

  key

  things

  that

  both

  the

  facilitator

  and

  vibe

  watcher

  should

  look

  for:

PARTICIPATION
o

Silent

  types

  and

  Loud-mouths:

  Is

  everyone

  participating?

  Has

  everyone

  had

  a

  chance

 
to

  speak

  and

  share

  their

  ideas,

  or

  is

  one

  person

  or

  a

  few

  people

  dominating

  the

 
discussion?

  Sometimes

  people

  dominate

  without

  realizing

  it,

  or

  feel

  a

  need

  to

  fill

 
silence

  rather

  than

  let

  people

  think.

  The

  Vibe

  Watcher

  needs

  to

  make

  sure

  each

 
person

  has

  space

  and

  time

  to

  express

  themselves

  without

  being

  interrupted.

  They

 
can

  check

  with

  people

  who

  they

  notice

  havent

  spoken

  yet

  to

  give

  them

  space

  to

  talk.

 
If

  needed,

  there

  are

  tools

  that

  can

  help.

  For

  example,

  you

  can

  pass

  around

  a

  talking

 
stick

  so

  only

  the

  person

  with

  the

  stick

  can

  speak.

English

  challenges:

  Do

  you

  notice

  that

  someone

  who

  doesnt

  speak

  English

  as

  well

 
isnt

  involved

  in

  the

  discussion?

  This

  might

  be

  because

  things

  are

  moving

  too

  fast

  and

 
people

  are

  speaking

  too

  quickly.

  The

  Vibe

  Watcher

  should

  check

  to

  make

  sure

 
everyone

  is

  understanding,

  and

  ask

  people

  to

  slow

  down

  if

  theyre

  talking

  too

  fast

  (if

 
you

  know

  English

  is

  a

  problem).

  Sometimes

  people

  wont

  admit

  when

  theyre

  not

 
understanding

  completely

  (and

  dont

  like

  being

  singled

  out),

  so

  do

  your

  best

  and

 
make

  sure

  they

  have

  time

  and

  space

  to

  share

  their

  thoughts.

 

Disabilities:

  People

  can

  have

  a

  variety

  of

  challenges

  for

  understanding

  and

 
participating

  in

  activities.

  For

  example,

  can

  they

  see

  the

  whiteboard

  or

  screen

  youre

 
using?

  Can

  they

  hear

  the

  audio?

  Can

  they

  read

  quickly?

  Can

  they

  speak

  loud

  enough

 
for

  everyone

  to

  hear?

  Can

  they

  move

  in

  the

  ways

  your

  activity

  requires?

  The

  Vibe

 
Watcher

  needs

  to

  be

  aware

  of

  these

  possibilities

  and

  ensure

  everyone

  feels

  included

 
and

  able

  to

  express

  themselves.

  This

  requires

  a

  lot

  of

  sensitivity,

  so

  get

  to

  know

 
people

  and

  find

  ways

  to

  ask

  them

  respectfully

  if

  they

  need

  something

  specific

  that

 
would

  help

  them

  understand

  or

  participate

  more

  actively.

  Make

  it

  clear

  that

  you

 
want

  them

  to

  feel

  welcome

  and

  involved.

Free2BeYOUth 2015

45

ENERGY
o

Are

  people

  getting

  bored,

  restless

  or

  tired?

  Maybe

  its

  time

  to

  suggest

  to

  the

 
Facilitator

  that

  the

  group

  needs

  a

  quick

  energizer,

  a

  break,

  or

  to

  move

  on

  to

  another

 
activity.

 

Its

  good

  for

  the

  Vibe

  Watcher

  to

  meet

  with

  the

  Facilitator

  ahead

  of

  time

  to

  come

  up

 
with

  ideas

  for

  quick

  energizers

  or

  ways

  to

  make

  a

  meeting

  more

  interesting

  if

  people

 
start

  getting

  bored.

  This

  requires

  flexibility,

  and

  the

  Vibe

  Watcher

  should

  be

  careful

 
not

  to

  disrespect

  the

  Facilitator

  by

  interrupting

  too

  often

  or

  at

  sensitive

  times.

  In

  the

 
end

  it

  is

  the

  Facilitators

  choice

  to

  change

  the

  plan

  or

  not

 

  the

  Vibe

  Watcher

  just

  lets

 
the

  Facilitator

  know

  what

  theyre

  noticing.

BAD

  VIBES
o

Words

  matter:

  Did

  you

  notice

  someone

  use

  a

  word

  or

  phrase

  that

  could

  be

  insulting

 
or

  disrespectful

  to

  someone

  else

  (even

  if

  its

  a

  group

  of

  people

  not

  represented

  in

  the

 
meeting)?

 

  The

  Vibe

  Watcher

  needs

  to

  speak

  up

  if

  something

  like

  this

  happens,

  either

 
immediately

  if

  its

  really

  bad,

  or

  after

  the

  person

  is

  done

  speaking

  if

  its

  something

 
more

  technical

  or

  general.

 

For

  example,

  did

  someone

  deliberately

  say

  something

  derogatory

  about

 
another

  person

  or

  group,

  or

  use

  clearly

  negative

  names

  or

  stereotypes?

  This

  is

 
really

  serious

  and

  needs

  to

  be

  addressed

  right

  away,

  because

  it

  can

  affect

 
whether

  people

  feel

  safe

  and

  respected

  in

  your

  group.

 

 

On

  the

  other

  hand,

  if

  someone

  uses

  a

  word

  that

  offends

  someone

 
accidentally,

  or

  that

  is

  technically

  inaccurate,

  this

  could

  usually

  wait

  until

  the

 
person

  is

  done

  talking

  before

  you

  raise

  it.

  For

  example,

  if

  someone

  might

  not

 
know

  the

  right

  word

  for

  trans-sexual,

  or

  think

  that

  all

  Muslims

  are

  Arabs.

 

 
Correcting

  this

  needs

  to

  be

  done

  sensitively

  so

  as

  not

  to

  embarrass

  the

  person.

Park

  it:

  Sometimes

  people

  can

  have

  a

  strong

  disagreement

  about

  something

 

  and

 
they

  might

  both

  have

  valid

  points.

  The

  Vibe

  Watcher

  and

  Facilitator

  need

  to

  assess

  at

 
what

  point

  a

  conversation

  has

  gone

  too

  far

  beyond

  the

  purpose

  of

  the

  meeting,

  or

  if

 
it

  is

  developing

  into

  a

  personal

  conflict

  between

  two

  people.

  At

  times

  like

  this,

  the

 
Facilitator

  should

  ask

  everyone

  to

  park

  the

  issue

  for

  the

  time

  being,

  to

  be

  addressed

 
afterwards

  just

  with

  the

  people

  involved

  or

  perhaps

  as

  a

  bigger

  issue

  to

  be

  addressed

 
by

  a

  dedicated

  meeting

  on

  the

  topic.

 

 

 

 

 

 

Timekeeper

Assures

  that

  the

  meeting

  remains

  within

  the

  agreed

  time/length.
Informs

  the

  facilitator

  when

  speakers

  or

  activities

  have

  gone

  past

  their

  allotted

  time.
Points

  out

  when

  too

  much

  time

  is

  being

  spent

  on

  trivial

  issues.
Provides

  periodic

  time

  checks

  to

  the

  group

  or

  speaker

  (e.g.

  a

  10

  minutes

  left

  sign).

Free2BeYOUth 2015

46

Social Media
Social

  media

  is

  a

  powerful

  tool

  for

  spreading

  awareness

  of

  social

  issues.

 

  Here

  are

  some

  ways

  your

 
club

  can

  use

  social

  media

  to

  increase

  your

  reach.
Facebook:

 
Create

  event

  pages

  for

  your

  community

  events.

 

 
Share

  your

  events

  and

  updates

  on

  the

  Free2BeYOUth

  Facebook

  page.
**Your

  event

  and

  community

  pages

  must

  include:

  The

  Free2BeYOUth

  Inclusion

  Leadership

 
Program

  is

  a

  joint

  project

  of

  the

  John

  Humphrey

  Centre

  for

  Peace

  and

  Human

  Rights

  and

  the

 
INspired

  Youth

  Inclusion

  Initiative.

 

  For

  more

  information,

  please

  visit

  www.jhcentre.org.
IMPORTANT:

  If

  you

  are

  posting

  photos

  on

  your

  personal

  pages,

  please

  be

  respectful

  to

  others

  and

 
do

  not

  tag

  anyone

  but

  yourself.

 

  Allow

  them

  to

  tag

  themselves

  if

  they

  so

  choose.
Twitter:
If

  you

  have

  a

  Twitter

  account

  and

  wish

  to

  tweet

  about

  your

  events,

  activities

  or

  even

  something

 
you

  have

  learned

  or

  experienced

  as

  part

  of

  the

  Free2BeYOUth

  program,

  be

  sure

  to

  mention

 
@Free2BeYOUth.

 

  Some

  additional

  hashtags

  that

  could

  help

  draw

  an

  audience

  are

  #free2beyouth,

 
#inclusion,

  #abed,

  #EPSB,

  #epsbnews,

  #ecsd,

  #(your

  school

  district),

  #yeg,

  #yyc,

  #(your

  city).
Follow

  @Free2BeYOUth
John

  Humphrey

  Centre

  Website:
Remember

  to

  share

  your

  event

  photos,

  club

  happenings,

  stories

  of

  inclusion,

  highlights

  of

  your

 
school,

  etc,

  with

  us

  by

  emailing

  them

  to

  free2beyouth@jhcentre.org.

 

  We

  want

  to

  highlight

  the

 
amazing

  ways

  your

  school

  is

  inspiring

  inclusion!
YouTube
Creating

  YouTube

  videos

  is

  a

  great

  way

  to

  spread

  the

  word

  about

  inclusion!

  Check

  the

 
Free2BeYOUth

  website

  frequently

  as

  we

  will

  post

  a

  topic

  each

  month

  that

  you

  can

  use

  to

  get

  ideas

 
for

  videos.

 

  Send

  us

  your

  video

  and

  we

  will

  upload

  it

  to

  the

  Free2BeYOUth

  YouTube

  channel!

 

  A

 
great

  idea

  to

  make

  your

  videos

  inclusive

  is

  to

  provide

  text

  to

  accompany

  any

  speaking

  (closed

 
captioning).

 

  This

  can

  easily

  be

  done

  in

  most

  video

  editing

  programs.

Free2BeYOUth 2015

47

Inclusive Language
Words

  are

  important!

  The

  words

  we

  use

  can

  help

  build

  an

  inclusive

  and

  welcoming

  environment

  at

 
our

  school,

  or

  they

  can

  make

  people

  feel

  excluded

  or

  disrespected.

  We

  need

  to

  make

  sure

  we

  use

 
terminology

  that

  is

  both

  accurate

  and

  inclusive.

  So

  here

  is

  a

  useful

  list

  of

  important

  terms

  that

  we

 
will

  use

  throughout

  this

  manual

  and

  that

  we

  encourage

  you

  to

  use

  in

  your

  groups

  work.

 
Words

  Hurt

  is

  a

  great

  little

  video

  you

  can

  show

  people

  or

  even

  get

  out

  throughout

  the

  school:

 
https://www.youtube.com/watch?v=1j6YA03hm4k

 

What words hurt in your school?

What can we do to challenge those words?

Free2BeYOUth 2015

48

What to do for your very first meeting

Your

  first

  club

  meeting

  is

  where

  you

  will

  set

  the

  tone

  for

  how

  the

  rest

  of

  the

  year

  will

  run.

 

  Its

  very

 
important

  to

  make

  sure

  your

  club

  members

  feel

  welcomed,

  valued,

  respected

  and

  safe

  to

  speak

 
their

  minds!

Youth

  Leaders:

  be

  sure

  to

  create

  a

  positive,

  open

  atmosphere

  by

  modeling

  what

  is

  expected

  by

 
all

  members.

 

Consider

  starting

  and

  ending

  each

  meeting

  with

  a

  sharing

  circle

  (this

  is

  a

  good

  way

  to

  check

  in

 
with

  everyone

  before

  and

  after

  delving

  into

  important

  topics

  and

  issues

  during

  each

  club

  meeting

 
as

  well

  as

  ensuring

  all

  have

  their

  voice

  heard

  and

  perspectives

  brought

  forward)

Sharing

  Circle
Have

  everyone

  sit

  or

  stand

  in

  a

  circle.

 

 
Begin

  with

  the

  Youth

  Leaders

  and

  AF.

 

  Have

  them

  say

  their

  name,

  grade,

  where

  they

  are

  from

  and

 
one

  thing

  about

  themselves

  that

  they

  would

  like

  everyone

  to

  know.

 
**Be

  sure

  to

  remind

  the

  group

  that

  they

  are

  in

  a

  safe

  space

  and

  they

  have

  the

  option

  to

  pass

  at

 
anytime.

 

  Everyone

  is

  to

  be

  respectful

  while

  others

  are

  speaking.

 

 
Its

  a

  good

  idea

  to

  repeat

  introductions

  at

  the

  next

  few

  meetings

  until

  everyone

  knows

  each

  other

 
better.

 

  Then,

  replace

  introductions

  with

  sharing

  of

  thoughts,

  stories,

  questions,

  curiosities

  or

 
concerns.

 

  The

  sharing

  circle

  is

  a

  time

  to

  check

  in

  with

  everyone

  as

  a

  group

  to

  see

  where

  everyone

 
is

  at

  it

  terms

  of

  emotions

  and

  understanding

  of

  the

  topics.

Free2BeYOUth 2015

49

Icebreaker

  Games
I

  Love

  My

  Neighbor...
Have

  everyone

  form

  a

  circle

  with

  one

  person

  in

  the

  middle.

  Everyone

  in

  the

  circle

  then

  takes

  off

 
one

  shoe

  to

  mark

  their

  spot.

  The

  person

  in

  the

  middle

  will

  start

  the

  game

  by

  saying

  I

  love

  my

 
neighbor

  who...

  They

  finish

  the

  sentence

  with

  something

  that

  is

  true

  to

  them.

  For

  example,

  I

  love

 
my

  neighbor

  who

  was

  born

  outside

  of

  Canada.

  Other

  examples:

  ...has

  a

  dog,

  is

  an

  only

  child,

 
speaks

  more

  than

  2

  languages,

  etc.

  Everyone

  else

  in

  the

  circle

  that

  the

  statement

  applies

  to

  then

 
quickly

  moves

  to

  a

  different

  spot

  and

  the

  person

  left

  without

  a

  spot

  is

  next

  in

  the

  middle

  and

  starts

 
another

  round.

 

Free2BeYOUth 2015

50

Spark
Before

  You

  Start:
Divide

  students

  into

  pairs.
Have

  the

  students

  in

  each

  pair

  stand

  facing

  each

  other

  anywhere

  in

  the

  space.

  Place

  a

  cone

  or

 
other

  object

  on

  the

  floor/ground

  in

  between

  each

  pair

  of

  students.
Remind

  students

  that

  this

  is

  a

  silent

  game.

How

  to

  Play:
When

  the

  leader

  says

  start,

  each

  pair

  of

  students

  invents

  a

  patterned

  clap

  without

  talking

  and

 
using

  only

  their

  hands.

 

 
Give

  the

  pairs

  of

  students

  about

  a

  minute

  to

  find

  a

  rhythm

  and

  memorize/get

  used

  to

  their

  claps.

 
The

  leader

  says

  Spark

  and

  the

  students

  stop

  clapping

  and

  try

  to

  touch

  their

  cones

  with

  one

 
hand

  before

  their

  partners

  touch

  them.

 
The

  student

  who

  touches

  the

  cone

  first

  picks

  up

  the

  cone.

 
The

  students

  who

  are

  holding

  cones

  walk

  around

  the

  space

  to

  find

  new

  partners

  who

  are

  not

 
holding

  cones

  (the

  partners

  who

  are

  not

  holding

  cones

  can

  stay

  where

  they

  are).

 
The

  cone

  is

  placed

  on

  the

  floor

  between

  the

  two

  new

  partners,

  and

  the

  leader

  says

  start

  and

 
the

  new

  partners

  invent

  their

  own

  patterned

  clap.

 
Game

  continues

  until

  each

  student

  has

  had

  at

  least

  a

  few

  different

  invent-a-clap

  partners.

Variations:
Music

  can

  be

  used

  to

  inspire

  clap

  patterns;

  when

  the

  music

  starts,

  the

  students

  start

  clapping.

 
When

  the

  music

  stops,

  students

  stop

  clapping

  and

  reach

  for

  their

  cones.

Free2BeYOUth 2015

51

Additional items to cover during your first meeting


  Free2BeYOUth

  program

  Overview

 


  Member

  roles

  (Youth

  Leaders,

  Ambassadors,

  Adult

  Facilitator)


  Create

  a

  sign

  up

  sheet

  for

  certain

  club

  roles

  such

  as:

Club

  photographer

Event

  coordinators

Poster

  designers

Morning

  announcement

  readers

Class

  presenters

Social

  media

  creators

  &

  updaters

Any

  other

  jobs

  you

  can

  think

  of!

  Be

  sure

  everyone

  has

  a

  role

  that

 
works

  well

  with

  their

  interests.

 

**Consider

  rotating

  roles

  such

  as

  leading

  meetings

  or

  recording

  meetings.

  It

  fosters

  a

 
shared

  sense

  of

  ownership

  and

  responsibility

  and

  places

  a

  shared

  burden

  on

  all

  those

 
involved

  without

  becoming

  reliant

  on

  one

  or

  two

  key

  people.

  This

  will

  help

  to

  sustain

  the

 
group

  in

  the

  long

  term

  as

  well

  and

  foster

  shared

  skill

  building.

Great leaders dont tell you what to do, they show you how its done.
-

  Evan

  Carmichael

Free2BeYOUth 2015

52

Section 4: be INformed
Get

  Rights

  Into

  It!

We are less when we dont include everyone.

Global

  LGBT

  Human

  Rights

  Activist,

  Stuart

  Milk

Free2BeYOUth 2015

53

Get Rights Into It!

Human

  rights

  are

  the

  basic

  privileges

  and

  freedoms

  that

  each

  and

  every

  human

  being

  is

  entitled

  to.

 
They

  include

  political,

  economic,

  social,

  and

  cultural

  rights.

  States

  have

  an

  obligation

  to

  promote

 
these

  rights;

  however,

  in

  many

  places,

  people

  still

  struggle

  to

  meet

  their

  basic

  needs,

  attain

 
equality,

  and

  reach

  their

  full

  potential.

 
The

  adoption

  of

  the

  Universal

  Declaration

  of

  Human

  Rights

  (UDHR)

  by

  the

  United

  Nations

  (UN)

  in

 
1948

  created

  the

  first

  global

  document

  to

  guarantee

  human

  rights

  to

  everyone.

  The

  UDHR

 
contains

  30

  articles.

  Today,

  there

  are

  more

  than

  80

  international

  treaties

  that

  build

  upon

  the

  tenets

 
set

  out

  in

  the

  UDHR.

  Some

  examples

  include:
The

  Universal

  Declaration

  of

  Human

  Rights

  (UDHR)

  (1948)
The

  Convention

  on

  the

  Elimination

  of

  all

  Forms

  of

  Discrimination

  Against

 
Women

  (CEDAW)

  (1981)
The

  Convention

  on

  the

  Rights

  of

  the

  Child

  (CRC)

  (1989)
The

  Convention

  on

  the

  Rights

  of

  Persons

  with

  Disabilities

  (2008)
Individual

  countries

  implement

  these

  international

  commitments

  through

  domestic

  legislation,

  and

 
may

  also

  have

  their

  own

  human

  rights

  legislation

  and

  policies

  in

  place

  that

  go

  beyond

  the

 
requirements

  of

  the

  treaties.

 
In

  Canada,

  we

  enshrine

  these

  rights

  through

  The

  Canadian

  Charter

  of

  Rights

  and

  Freedoms.

The

  Canadian

  Charter

  of

  Rights

  and

  Freedoms

 
The

  Canadian

  Charter

  of

  Rights

  and

  Freedoms,

  signed

  in

  1982,

  protects

  the

  rights

  and

  freedoms

  of

 
everyone

  in

  Canada.

  You

  can

  refer

  to

  a

  simplified

  version

  of

  the

  Canadian

  Charter

  of

  Rights

  and

 
Freedoms

  in

  this

  section

  of

  your

  F2BY

  manual.

  The

  Charter

  is

  a

  national

  legal

  document

  that

  is

 
binding

  on

  federal

  and

  provincial

  governments

  and

  state

  officials.

  Most

  of

  the

  rights

  outlined

  apply

 
to

  Canadian

  citizens,

  permanent

  residents

  and

  visitors.

  Some

  rights,

  including

  the

  right

  to

  vote

 
(Section

  3),

  only

  apply

  to

  citizens

  though.

  The

  Charter

  is

  one

  part

  of

  the

  Canadian

  Constitution.

 
This

  means

  that

  it

  is

  the

  highest

  law

  of

  Canada

  and

  therein

  difficult

  to

  change.

  In

  addition

  to

  the

 
Charter,

  the

  federal

  and

  provincial

  governments

  have

  passed

  supplementary

  human

  rights

  laws

 
and

  the

  provinces

  have

  their

  own

  Human

  Rights

  Commissions.

 

 
In

  addition

  to

  the

  Canadian

  Charter

  of

  Rights

  and

  Freedoms,

  each

  province

  has

  its

  own

  human

 
rights

  laws

  to

  protect

  its

  inhabitants.

  In

  Alberta,

  we

  have

  a

  document

  called

  The

  Alberta

  Human

 
Rights

  Act

  which

  outlines

  laws

  that

  preserve

  the

  dignity

  of,

  protect

  the

  rights

  of,

  and

  promote

  the

 
healthy

  development

  of

  every

  individual

  in

  Alberta.

  To

  learn

  more

  about

  the

  Alberta

  Human

  Rights

 
Act,

  refer

  to:

  http://www.qp.alberta.ca/documents/Acts/A25P5.pdf

Free2BeYOUth 2015

54

Why

  do

  we

  need

  Human

  Rights?
All

  people

  -

  no

  matter

  their

  age,

  sex,

  race,

  culture,

  religion,

  or

  location

  -

  have

  the

  same

  basic

  needs

 
in

  order

  to

  live

  a

  healthy

  life.

  Learning

  that

  people

  have

  a

  right

  to

  have

  these

  basic

  needs

  met

  is

 
very

  important,

  especially

  in

  our

  interconnected

  world.

  We

  need

  human

  rights

  to

  live

  life

  in

 
freedom

  and

  dignity

  and

  to

  have

  our

  basic

  needs

  met.

 
Without

  human

  rights,

  our

  basic

  needs

  to

  live

  healthy

  and

  happy

  lives

  have

  a

  greater

  chance

  of

 
being

  violated.

  As

  a

  result,

  many

  of

  the

  principles

  that

  society

  values,

  such

  as

  diversity,

  equality,

 
inclusion,

  respect,

  and

  social

  justice,

  may

  not

  be

  upheld.

  Therefore,

  having

  human

  rights

  allows

  us

 
to

  preserve

  these

  values

  as

  we

  are

  each

  held

  responsible

  for

  respecting

  each

  others

  rights

  and

 
access

  to

  these

  societal

  values.

 
How

  do

  Human

  Rights

  Relate

  to

  Inclusion?
The

  concept

  of

  inclusion

  is

  embedded

  within

  the

  various

  human

  rights

  documents,

  such

  as

  the

 
UDHR,

  CRC,

  and

  Canadian

  Charter

  for

  Rights

  and

  Freedoms.

  For

  example,

  the

  value

  of

  cultural

 
inclusion

  in

  diverse

  communities,

  such

  as

  those

  in

  Canada,

  is

  emphasized

  within

  the

  UDHR,

  CRC,

 
and

  Canadian

  Charter:

  Article

  27

  of

  the

  UDHR

  promotes

  cultural

  diversity

  by

  guaranteeing

  the

 
right

  to

  freely

  participate

  in

  the

  cultural

  life

  of

  the

  community;

  respecting

  cultural

  diversity

  through

 
the

  promotion

  of

  minority

  rights

  is

  also

  brought

  up

  in

  Article

  30

  of

  the

  CRC

  which

  protects

  the

 
rights

  of

  children

  who

  are

  from

  minority

  or

  indigenous

  groups

  to

  enjoy

  their

  culture,

  practice

  their

 
religion

  and

  use

  their

  language

  together

  with

  other

  members

  of

  their

  group;

  whereas

  Section

  1

  of

 
the

  Canadian

  Charter

  highlights

  that

  national

  laws

  in

  our

  multicultural

  country

  are

  meant

  to

 
preserve

  the

  diversity

  of

  our

  races,

  faiths,

  and

  nationalities.

 
Overall,

  a

  culture

  of

  human

  rights

  is

  a

  prerequisite

  for

  achieving

  inclusion.

  By

  ensuring

  that

  every

 
individuals

  rights

  are

  respected,

  it

  allows

  for

  positive

  and

  respectful

  relationships

  to

  form

  between

 
individuals,

  groups,

  states,

  and

  cultures.

  The

  principles

  embedded

  within

  human

  rights

  and

  human

 
rights

  documents

  clearly

  advocate

  for

  inclusion,

  since

  the

  dignity

  of

  each

  individual

  is

  respected

 
and

  appreciated,

  rather

  than

  just

  tolerated.

 

Free2BeYOUth 2015

55

Oppression

  and

  Conflict

  Resolution

 


 

When

  conflict

  arises,

  it

  is

  important

  that

  we

  address

  it

  instead

  of

  ignore

  it.

  If

  we

  ignore

  the

 
problem,

  it

  leaves

  opportunities

  for

  the

  issue

  to

  grow

  and

  escalate,

  thus

  making

  the

  problem

  even

 
more

  serious

  as

  time

  passes.

  In

  order

  to

  address

  conflict

  though,

  we

  need

  to

  ensure

  that

  we

  do

  so

 
in

  appropriate

  manners.
Conflicts

  often

  arise

  because

  of

  differing

  needs.

  Effective

  conflict

  resolution

  is

  an

  important

  aspect

 
of

  meeting

  human

  rights

  goals,

  and

  ensuring

  that

  each

  individual

  is

  able

  to

  live

  a

  healthy

  and

 
happy

  life.

  The

  ability

  to

  handle

  conflict

  in

  an

  appropriate

  manner

  and

  take

  cooperative

  action

 
forms

  the

  core

  of

  human

  rights

  education

  because

  the

  dignity

  of

  every

  individual

  is

  appreciated.

 
Often,

  human

  rights

  violations

  are

  the

  root

  causes

  for

  conflict.

  For

  instance,

  denying

  individuals

 
their

  freedom

  of

  expression

  or

  right

  to

  be

  treated

  equally

  are

  forms

  of

  discrimination

  and

 
oppression,

  which

  leads

  to

  conflict

  to

  occur

  between

  individuals

  and/or

  groups

  of

  people.

 
The

  Universal

  Declaration

  of

  Human

  Rights

  (UDHR)

  states

  that,

 
Everyone

  is

  entitled

  to

  all

  the

  rights

  and

  freedoms

  set

  forth

  in

  this

  Declaration,

  without

  distinction

 
of

  any

  kind,

  such

  as

  race,

  color,

  sex,

  language,

  religion,

  political

  or

  other

  opinion,

  national

  or

  social

 
origin,

  property,

  birth

  or

  other

  status

  (Article

  2).

 
Although

  discriminatory

  attitudes

  can

  be

  difficult

  to

  overcome

  and

  change

  can

  be

  slow,

  it

  is

 
necessary

  to

  discuss

  issues

  of

  discrimination,

  the

  consequences

  of

  discrimination,

  and

  the

  possible

 
solutions

  so

  that

  we

  can

  move

  forward.

  For

  example,

  there

  is

  historical

  evidence

  of

  racial

 
discrimination

  and

  oppression

  in

  Canada

  with

  the

  internment

  of

  Japanese

  Canadians

  in

  detention

 
camps

  during

  World

  War

  II

  and

  the

  Chinese

  Exclusion

  Act

  of

  1923

  which

  banned

  Chinese

 
immigration

  during

  World

  War

  I,

  but

  because

  these

  issues

  of

  discrimination

  and

  oppression

  were

 
brought

  up,

  appropriate

  measures

  were

  taken

  to

  move

  towards

  inclusion

  and

  respectful

  treatment

 
of

  each

  other.

 
Many

  strategies

  for

  resolving

  conflict

  exist.

  These

  include,

  and

  are

  not

  exclusive

  to:

 
compromise,

  avoidance,

  accommodation,

  collaboration,

  and

  competition.

  The

  effective

  resolution

 
of

  a

  conflict

  can

  lead

  to

  increased

  cohesion,

  self-knowledge,

  cooperation

  and

  understanding,

  as

 
well

  as

  promote

  a

  rights-respecting

  environment.

  Overall,

  cooperation

  and

  communication

  are

 
especially

  important

  in

  situations

  of

  conflict

  resolution

  and

  vital

  to

  the

  fulfillment

  of

  human

  rights

 
goals.

  Cooperation

  and

  communication

  demand

  an

  awareness

  of

  differences

  and

  the

  ability

  to

 
listen

  to

  others

  and

  respect

  their

  opinions

  regardless

  of

  those

  differences.

  This

  is

  a

  vital

  skill

  in

 
conflict

  resolution.

 
Conflict

  may

  arise

  because

  of

  misunderstanding,

  which

  is

  why

  its

  also

  useful

  to

  try

  to

  see

  from

  the

 
other

  persons

  or

  peoples

  perspectives.

  For

  example,

  put

  yourself

  in

  a

  situation

  of

  conflict

  (maybe

 
one

  that

  you

  have

  personally

  experienced

  or

  witnessed)

  and

  try

  role

  playing

  to

  expose

  yourself

  to

  a

 
different

  point

  of

  view

  and

  position

  which

  you

  may

  not

  have

  considered

  taking.

  This

  might

  cause

 
you

  to

  see

  the

  situation

  differently.

  Therefore,

  with

  cooperation

  and

  communication,

  considering

 
multiple

  perspectives

  is

  another

  key

  tool

  to

  successful

  conflict

  resolution.
There

  are

  some

  key

  documents

  relating

  to

  Human

  Rights

  in

  Alberta,

  Canada,

  and

  the

  world

  that

 
we

  should

  do

  our

  best

  to

  honor.

  Lets

  take

  a

  look

  at

  some

  of

  them

Free2BeYOUth 2015

56

The

  Universal

  Declaration

  of

  Human

  Rights
(Simplified

  Version)
Article

  1:

  Everyone

  is

  free

  and

  we

  should

  all

  be

  treated

  in

  the

  same

  way.
Article

  2:

  Everyone

  is

  equal

  despite

  differences

  in

  skin

  colour,

  sex,

  religion

  or

  language,

  for

 
example.
Article

  3:

  Everyone

  has

  the

  right

  to

  life

  and

  to

  live

  in

  freedom

  and

  safety.
Article

  4:

  No

  one

  shall

  be

  held

  in

  slavery

  and

  slavery

  is

  prohibited.
Article

  5:

  No

  one

  has

  the

  right

  to

  hurt

  you

  or

  to

  torture

  you.
Article

  6:

  Everyone

  has

  the

  right

  to

  be

  treated

  equally

  by

  the

  law.
Article

  7:

  The

  law

  is

  the

  same

  for

  everyone;

  it

  should

  be

  applied

  in

  the

  same

  way

  to

  all.
Article

  8:

  Everyone

  has

  the

  right

  to

  ask

  for

  legal

  help

  when

  his

  or

  her

  rights

  are

  not

 
respected.
Article

  9:

  No

  one

  has

  the

  right

  to

  imprison

  you

  unjustly

  or

  expel

  you

  from

  your

  own

  country.
Article

  10:

  Everyone

  has

  the

  right

  to

  a

  fair

  and

  public

  trial.
Article

  11:

  Everyone

  is

  considered

  innocent

  until

  proven

  guilty.
Article

  12:

  Everyone

  has

  the

  right

  to

  ask

  for

  help

  if

  someone

  tries

  to

  harm

  you,

  but

  no

  one

 
can

  enter

  your

  home,

  open

  your

  letters

  or

  bother

  you

  or

  your

  family

  without

  a

  good

  reason.
Article

  13:

  Everyone

  has

  the

  right

  to

  travel

  as

  desired.
Article

  14:

  Everyone

  has

  the

  right

  to

  go

  to

  another

  country

  and

  ask

  for

  protection

  if

  being

 
persecuted

  or

  in

  danger

  of

  being

  persecuted.
Article

  15:

  Everyone

  has

  the

  right

  to

  belong

  to

  a

  country.

  No

  one

  has

  the

  right

  to

  prevent

 
you

  from

  belonging

  to

  another

  country

  if

  you

  wish

  to.
Article

  16:

  Everyone

  has

  the

  right

  to

  marry

  and

  have

  a

  family.
Article

  17:

  Everyone

  has

  the

  right

  to

  own

  property

  and

  possessions.
Article

  18:

  Everyone

  has

  the

  right

  to

  practice

  and

  observe

  all

  aspects

  of

  their

  religion

  and

 
change

  their

  religion

  if

  they

  want

  to.
Free2BeYOUth 2015
57

Article

  19:

  Everyone

  has

  the

  right

  to

  say

  what

  they

  think

  and

  to

  give

  and

  receive

 
information.
Article

  20:

  Everyone

  has

  the

  right

  to

  take

  part

  in

  meetings

  and

  to

  join

  associations

  in

  a

 
peaceful

  way.
Article

  21:

  Everyone

  has

  the

  right

  to

  help

  choose

  and

  take

  part

  in

  the

  government

  of

  their

 
country.
Article

  22:

  Everyone

  has

  the

  right

  to

  social

  security

  and

  to

  opportunities

  to

  develop

  skills.
Article

  23:

  Everyone

  has

  the

  right

  to

  work

  for

  a

  fair

  wage

  in

  a

  safe

  environment

  and

  to

  join

  a

 
trade

  union.
Article

  24:

  Everyone

  has

  the

  right

  to

  rest

  and

  leisure.
Article

  25:

  Everyone

  has

  the

  right

  to

  an

  adequate

  standard

  of

  living

  and

  medical

  help

  when

 
ill.
Article

  26:

  Everyone

  has

  the

  right

  to

  go

  to

  school.
Article

  27:

  Everyone

  has

  the

  right

  to

  share

  in

  their

  communitys

  cultural

  life.
Article

  28:

  Everyone

  must

  respect

  the

  social

  order

  that

  is

  necessary

  for

  all

  these

  rights

  to

  be

 
available.
Article

  29:

  Everyone

  must

  respect

  the

  rights

  of

  others,

  the

  community,

  and

  public

  property.
Article

  30:

  No

  one

  has

  the

  right

  to

  take

  away

  any

  of

  the

  rights

  in

  this

  Declaration.

 

Free2BeYOUth 2015

58

The

  United

  Nations

  Convention

  on

  the

  Rights

  of

  the

  Child

 


 

Every

  human

  being

  is

  entitled

  to

  the

  rights

  laid

  out

  in

  the

  UDHR,

  however

  children

  also

  have

 
specific

  rights

  that

  are

  presented

  in

  the

  UN

  Convention

  on

  the

  Rights

  of

  the

  Child

  (CRC),

  signed

  in

 
1989.

  The

  CRC

  is

  a

  document

  of

  principles

  that

  guides

  how

  we

  view

  children

  and

  helps

  provide

  us

 
with

  the

  tools

  necessary

  to

  ensure

  that

  every

  child

  survives

  and

  develops

  to

  their

  full

  potential.

 
The

  CRC

  outlines

  54

  important

  and

  interconnected

  articles

  that

  protect

  the

  rights

  of

  children

  until

 
they

  turn

  18.

 
The

  CRC

  is

  the

  first

  legally

  binding

  international

  instrument

  to

  incorporate

  all

  forms

  of

  human

 
rights

  -

  civil,

  economic,

  cultural,

  and

  social.

  All

  countries

  in

  the

  world,

  except

  for

  Somalia,

  the

 
United

  States,

  and

  South

  Sudan

  have

  ratified

  the

  CRC.

  By

  ratifying

  the

  CRC,

  states

  show

  their

 
commitment

  to

  protecting

  childrens

  rights

  and

  thus

  become

  responsible

  for

  amending

  their

  own

 
laws

  and

  policies

  to

  better

  meet

  childrens

  rights

  goals.

  States

  are

  required

  to

  report

  to

  the

 
Committee

  on

  the

  Rights

  of

  the

  Child

  with

  their

  progress

  every

  five

  years.

 
The

  CRC

  encompasses

  four

  types

  of

  rights:

1. Survival

  Rights:

  The

  right

  to

  life

  and

  to

  have

  your

  most

  basic

  needs

  met.
2. Development

  Rights:

  Rights

  that

  allow

  you

  to

  reach

  your

  fullest

  potential.
3. Participation

  Rights:

  Rights

  that

  allow

  you

  to

  take

  an

  active

  role

  in

  your

 
community.
4. Protection

  Rights:

  Rights

  that

  protect

  you

  from

  all

  forms

  of

  abuse,

  neglect,

 
and

  exploitation.
Canada

  itself

  has

  ratified

  the

  CRC

  in

  1991.

  To

  date,

  Canada

  has

  submitted

  four

  progress

  reports

  on

 
the

  Convention

  on

  the

  Rights

  of

  the

  Child

  to

  the

  UN.

 

The

  Convention

  on

  the

  Rights

  of

  the

  Child

 
(Simplified

  Version)
Article

  1:

  Everyone

  under

  18

  has

  these

  rights.
Article

  2:

  All

  children

  have

  these

  rights,

  no

  matter

  who

  they

  are,

  where

  they

  live,

  what

  their

 
parents

  do,

  what

  language

  they

  speak,

  what

  their

  religion

  is,

  whether

  they

  are

  a

  boy

  or

  girl,

  what

 
their

  culture

  is,

  whether

  they

  have

  a

  disability

  or

  whether

  they

  are

  rich

  or

  poor.

  No

  child

  should

  be

 
treated

  unfairly

  on

  any

  basis.
Article

  3:

  All

  adults

  should

  do

  what

  is

  best

  for

  children.

  When

  adults

  make

  decisions,

  they

  should

 
think

  about

  how

  their

  decisions

  will

  affect

  children.
Article

  4:

  The

  government

  has

  a

  responsibility

  to

  make

  sure

  childrens

  rights

  are

  protected.

  They

 
must

  help

  families

  protect

  childrens

  rights

  and

  create

  an

  environment

  where

  they

  can

  grow

  and

 
reach

  their

  potential.
Free2BeYOUth 2015

59

Article

  5:

  Childrens

  families

  have

  the

  responsibility

  to

  help

  them

  learn

  to

  exercise

  their

  rights

  and

  to

 
ensure

  that

  their

  rights

  are

  protected.
Article

  6:

  Children

  have

  the

  right

  to

  be

  alive.
Article

  7:

  Children

  have

  the

  right

  to

  a

  name,

  and

  this

  should

  be

  officially

  recognized

  by

  the

 
government.

  Children

  have

  the

  right

  to

  a

  nationality

  (to

  belong

  to

  a

  country).
Article

  8:

  Children

  have

  the

  right

  to

  an

  identity

  -

  an

  official

  record

  of

  who

  they

  are.

  No

  one

  should

 
take

  this

  away

  from

  them.
Article

  9:

  Children

  have

  the

  right

  to

  live

  with

  their

  parent(s),

  unless

  it

  is

  bad

  for

  them.

  They

  have

 
the

  right

  to

  live

  with

  a

  family

  who

  cares

  for

  them.
Article

  10:

  If

  children

  live

  in

  a

  different

  country

  than

  their

  parents

  do,

  they

  have

  the

  right

  to

  be

 
together

  in

  the

  same

  place.
Article

  11:

  Children

  have

  the

  right

  to

  be

  protected

  from

  being

  taken

  out

  of

  their

  country

  illegally.
Article

  12:

  Children

  have

  the

  right

  to

  give

  their

  opinions

  and

  for

  adults

  to

  listen

  and

  take

  them

 
seriously.
Article

  13:

  Children

  have

  the

  right

  to

  share

  what

  they

  think

  with

  others

  by

  talking,

  drawing,

  writing

 
or

  in

  any

  other

  way

  unless

  it

  harms

  other

  people.
Article

  14:

  Children

  have

  the

  right

  to

  choose

  their

  own

  religion

  and

  beliefs.

  Parents

  should

  guide

 
their

  children

  in

  the

  development

  of

  their

  beliefs.
Article

  15:

  Children

  have

  the

  right

  to

  choose

  their

  own

  friends

  and

  join

  or

  set

  up

  groups,

  as

  long

  as

 
it

  isnt

  harmful

  to

  others.
Article

  16:

  Children

  have

  the

  right

  to

  privacy.
Article

  17:

  Children

  have

  the

  right

  to

  get

  information

  from

  radio,

  newspaper,

  books,

  computers

 
and

  other

  sources

  that

  is

  important

  to

  their

  well-being.

  Adults

  should

  make

  sure

  that

  the

 
information

  they

  are

  getting

  is

  not

  harmful

  and

  help

  them

  find

  and

  understand

  the

  information

 
they

  need.
Article

  18:

  Children

  have

  the

  right

  to

  be

  raised

  by

  their

  parent(s)

  if

  possible.
Article

  19:

  Children

  have

  the

  right

  to

  be

  protected

  from

  being

  hurt

  and

  mistreated,

  in

  body

  or

 
mind.
Article

  20:

  Children

  have

  the

  right

  to

  special

  care

  and

  help

  if

  they

  cannot

  live

  with

  their

  parents.
Article

  21:

  Children

  have

  the

  right

  to

  care

  and

  protection

  if

  they

  are

  adopted

  or

  in

  foster

  care.
Article

  22:

  Children

  have

  the

  right

  to

  special

  protection

  and

  help

  if

  they

  are

  refugees

  (if

  they

  have

 
been

  forced

  to

  leave

  their

  home

  and

  live

  in

  another

  country),

  as

  well

  as

  all

  the

  rights

  in

  this

 
Convention.
Article

  23:

  Children

  have

  the

  right

  to

  special

  education

  and

  care

  if

  they

  have

  a

  disability,

  as

  well

  as

 
all

  the

  rights

  in

  this

  Convention,

  so

  that

  they

  can

  live

  a

  full

  life.

Free2BeYOUth 2015

60

Article

  24:

  Children

  have

  the

  right

  to

  the

  best

  healthcare

  possible,

  safe

  water

  to

  drink,

  nutritious

 
food,

  a

  clean

  and

  safe

  environment

  and

  information

  to

  help

  them

  stay

  well.
Article

  25:

  If

  children

  live

  in

  foster

  care

  or

  in

  other

  situations

  away

  from

  home,

  they

  have

  the

  right

 
to

  have

  these

  living

  arrangements

  looked

  at

  regularly

  to

  see

  if

  they

  are

  the

  most

  appropriate.
Article

  26:

  Children

  have

  the

  right

  to

  help

  from

  the

  government

  if

  they

  are

  poor

  or

  in

  need.
Article

  27:

  Children

  have

  the

  right

  to

  food,

  clothing,

  a

  safe

  place

  to

  live,

  and

  to

  have

  their

  basic

 
needs

  met.
Article

  28:

  Children

  have

  the

  right

  to

  a

  good

  quality

  education.

  Children

  should

  be

  encouraged

  to

 
go

  to

  school

  to

  the

  highest

  level

  they

  can.
Article

  29:

  Childrens

  education

  should

  help

  them

  use

  and

  develop

  their

  talents

  and

  abilities.

  It

 
should

  also

  help

  them

  learn

  to

  live

  peacefully,

  protect

  the

  environment

  and

  respect

  other

  people.
Article

  30:

  Children

  have

  the

  right

  to

  practice

  their

  own

  culture,

  language

  and

  religion.

  Minority

 
and

  indigenous

  groups

  need

  special

  protection

  of

  this

  right.
Article

  31:

  Children

  have

  the

  right

  to

  play

  and

  rest.
Article

  32:

  Children

  have

  the

  right

  to

  protection

  from

  work

  that

  harms

  them

  and

  is

  bad

  for

  their

 
health

  and

  education.

  If

  they

  work,

  they

  have

  the

  right

  to

  be

  safe

  and

  paid

  fairly.
Article

  33:

  Children

  have

  the

  right

  to

  protection

  from

  harmful

  drugs

  and

  from

  the

  drug

  trade.
Article

  34:

  Children

  have

  the

  right

  to

  be

  free

  from

  sexual

  abuse

  and

  exploitation.
Article

  35:

  No

  one

  is

  allowed

  to

  kidnap

  or

  sell

  children.
Article

  36:

  Children

  have

  the

  right

  to

  protection

  from

  any

  kind

  of

  exploitation

  (being

  taken

 
advantage

  of).
Article

  37:

  No

  one

  is

  allowed

  to

  punish

  children

  in

  a

  cruel

  or

  harmful

  way.
Article

  38:

  Children

  who

  are

  affected

  by

  armed

  conflict

  must

  be

  protected

  and

  cared

  for.

  Children

 
under

  15

  cannot

  be

  forced

  to

  go

  into

  the

  army

  or

  take

  part

  in

  war.
Article

  39:

  Children

  have

  the

  right

  to

  special

  help

  to

  recover

  if

  they

  have

  been

  exploited,

  neglected

 
or

  abused.
Article

  40:

  Children

  have

  the

  right

  to

  legal

  help

  and

  fair

  treatment

  in

  a

  justice

  system

  that

  respects

 
their

  rights.
Article

  41:

  If

  the

  laws

  of

  their

  country

  provide

  better

  protection

  of

  their

  rights

  than

  the

  articles

  in

 
this

  Convention,

  those

  laws

  should

  apply.
Article

  42:

  Children

  have

  the

  right

  to

  know

  their

  rights.

  Adults

  should

  know

  about

  these

  rights

  and

 
help

  them

  learn

  about

  them

  too.
Article

  43

  to

  54:

  These

  articles

  explain

  how

  governments

  and

  international

  organizations

  will

  work

 
to

  ensure

  that

  childrens

  rights

  are

  protected.
Free2BeYOUth 2015

61

The

  Canadian

  Charter

  of

  Rights

  and

  Freedoms


 

Guarantee

  of

  Rights

  and

  Freedoms
Section

  1:

  In

  Canada,

  we

  have

  laws

  that

  give

  rights

  and

  freedoms

  that

  we

  feel

  all

  Canadians

  are

 
entitled

  to

  possess.

  Being

  a

  multicultural

  country,

  our

  laws

  preserve

  the

  diversity

  of

  our

  races,

 
faiths,

  and

  nationalities.
Fundamental

  Freedoms
Section

  2:

  Canadians

  have

  the

  freedom

  to

  believe

  what

  they

  choose,

  to

  express

  their

  values,

  and

  to

 
form

  associations.
Democratic

  Rights
Section

  3:

  Every

  citizen

  has

  the

  right

  to

  vote

  in

  public

  elections.
Section

  4:

  1)

  No

  parliament

  or

  legislative

  assembly

  can

  continue

  to

  stay

  in

  office

  for

  longer

  than

 
five

  years.
2)

  Only

  under

  extraordinary

  circumstances,

  such

  as

  war

  or

  a

  national

  emergency,

  may

  a

 
government

  stay

  in

  office

  for

  longer

  than

  five

  years.
Section

  5:

  There

  will

  be

  a

  meeting

  of

  Parliament

  and

  of

  each

  legislature

  at

  least

  once

  every

  year.
Mobility

  Rights
Section

  6:

  1)

  Every

  citizen

  can

  either,

  stay

  in,

  and

  leave

  Canada

  as

  they

  wish.
2)

  Every

  person

  who

  is

  considered

  a

  permanent

  resident

  of

  Canada

  can:
a)

  Move

  to

  and

  live

  in

  any

  province.
b)

  Find

  a

  job

  in

  any

  province.
3)

  Provinces

  can

  decide

  who

  they

  give

  social

  benefits

  to.
4)

  If

  its

  employment

  rate

  is

  below

  the

  national

  average,

  a

  province

  can

  create

  programs

  that

  favour

 
its

  own

  residents.
Legal

  Rights
Section

  7:

  Every

  Canadian

  has

  the

  right

  to

  life,

  freedom

  and

  personal

  security.
Section

  8:

  Every

  Canadian

  has

  the

  right

  to

  a

  reasonable

  expectation

  of

  privacy

  (i.e.

  anyone

  acting

 
on

  behalf

  of

  the

  government

  must

  have

  a

  warrant

  before

  entering

  someones

  home).
Section

  9:

  Everyone

  has

  the

  right

  not

  to

  be

  arrested

  and

  held

  in

  custody

  without

  good

  reason.
Section

  10:

  If

  arrested,

  everyone

  has

  the

  right

  to:
Free2BeYOUth 2015

62

a)

  Know

  why

  they

  have

  been

  arrested.
b)

  Seek

  legal

  advice

  from

  a

  lawyer.
c)

  Challenge

  the

  fairness

  of

  the

  arrest.
Section

  11:

  Any

  person

  who

  is

  charged

  with

  an

  offense

  has

  the

  right

  to:
a)

  Be

  told

  right

  away

  exactly

  what

  they

  are

  being

  charged

  with.
b)

  Have

  his/her

  trial

  take

  place

  in

  a

  reasonable

  amount

  of

  time.
c)

  Not

  testify

  in

  his/her

  own

  trial

  (they

  cannot

  be

  called

  as

  a

  witness).
d)

  Be

  considered

  innocent

  unless

  proven

  guilty

  beyond

  reasonable

  doubt.
e

  )

  Not

  be

  denied

  bail

  without

  a

  good

  reason.
f)

  Trial

  by

  jury

  if

  the

  charges

  are

  serious.
g)

  Not

  be

  charged

  with

  a

  crime

  unless

  what

  they

  did

  was

  against

  the

  law

  at

  the

  time

  they

  did

  it.
h)

  Only

  be

  charged

  with

  a

  crime

  once,

  whether

  they

  are

  found

  innocent

  or

  guilty.
i)

  Be

  sentenced

  under

  the

  more

  lenient

  of

  two

  laws,

  if

  a

  change

  of

  law

  occurs

  before

  they

  have

 
been

  sentenced.
Section

  12:

  No

  one

  should

  be

  subjected

  to

  cruel

  or

  unusual

  punishment

  (the

  punishment

  must

  not

 
be

  too

  harsh

  for

  the

  crime).
Section

  13:

  Witnesses

  are

  protected

  from

  having

  information

  given

  in

  their

  testimony

  used

  against

 
them.
Section

  14:

  Anyone

  involved

  in

  trial

  has

  the

  right

  to

  an

  interpreter

  if

  they

  do

  not

  understand

  the

 
language,

  or

  they

  are

  deaf.
Equality

  Rights
Section

  15:

  Every

  person

  in

  Canada

  (regardless

  of

  race,

  religion,

  national

  or

  ethnic

  origin,

  color,

 
sex,

  age,

  or

  physical

  or

  mental

  disability)

  is

  to

  be

  considered

  equal,

  and

  is

  not

  to

  be

  discriminated

 
against.
Official

  Languages

  of

  Canada
Section

  16:

  Both

  French

  and

  English

  are

  official

  languages,

  and

  given

  equal

  status.
Section

  16.1:

  The

  English

  and

  French

  speaking

  communities

  of

  New

  Brunswick

  have

  equal

  rights,

 
and

  the

  government

  must

  protect

  those

  rights.
Section

  17:

  Everyone

  has

  the

  right

  to

  use

  English

  or

  French

  in

  any

  debate

  or

  proceeding

  of

 
parliament.
Section

  18:

  All

  federal

  laws

  and

  those

  of

  New

  Brunswick

  must

  be

  published

  in

  both

  English

  and

 
French.
Free2BeYOUth 2015
63

Section

  19:

  Either

  English

  or

  French

  may

  be

  used

  in

  pleadings

  of

  federal

  courts

  (including

  the

 
Supreme

  Court)

  and

  the

  courts

  of

  New

  Brunswick.
Section

  20:

  Everyone

  has

  the

  right

  to

  communicate

  with

  the

  federal

  government

  in

  either

  French

 
or

  English.
Section

  21:

  All

  language

  rights

  in

  other

  parts

  of

  the

  constitution

  must

  be

  protected.
Section

  22:

  The

  government

  is

  allowed

  to

  offer

  services

  in

  languages

  other

  than

  French

  or

  English.
Section

  23:

  Canadian

  citizens

  have

  the

  right

  to

  have

  his/her

  children

  educated

  in

  either

  French

  or

 
English.
Enforcement
Section

  24:

  Any

  person

  who

  feels

  that

  his/her

  rights

  or

  freedoms

  have

  been

  violated

  by

  the

 
government

  can

  go

  to

  court

  and

  ask

  for

  a

  remedy.
General
Section

  25:

  The

  Charter

  recognizes

  that

  rights

  of

  Aboriginal

  people

  of

  Canada

  may

  arise

  through

 
treaties,

  land

  claims

  agreements

  and

  otherwise,

  and

  the

  Charter

  does

  not

  interfere

  with

  those

 
rights.

 
Section

  26:

  The

  Charter

  is

  not

  the

  only

  source

  for

  protection

  of

  individual

  rights.

  Parliament

  and

 
the

  legislatures

  can

  create

  laws

  that

  protect

  rights

  beyond

  the

  ones

  listed

  in

  the

  Charter.
Section

  27:

  The

  courts

  and

  governments

  must

  interpret

  the

  Charter

  in

  a

  way

  that

  recognizes

 
Canadas

  multicultural

  diversity.
Section

  28:

  The

  rights

  and

  freedoms

  in

  the

  Charter

  are

  guaranteed

  to

  males

  and

  females

  equally.
Section

  29:

  Religious

  and

  separate

  schools

  have

  the

  right

  to

  choose

  their

  teachers

  and

  students

 
based

  on

  their

  religion.
Section

  30:

  The

  Charter

  applies

  equally

  to

  all

  provinces

  and

  territories

  within

  Canada.
Section

  31:

  Nothing

  in

  the

  Charter

  changes

  the

  sharing

  of

  responsibilities

  or

  the

  distribution

  of

 
powers

  between

  the

  provincial

  and

  federal

  governments.
Application

  of

  the

  Charter
Section

  32:

  1)

  This

  Charter

  must

  be

  applied

  by

  both

  federal

  and

  provincial

  governments.

  2)

 
Governments

  were

  allowed

  three

  years

  to

  bring

  their

  laws

  into

  line

  with

  Section

  15

  of

  the

 
Charter.

  This

  meant

  that

  this

  section

  came

  into

  effect

  on

  April

  17,

  1985.
Section

  33:

  The

  Federal

  Government

  and

  any

  provincial

  or

  territorial

  government

  is

  able

  to

  pass

 
laws

  that

  take

  away

  some

  rights

  in

  the

  Charter

  (with

  clear

  reasons

  and

  acceptance

  of

  full

 
responsibility

  for

  the

  consequence

  of

  its

  actions).

Free2BeYOUth 2015

64

Citation
Section

  34:

  The

  official

  name

  of

  this

  part

  of

  the

  Constitution

  is

  called

  the

  Canadian

  Charter

  of

 
Rights

  and

  Freedoms.
Section

  35:

  The

  Charter

  is

  the

  supreme

  law

  of

  Canada,

  and

  all

  laws

  in

  Canada

  must

  follow

  the

 
terms

  of

  the

  Charter

  to

  be

  valid.


 

Free2BeYOUth 2015

65

Alberta
In

  addition

  to

  the

  Canadian

  Charter

  of

  Rights

  and

  Freedoms,

  each

  province

  has

  its

  own

  human

 
rights

  laws

  to

  protect

  its

  inhabitants.

  In

  Alberta,

  we

  have

  a

  document

  called

  The

  Alberta

  Human

 
Rights

  Act

  which

  outlines

  laws

  that

  preserve

  the

  dignity

  of,

  protect

  the

  rights

  of,

  and

  promote

  the

 
healthy

  development

  of

  every

  individual

  in

  Alberta.

  To

  learn

  more

  about

  the

  Alberta

  Human

  Rights

 
Act,

  refer

  to:

  http://www.qp.alberta.ca/documents/Acts/A25P5.pdf
The

  Alberta

  government

  has

  also

  developed

  a

  framework

  for

  its

  support

  of

  social

  policy

  in

  the

 
province,

  including

  inclusion.

  A

  policy

  framework

  is

  not

  legally

  binding,

  but

  is

  rather

  a

  statement

  of

 
the

  governments

  approach.

 


  Albertas

  Social

  Policy

  Framework


  Albertas

  Social

  Policy

  Framework

  (from

  the

  Province

  of

  Alberta,

  2013)
Albertans

  collaborated

  to

  create

  Albertas

  Social

  Policy

  Framework

  which

  has

  become

  the

  vision

  for

 
social

  policy

  that

  defines

  who

  we

  are

  as

  people

  and

  communities,

  one

  that

  reflects

  our

  aspirations

 
for

  a

  province

  that

  offers

  all

  Albertans

  the

  opportunity

  to

  reach

  their

  potential

  and

  to

  benefit

  from

 
the

  highest

  possible

  quality

  of

  life.
Developed

  with

  Albertans,

  the

  framework

  will

  direct

  the

  future

  of

  Albertas

  social

  policy

  and

 
programs,

  and

  it

  will

  guide

  how

  we

  come

  together

  to

  ensure

  that

  everyone

  has

  an

  opportunity

  for

 
fulfillment

  and

  well-being.

  This

  framework

  is

  for

  all

  Albertansit

  is

  a

  vision

  for

  Alberta

  and

  its

 
people,

  and

  it

  is

  a

  call

  to

  action

  for

  everyone

  to

  work

  together

  to

  achieve

  the

  spirit

  and

  goals

  of

  the

 
framework.
A

  vision

  for

  Alberta

  and

  its

  people
The

  vision

  that

  inspires

  Albertas

  social

  policy

  is:
In

  Alberta,

  everyone

  contributes

  to

  making

  our

  communities

  inclusive

  and

  welcoming.

  Everyone

 
has

  opportunities

  to

  fulfill

  their

  potential

  and

  to

  benefit

  from

  our

  thriving

  social,

  economic,

  and

 
cultural

  life.
Desired

  outcomes
The

  ultimate

  purpose

  of

  the

  framework

  is

  to

  have

  social

  policies,

  programs,

  and

  systems

  that

 
produce

  better

  results

  (also

  known

  as

  outcomes).

  These

  outcomes

  frame

  and

  set

  the

  overall

 
purpose

  and

  direction

  of

  social

  policy

  in

  Alberta.

  They

  will

  provide

  the

  government

  and

  its

  partners

 
with

  an

  effective

  tool

  for

  focusing

  social

  policy

  priorities

  and

  actions

  for

  the

  next

  10

  to

  15

  years.

Free2BeYOUth 2015

66

There

  are

  two

  focus

  areas

  for

  outcomes.

  The

  first

  set

  of

  outcomes

  identifies

  what

  we

  desire

  for

 
individuals

  and

  familieswhat

  social

  policy

  should

  achieve

  for

  all

  Albertans.

  It

  is

  recognized

  that

 
some

  individuals

  may

  face

  barriers

  or

  challenges

  in

  their

  efforts

  to

  realize

  these

  outcomes,

 
particularly

  First

  Nations,

  Mtis,

  and

  Inuit

  persons,

  people

  with

  disabilities,

  and

  those

  living

  in

 
poverty.

  To

  fully

  realize

  these

  outcomes

  for

  all

  Albertans,

  we

  will

  need

  to

  address

  issues

  such

  as

 
access

  to

  services

  and

  supports,

  promote

  the

  concepts

  of

  dignity

  and

  inclusion

  in

  our

  efforts,

  and

 
focus

  our

  energy

  on

  preventative

  actions.
Social

  policy

  outcomes

  for

  Albertans

  Albertans

 
will

  be:
>SafeLive

  free

  from

  fear

  of

  abuse

  and

  violence.
>HealthyAchieve

  the

  highest

  attainable

  standards

  of

  health

  and

  well-being.
>Secure

  and

  ResilientSupport

  themselves

  and

  their

  households

  through

  safe

  work

  and

  career

 
opportunities,

  with

  access

  to

  effective

  income

  supports

  when

  in

  financial

  need.
>Lifelong

  LearnersDevelop

  the

  knowledge,

  skills,

  and

  commitment

  to

  learning

  necessary

  to

 
realize

  their

  potential

  and

  participate

  in

  society.
>IncludedFeel

  welcomed

  in

  the

  communities

  where

  they

  live,

  learn,

  and

  work.
>Active

  and

  EngagedExplore

  opportunities

  to

  participate

  in

  recreational

  activities

  and

  cultural

 
experiences,

  and

  to

  engage

  in

  Albertan

  society.

  The

  second

  set

  of

  outcomes

  recognizes

  the

 
important

  results

  we

  want

  to

  achieve

  within

  the

  system

  itself.

  These

  system

  and

  delivery

  outcomes

 
recognize

  that

  the

  well-being

  of

  individuals

  and

  families

  requires

  a

  renewed

  system

  of

  social

 
supports

  and

  services.
Policy

  Principles
Dignity.

  Everyone

  has

  inherent

  and

  equal

  worth.

  Everyone

  can

  expect

  to

  be

  treated

  with

  respect

 
and

  empathy,

  and

  to

  be

  accepted

  regardless

  of

  their

  circumstances.

  Individuals

  must

  be

  respected

 
for

  their

  contributions

  to

  society,

  and

  they

  must

  have

  their

  individual

  needs

  considered.
People

  First.

  When

  we

  put

  people

  first,

  we

  are

  better

  able

  to

  meet

  their

  needs.

  Putting

  people

  first

 
means

  that

  people

  can

  engage

  in

  decision

  making

  and

  that

  we

  value

  their

  experiences.
A

  focus

  on

  the

  needs

  and

  experiences

  of

  people

  means

  that

  decision

  makers

  must

  put

  themselves

 
in

  someone

  elses

  shoes.
Healthy

  and

  Strong

  Relationships.

  Healthy,

  positive

  relationships

  sustain

  us

  and

  support

  our

 
wellbeing,

  and

  they

  are

  the

  building

  blocks

  for

  safe,

  vibrant

  communities.

  When

  we

  promote

 
healthy

  and

  strong

  relationships

  between

  individuals

  and

  within

  families,

  we

  recognize

  that

 
individuals

  are

  intrinsically

  linked

  to

  their

  community

  and

  that

  they

  are

  strongly

  influenced

  by

  their

 
surroundings.
Mutual

  Responsibility.

  We

  all

  have

  a

  role

  to

  play

  in

  helping

  out

  where

  we

  can

  and

  creating

 
environments

  for

  positive

  change.

  Each

  generation

  has

  a

  responsibility

  to

  future

  generations,

  and

 
this

  obligation

  should

  be

  taken

  into

  account

  when

  making

  decisions.
Free2BeYOUth 2015

67

Inclusion.

  Diversity

  encompasses

  a

  range

  of

  human

  experience,

  including

  age,

  gender,

  sexual

 
orientation,

  culture,

  ethnicity,

  language,

  and

  physical

  or

  mental

  ability,

  as

  well

  as

 
socioeconomic,

  immigration,

  and

  citizenship

  status.

  Inclusion

  promotes

  the

  full

  participation

  of

  all

 
individuals

  in

  society,

  regardless

  of

  their

  traits,

  identities,

  or

 
circumstances.

  In

  an

  inclusive

  society,

  we

  understand

  that

 
diversity

  is

  one

  of

  our

  strengths,

  and

  we

  are

  able

  to

  build

  on

 
our

  strengths

  together.

  When

  we

  act

  in

  an

  inclusive

  way,

  we

 
promote

  the

  full

  participation

  of

  all

  individuals

  in

  our

  society

 
and

  acknowledge

  varying

  perspectives.
Proactive.

  Proactive

  approaches

  work

  over

  the

  long

  term

  to

 
prevent

  or

  address

  social

  problems

  before

  they

  start.

 

  Proactive

 
action

  acknowledges

  the

  interconnectedness

  of

  individuals,

 
families,

  communities,

  and

  their

  environments.

  They

  also

  reflect

  the

  interplay

  between

  economic,

 
social,

  and

  environmental

  policy.

  When

  we

  are

  proactive,

  we

  emphasize

  root

  causes

  and

  focus

  on

 
creating

  conditions

  for

  success,

  and

  we

  anticipate

  and

  adapt

  to

  changing

  and

  evolving

  needs.
Collaborative.

  Our

  capacity

  to

  achieve

  social

  policy

  goals

  depends

  on

  our

  ability

  to

  work

  together.

 
When

  we

  act

  collaboratively,

  we

  are

  open

  to

  new

  and

  alternative

  ideas,

  perspectives,

  and

 
solutions.
Accountable.

  Accountability

  is

  accepting

  responsibility

  for

  and

  supporting

  efforts

  to

  achieving

 
better

  outcomes

  for

  all

  Albertans.
Overall,

  Albertas

  Social

  Policy

  Framework

  has

  a

  number

  of

  overlapping

  goals

  and

  principles

  as

  the

 
Free2BeYOUth

  Inclusion

  Leadership

  in

  Schools

  Program.

  When

  approached

  by

  the

  Alberta

 
government

  to

  create

  the

  Social

  Policy,

  Albertans

  wanted

  to

  achieve

  the

  following:

 
1. Reduce

  inequality.

 
2. Protect

  vulnerable

  people.
3. Create

  a

  person-centered

  system

  of

  high-quality

  services.
4. Enable

  collaboration

  and

  partnerships.
It

  is

  evident

  that

  meaningful

  change

  stems

  from

  each

  individuals

  willingness

  to

  participate,

 
advocate,

  and

  collaborate.

  In

  order

  for

  all

  of

  us

  to

  benefit

  from

  an

  inclusive

  space

  where

  each

 
persons

  dignity

  is

  upheld,

  and

  equality

  prevails,

  we

  all

  need

  to

  partake

  in

  creating

  the

  change

  we

 
wish

  to

  see.

 

Free2BeYOUth 2015

68

Activities


 
Interactive

  Ways

  to

  Learn

  about

  Human

  Rights
Here

  are

  some

  interactive

  and

  engaging

  ways

  to

  apply

  what

  youve

  learned

  about

  human

  rights.

 
Included

  in

  this

  section

  of

  your

  manual

  are

  some

  games

  and

  activities

  you

  can

  play

  with

  peers

  to

 
explore

  human

  rights

  issues

  and

  topics.

 
1)

  My

  Ideal

  Community.

 
This

  activity

  introduces

  the

  concept

  of

  human

  rights

  through

  group

  discussion,

  drawing,

  and

 
presentation.

  Divide

  the

  everyone

  into

  groups

  of

  3-4.

  Each

  group

  will

  be

  given

  chart

  paper

  where

 
they

  will

  brainstorm

  a

  list

  of

  words

  which

  connect

  to

  human

  rights.

  Then,

  each

  group

  will

  be

  asked

 
to

  draw

  a

  picture

  to

  answer

  the

  question:

  What

  are

  human

  rights?

  Then

  each

  group

  will

  share

 
their

  work

  with

  the

  rest

  of

  the

  group.
In

  new

  groups

  of

  3-4,

  you

  will

  then

  be

  asked

  to

  work

  together

  to

  draw

  a

  picture

  on

  a

  new

  piece

  of

 
chart

  paper,

  of

  your

  ideal

  community.

  Some

  things

  to

  think

  about

  that

  will

  help

  you

  design

  your

 
community

  are:

  What

  is

  important

  in

  our

  community?

  Why

  is

  it

  important?

  Which

  human

  rights

 
are

  especially

  important

  in

  my

  community

  and

  how

  are

  they

  respected?

 

2)Human

  Rights

  Charades.

 
This

  game

  is

  a

  fun

  way

  to

  introduce

  or

  reinforce

  human

  rights

  knowledge

  while

  also

  showing

  off

 
some

  of

  your

  acting

  skills!

  Slips

  of

  paper

  will

  be

  handed

  out

  to

  each

  person.

  On

  the

  slip

  of

  paper,

 
individuals

  are

  expected

  to

  write

  down

  a

  charade

  that

  relates

  to

  human

  rights.

  One

  by

  one,

  each

 
person

  will

  silently

  act

  out

  their

  charade.

  Some

  examples

  of

  charades

  could

  be:

  the

  right

  to

  vote

 
(Canadian

  Charter,

  Section

  3);

  freedom

  of

  expression

  (UDHR,

  Article

  19);

  right

  to

  education

 
(UDHR,

  Article

  26);

  right

  to

  food

  (CRC,

  Article

  27);

  and

  right

  to

  play

  (CRC,

  Article

  31).

  If

  you

  need

 
some

  ideas,

  you

  can

  refer

  to

  the

  human

  rights

  documents

  included

  in

  this

  section

  of

  your

  manual.

 
Once

  the

  charade

  is

  correctly

  guessed,

  briefly

  discuss

  its

  connection

  to

  human

  rights,

  its

 
importance

  to

  what

  happens

  when

  the

  right

  is

  violated

  (if

  its

  a

  right).

 

Free2BeYOUth 2015

69

3)Human

  Rights

  Squares.

 
This

  activity

  reveals

  what

  participants

  already

  know

  about

  human

  rights

  and

  the

  issues

  that

  are

  of

 
concern

  to

  them.

  It

  also

  stimulates

  discussion

  about

  the

  UDHR

  and

  categories

  of

  rights.

  Every

 
person

  is

  given

  a

  copy

  of

  Human

  Rights

  Squares,

  located

  on

  the

  next

  page

  in

  this

  manual.

  You

 
must

  walk

  around

  the

  room

  and

  find

  people

  who

  can

  answer

  the

  questions

  in

  their

  Human

  Rights

 
Squares.

  Everyone

  will

  try

  to

  write

  down

  an

  answer

  and

  get

  a

  signature

  from

  a

  different

  person

  for

 
each

  square.

  The

  goal

  is

  to

  fill

  in

  as

  many

  squares

  as

  possible.

  You

  can

  choose

  to

  complete

  this

 
activity

  individually,

  or

  in

  pairs.

  After

  the

  activity,

  here

  are

  some

  discussion

  questions

  you

  can

  bring

 
up

  with

  the

  group

  to

  get

  you

  thinking

  more

  about

  human

  rights:

Which

  were

  the

  easiest

  squares

  to

  find

  answers

  for?

  The

  most

  difficult?

  Why?

 
Which

  squares

  had

  global

  answers?

  National

  answers?

  Local

  or

  community

 
answers?
Do

  you

  think

  that

  there

  are

  some

  squares

  that

  should

  be

  more

  emphasized

 
than

  others

  in

  discussions

  relating

  to

  Human

  Rights

  (if

  yes,

  which

  ones?)

  Why

 
or

  why

  not?
What

  additional

  squares

  might

  you

  create

  for

  this

  game?

Free2BeYOUth 2015

70

A

  human

  right

A

  human

  right

  sometimes

 
Document

  that

  proclaims

 
denied

  to

  women

  around

  the

  human

  rights
world

A

  right

  that

  women

  in

 
Canada

  gained

  after

  men

Children

  at

  war

  &

  child

 
Child

  workers

  &

  labourers

 
soldiers

  are

  often

  denied

  this

  often

  have

  this

  right

 
right
neglected

A

  right

  every

  child

  has

  in

  the

  A

  woman

  who

  has

  fought

  for

  Country

  where

  people

  are

 
world
womens

  rights

  in

  Canada
denied

  their

  rights

  because

  of

 
race/ethnicity/gender
Country

  that

  respects

  human

  Type

  of

  human

  rights

 
Human

  rights

  not

  yet

 
rights
violation

  that

  disturbs

  you

  the

  achieved

  by

  everyone

  in

  this

 
most
country

Right

  you

  would

  be

  most

 
willing

  to

  give

  up

A

  right

  that

  is

  important

  to

 
you

Organization

  that

  fights

  for

 
human

  rights

Country

  where

  people

  are

 
A

  right

  often

  denied

  to

 
denied

  rights

  because

  of

  their

  refugees
religion

A

  right

  that

  is

  not

  respected

  A

  right

  that

  is

  respected

  in

 
in

  your

  community
your

  community

Free2BeYOUth 2015

Country

  where

  human

  rights

 
are

  violated

A

  right

  that

  is

  respected

  in

 
Canada

71

Section 4: be INformed cont.

INclusion

  Issues

Free2BeYOUth 2015

72

A. Celebrating Diverse Faiths

We

  in

  Canada,

  have

  laws

  that

  give

  rights

  and

  freedoms

  we

  feel

  all

  Canadians

  are

  entitled

  to

 
possess.

  Canada

  is

  a

  multicultural

  country

  and

  our

  laws

  protect

  and

  preserve

  the

  diversity

  of

  our

 
races,

  faiths

  and

  nationalities.

  Along

  with

  our

  rights

  and

  freedoms

  come

  responsibilities.

 
Section

  2

  of

  the

  Charter

  grants

  Canadians

  the

  freedom

  to

  believe

  what

  they

  choose,

  to

  express

 
their

  values

  and

  to

  form

  associations:

 


  Everyone

  has

  the

  following

  fundamental

  freedoms:
a) freedom

  of

  conscience

  and

  religion;
b) freedom

  of

  thought,

  belief,

  opinion

  and

  expression,

  including

  freedom

  of

  the

 
press

  and

  other

  media

  and

  communication;
c) freedom

  of

  peaceful

  assembly;

  and
d) freedom

  of

  association

 
-Canadian

  Charter

  of

  Rights

  and

  Freedoms,

  Section

  2.
The

  Charter

  and

  provincial

  human

  rights

  legislation

  such

  as

  the

  Alberta

  Human

  Rights

  Act

  prohibit

 
discrimination

  on

  a

  number

  of

  bases

  including

  religion:

 

 

 
Every

  individual

  is

  equal

  before

  and

  under

  the

  law

  and

  has

  the

  right

  to

  the

  equal

  protection

 
and

  equal

  benefit

  of

  the

  law

  without

  discrimination

  and,

  in

  particular,

  without

 
discrimination

  based

  on

  race,

  national

  or

  ethnic

  origin,

  colour,

  religion,

  sex,

  age

  or

  mental

 
or

  physical

  disability

  -Canadian

  Charter

  of

  Rights

  and

  Freedoms,

  Section

  15.

 
No

  person

  shall

  publish,

  issue

  or

  display

  or

  cause

  to

  be

  published,

  issued

  or

  displayed

 
before

  the

  public

  any

  statement,

  publication,

  notice,

  sign,

  symbol,

  emblem

  or

  other

 
representation

  that

 
a)

  indicates

  discrimination

  or

  an

  intention

  to

  discriminate

  against

  a

 

  person

  or

  a

 
class

  of

  persons,

  or

 
b)

  is

  likely

  to

  expose

  a

  person

  or

  a

  class

  of

  persons

  to

  hatred

  or

  contempt

 
because

  of

  the

  race,

  religious

  beliefs,

  colour,

  gender,

  physical

  disability,

  mental

 
disability,

  age,

  ancestry,

  place

  of

  origin,

  marital

  status,

  source

  of

  income,

  family

 
status

  or

  sexual

  orientation

  of

  that

  person

  or

  class

  of

  persons

  -Alberta

  Human

 
Rights

  Act,

  Section

  3(1).

 
No

  person

  shall

 


  (a)

  deny

  to

  any

  person

  or

  class

  of

  persons

  any

  goods,

  services,

  accommodation

  or

 
facilities

  that

  are

  customarily

  available

  to

  the

  public,

  or

 

 
(b)

  discriminate

  against

  any

  person

  or

  class

  of

  persons

  with

  respect

  to

  any

  goods,

 
services,

  accommodation

  or

  facilities

  that

  are

  customarily

  available

  to

  the

  public,

 
because

  of

  the

  race,

  religious

  beliefs,

  colour,

  gender,

  physical

  disability,

  mental

 
disability,

  ancestry,

  place

  of

  origin,

  marital

  status,

  source

  of

  income,

  family

  status

  or

 
sexual

  orientation

  of

  that

  person

  or

  class

  of

  persons

  or

  of

  any

  other

  person

  or

  class

  of

 
persons

  -Alberta

  Human

  Rights

  Act,

  Section

  4.
No

  employer

  shall

 
(a)

  refuse

  to

  employ

  or

  refuse

  to

  continue

  to

  employ

  any

  person,

  or

 

 

 
Free2BeYOUth 2015

73

(b)

  discriminate

  against

  any

  person

  with

  regard

  to

  employment

  or

  any

 

  term

  or

 
condition

  of

  employment,

  because

  of

  the

  race,

  religious

  beliefs,

  colour,

  gender,

 
physical

  disability,

  mental

  disability,

  age,

  ancestry,

  place

  of

  origin,

  marital

  status,

 
source

  of

  income,

  family

  status

  or

  sexual

  orientation

  of

  that

  person

  or

  class

  of

 
persons

  or

  of

  any

  other

  person

  or

  class

  of

  persons

  -Alberta

  Human

  Rights

  Act,

 
Section

  7(1).

 

Celebrating

  Diverse

  Faiths
According

  to

  the

  government

  of

  Alberta,

  most

  Albertans

  identify

  themselves

  as

  Christian.

  The

 
largest

  denominations

  in

  the

  province

  are

  Roman

  Catholic,

  United,

  Anglican,

  Lutheran,

  and

  Baptist

 
churches.

  There

  is

  also

  a

  large

  population

  of

  Pentecostal,

  Presbyterian,

  and

  evangelical

  Christians

  in

 
Alberta.

  Over

  time

  though,

  Alberta

  has

  gained

  more

  religious

  diversity

  since

  it

  is

  increasingly

  home

 
to

  individuals

  who

  identify

  themselves

  as

  Hindu,

  Sikh,

  Buddhist,

  Jewish,

  and

  Muslim.

  Interestingly,

 
the

  oldest

  mosque

  in

  North

  America

  is

  located

  right

  in

  Edmonton

  and

  one

  of

  the

  largest

  Sikh

 
temples

  in

  Canada

  is

  also

  located

  in

  Edmonton!

 
When

  we

  begin

  to

  learn

  more

  about

  different

  religions,

  especially

  for

  the

  ones

  we

  know

  the

  least

 
about,

  we

  can

  clear

  up

  any

  misunderstandings

  or

  misconceptions

  that

  we

  may

  have

  had

  towards

 
certain

  faiths.

  Although

  there

  are

  different

  customs

  and

  rituals

  associated

  with

  various

  faiths,

  many

 
of

  them

  promote

  and

  teach

  common

  values,

  such

  as

  helping

  individuals

  live

  meaningful

  lives

  as

  we

 
learn

  to

  co-exist

  peacefully.

  Therefore,

  although

  individuals

  may

  have

  different

  belief

  systems,

 
overlapping

  commonalities

  within

  each

  faith

  connect

  us.

  Highlighting

  this

  fact

  can

  help

  promote

 
understanding

  and

  social

  cohesion.

 
Various

  religions

  have

  different

  ways

  of

  expressing

  worship.

  Whether

  it

  be

  through

  unique

  prayer,

 
ceremonies,

  songs,

  or

  dance,

  each

  religion

  has

  its

  own

  way

  of

  demonstrating

  devotion.

  Many

 
religions

  have

  a

  god,

  creator,

  or

  supreme

  being,

  and

  some

  religions

  even

  believe

  in

  more

  than

  one

 
god.

  It

  is

  also

  equally

  important

  to

  recognize

  that

  some

  individuals

  may

  not

  choose

  to

  believe

  in

  the

 
existence

  of

  a

  god,

  creator,

  or

  supreme

  being.

  These

  individuals

  often

  identify

  as

  Atheists

  and

 
these

  individuals

  choice

  to

  not

  associate

  with

  any

  particular

  faith

  should

  be

  respected.
It

  is

  important

  to

  remember

  that

  each

  person

  is

  an

  individual,

  and

  their

  belief

  system

  and

  religious

 
involvement

  will

  be

  a

  unique

  combination

  of

  their

  personal

  convictions,

  engagement

  with

  a

 
religious

  community,

  recognition

  of

  truths

  and

  authorities,

  and

  how

  they

  put

  this

  into

  practice

 
from

  day

  to

  day.

  This

  can

  be

  different

  for

  two

  people

  belonging

  to

  the

  same

  religion,

  or

  even

  the

 
same

  local

  church.

  So

  its

  important

  for

  us

  to

  get

  to

  know

  others

  as

  individuals

  without

  bringing

 
generalizations

  and

  stereotypes

  to

  cloud

  our

  relationship.

 

Free2BeYOUth 2015

74

The Truth Behind the Stereotype

Since

  Canadas

  inhabitants

  come

  from

  all

  walks

  of

  life,

  our

  society

  has

  become

  a

  hub

  for

  diverse

 
religions

  and

  spiritual

  practices.

  Although

  there

  are

  benefits

  to

  having

  a

  wealth

  of

  different

 
religions

  and

  faiths

  in

  the

  community,

  without

  a

  sense

  of

  mutual

  understanding,

  respect,

  and

 
appreciation

  for

  such

  diversity,

  it

  could

  lead

  to

  conflict

  and

  discrimination.

  As

  a

  result,

  being

 
treated

  in

  such

  a

  negative

  manner

  can

  affect

  a

  youths

  feelings

  of

  safety,

  belonging,

  and

  respect

  at

 
school.

  It

  is

  crucial

  to

  remember

  that

  having

  negative

  actions

  and

  ideas

  may

  inaccurately

  portray

 
certain

  religions

  in

  debilitating

  ways,

  and

  so

  it

  is

  best

  to

  remember

  to

  avoid

  making

  religious

 
stereotypes,

  or

  any

  stereotypes

  at

  all

  for

  that

  matter.
Some

  stereotypes

  you

  may

  have

  heard:

1. Youth

  who

  do

  not

  have

  a

  religion

  live

  a

  meaningless

  life

  and

  are

  misguided.

  Simply

 
because

  an

  individual

  chooses

  not

  to

  associate

  with

  a

  religion

  does

  not

  necessarily

 
mean

  that

  they

  live

  a

  life

  without

  purpose.

  Some

  people

  may

  choose

  to

  turn

  to

 
religion

  to

  seek

  meaning

  and

  guidance,

  but

  not

  everyone

  chooses

  to

  resort

  to

 
religion

  in

  order

  to

  do

  so.

  The

  important

  thing

  is

  that

  we

  must

  respect

  individuals

 
choices.

2. Religious

  people

  all

  have

  violent

  tendencies.

  While

  every

  religion

  has

  followers

  who

 
commit

  violence

  for

  their

  own

  reasons,

  it

  does

  not

  mean

  that

  everyone

  who

 
embraces

  a

  religion

  believes

  in

  violence.

  The

  media

  often

  has

  great

  influence

  over

 
how

  we

  perceive

  certain

  groups

  of

  people.

  For

  instance,

  if

  the

  media

  constantly

 
exposes

  us

  to

  propaganda

  about

  religious

  groups

  as

  being

  especially

  violent,

  it

  does

 
not

  necessarily

  mean

  that

  its

  true.

  We

  need

  to

  constantly

  recognize

  that

  the

  actions

 
of

  individuals

  or

  groups

  do

  not

  represent

  an

  entire

  people

  or

  religion,

  to

  constantly

 
critically

  dissect

  what

  is

  being

  presented

  to

  us

  by

  the

  media,

  and

  to

  question

  what

 
we

  are

  being

  exposed

  to

  because

  not

  everything

  we

  see

  is

  always

  an

  accurate

 
representation

  of

  the

  truth.

3. All

  religions

  promote

  homophobia.

  Although

  some

  religions

  or

  certain

  branches

  of

 
them

  may

  perceive

  homosexuality

  as

  a

  sin,

  this

  does

  not

  mean

  that

  every

  religion

 
does.

  Some

  religions

  do

  not

  address

  homosexuality

  while

  others

  do

  not

  discourage

  it

 
at

  all.

  Even

  individuals

  who

  follow

  a

  religion

  which

  traditionally

  finds

  homosexuality

 
to

  be

  a

  sin

  may

  not

  agree,

  so

  do

  not

  label

  individuals

  just

  because

  they

  affiliate

 
themselves

  with

  a

  certain

  religion.

 

Free2BeYOUth 2015

75

What is religion?
For

  millions

  of

  years

  people

  have

  asked

  important

  questions

  to

  themselves,

  like

What

  is

  the

  meaning

  of

  life?

 
What

  is

  the

  meaning

  of

  existence?

 
Why

  am

  I

  here?

  Who

  am

  I?

 
What

  is

  my

  nature?

  Myself?

  My

  identity?

 
Do

  I

  have

  a

  greater

  purpose?

  If

  so,

  what

  is

  it?

 
How

  should

  I

  live

  my

  life?
What

  happens

  when

  I

  die?

Faced

  with

  questions

  like

  this,

  every

  group

  of

  people

  have

  their

  own

  answers.

  Some

  religions

 
believe

  that

  their

  answers

  come

  directly

  from

  God,

  a

  creator,

  while

  others

  do

  not.

  A

  person

  must

 
examine

  these

  questions

  for

  themselves,

  and

  choose

  the

  answers

  they

  find

  the

  most

  convincing.

 
That

  is

  what

  is

  meant

  by

  a

  spiritual

  journey.

  It

  is

  important

  for

  us

  to

  respect

  the

  answers

  each

 
person

  comes

  to

  accept

  and

  identify

  themselves

  with.

 

Free2BeYOUth 2015

76

Activities
To

  uncover

  some

  of

  the

  personal

  biases

  we

  may

  have

  about

  certain

  religious

  groups,

  and

  in

  order

 
to

  move

  beyond

  these

  stereotypes,

  here

  is

  an

  activity

  from

  Everyday

  Democracy

  (2011)

  to

  get

  you

 
engaged

  in

  discussion

  about

  religious

  diversity:
Where

  do

  you

  Stand?

  This

  activity

  is

  meant

  for

  everyone

  to

  learn

  more

  about

  others

  perspectives

 
and

  experiences

  with

  regards

  to

  religious

  diversity.

  Prepare

  signs

  that

  say

  Strongly

  agree,

  Agree,

 
Disagree,

  and

  Strongly

  disagree

  and

  tape

  them

  up

  in

  the

  room.

  Then

  read

  each

  of

  the

  following

 
statements

  and

  have

  participants

  move

  to

  the

  appropriate

  spaces

  with

  signage

  to

  indicate

  their

 
response:
I

  am

  comfortable

  with

  my

  level

  of

  knowledge

  and

  understanding

  of

  my

  own

 
philosophical

  and

  religious

  traditions

  and

  beliefs.
I

  know

  the

  traditions

  and

  principles

  of

  at

  least

  one

  religion

  or

  philosophical

  perspective

 
other

  than

  my

  own.
I

  am

  comfortable

  talking

  with

  people

  who

  have

  religious

  or

  philosophical

  beliefs

  that

 
are

  different

  from

  my

  own.
I

  am

  uncomfortable

  with

  people

  who

  doubt

  or

  are

  unsure

  of

  the

  existence

  of

  God.
People

  who

  do

  not

  believe

  in

  God

  can

  be

  just

  as

  moral

  as

  people

  who

  do.
I

  am

  uncomfortable

  with

  people

  who

  doubt

  or

  are

  unsure

  of

  the

  existence

  of

  God.
People

  make

  assumptions

  about

  my

  religious

  or

  philosophical

  beliefs

  because

  of

  the

 
colour

  of

  my

  skin

  or

  the

  way

  I

  dress.
Concerns

  by

  others

  about

  my

  religion

  or

  philosophical

  perspective

  are

  connected

  to

 
stereotypes

  about

  my

  race.
Some

  religious

  traditions

  foster

  unequal

  treatment

  of

  women.
People

  misunderstand

  my

  faiths

  complex

  relationship

  to

  issues

  of

  gender

  equality.
Strong

  religious

  beliefs

  have

  caused

  hatred

  and

  violence

  in

  the

  world.
Strong

  religious

  beliefs

  have

  caused

  compassion

  and

  peace

  in

  the

  world.

 
After

  responding

  to

  these

  thought-provoking

  statements

  and

  engaging

  in

  some

  initial

  discussion,

 
here

  are

  some

  questions

  to

  build

  more

  on

  the

  conversation

  that

  you

  may

  have

  already

  initiated

 
with

  your

  group:
Was

  it

  difficult

  to

  conceive

  a

  response

  to

  these

  statements?

  Why

  or

  why

  not?

  And

  if

  yes,

 
which

  ones

  in

  particular?
What

  did

  you

  think

  as

  you

  were

  moving

  around

  the

  room

  and

  responding

  to

  these

 
statements?
Did

  anything

  surprise

  you?

  Why

  or

  why

  not?
Did

  you

  learn

  anything

  from

  this

  activity?

  If

  yes,

  what

  did

  you

  learn?

 

Free2BeYOUth 2015

77

B. Disability, Accessibility and Inclusion

Working

  towards

  an

  inclusive

  education

  system

  in

  Alberta
Inclusion

  is

  not

  a

  new

  idea.

  Students

  with

  disabilities

  began

  entering

  general

  education

  classrooms

 
in

  Canada

  in

  the

  1970s,

  though

  more

  like

  visitors

  to

  the

  class,

  during

  certain

  times

  of

  the

  day

 
rather

  than

  full

  members

  of

  the

  classroom"

  (The

  Centre

  for

  Inclusive

  Education).

  In

  the

  1980s,

 
mainstreaming

  as

  it

  was

  known,

  became

  a

  popular

  term

  amongst

  professionals

  and

  parents

 
where

  further

  placement

  of

  students

  with

  disabilities

  in

  general

  education

  classrooms

  was

 
happening.

  Students

  who

  were

  being

  mainstreamed,

  however,

  would

  spend

  most

  of

  the

  day

  in

  a

 
special

  education

  classroom

  and

  join

  the

  general

  education

  class

  for

  classes

  such

  as

  gym,

  art,

  music

 
and

  possibly

  also

  lunchtime.

  Academic

  classes

  were

  not

  attended

  together.
The

  idea

  of

  combining

  special

  education

  and

  general

  education

  into

  one

  inclusive

  system

  really

 
began

  in

  the

  1990s.

  The

  Canadian

  Charter

  of

  Rights

  and

  Freedoms

  guarantees

  the

  rights

  of

 
individuals

  with

  disabilities

  as

  equal

  citizens

  and

  families

  started

  pushing

  for

  their

  children

  to

 
receive

  equal

  opportunities

  in

  education,

  including

  learning

  alongside

  their

  nondisabled

  peers

  in

 
general

  education

  classrooms.

  Though

  for

  the

  most

  part,

  students

  with

  disabilities

  were

  still

  seen

 
as

  visitors

  to

  the

  classroom,

  the

  conversations

  surrounding

  student-centered

  learning,

  individual

 
program

  planning

  and

  the

  benefits

  of

  inclusion

  for

  all

  students

  were

  starting

  to

  occur.
In

  2008,

  the

  Setting

  the

  Direction

  initiative

  was

  launched

  by

  the

  Alberta

  Government

  in

  an

  effort

 
to

  create

  a

  new

  special

  education

  framework

  that

  included

  vision,

  principles,

  policy,

  accountability

 
and

  funding.

  The

  initiative

  sought

  input

  from

  key

  stakeholders

  including

  but

  not

  limited

  to:

 
educators,

  families,

  students,

  service

  providers

  and

  the

  general

  public.

  Results

  from

  the

 
consultations

  were

  strongly

  in

  favor

  of

  eliminating

  a

  two-tiered

  education

  system

  and

  creating

  one

 
inclusive

  education

  system.
In

  2010,

  the

  12

  recommendations

  that

  came

  from

  Setting

  the

  Direction

  were

  accepted

  by

  the

 
government

  and

  the

  initiative

  was

  renamed

  Action

  on

  Inclusion.

  This

  renaming

  signified

  its

 
implementation,

  as

  part

  of

  the

  Inspiring

  Action

  on

  Education

  initiative,

  to

  create

  an

  inclusive

 
education

  system

  in

  Alberta.

 

  (more

  info

  http://education.alberta.ca/)
Where

  are

  we

  today?
Educators

  across

  Alberta

  and

  the

  rest

  of

  Canada

  are

  working

  hard

  to

  implement

  inclusive

  education

 
in

  their

  schools.

  The

  two-tiered

  system

  is

  slowly

  being

  phased

  out

  and

  while

  specialized

 
programming

  is

  still

  available,

  inclusion

  is

  being

  offered

  as

  the

  first

  choice

  for

  education.

  The

 
definition

  and

  practice

  of

  inclusion

  seems

  to

  vary

  greatly

  from

  district

  to

  district,

  school

  to

  school

 
and

  classroom

  to

  classroom.

  Understanding

  inclusion

  and

  how

  to

  differentiate

  instruction

  in

 
overcrowded

  classrooms

  with

  little

  support

  and

  stretched

  dollars

  means

  that

  students

  are

 
sometimes

  not

  receiving

  the

  inclusive

  education

  they

  are

  being

  offered.
While

  educators,

  service

  providers

  and

  policy

  makers

  are

  busy

  adapting

  curriculum,

  training

  staff

 
and

  upgrading

  their

  technology,

  Free2BeYOUth

  is

  here

  to

  provide

  a

  platform

  for

  students

 
themselves

  to

  have

  a

  part

  in

  creating

  an

  inclusive

  education

  system!

 

  Student

  voice

  could

  possibly

 
be

  the

  most

  important

  voice

  to

  be

  heard

  when

  it

  comes

  to

  education,

  but

  is

  also

  often

  the

  least

 
listened

  to.

 

  Alberta

  has

  made

  great

  strides

  in

  adopting

  inclusive

  practices

  and

  it

  is

  important

  to

 
continue

  giving

  youth

  an

  opportunity

  to

  be

  active

  stakeholders

  in

  the

  education

  they

  are

  receiving.
Free2BeYOUth 2015

78

What are the benefits of inclusion for students with and

without disabilities?
The

  benefits

  of

  including

  students

  with

  developmental

  disabilities

  in

  classrooms

  with

  peers

  who

  do

 
not

  have

  disabilities

  are

  many!
Benefits

  of

  Inclusion

  for

  Students

  With

  Disabilities
1.

Friendships

2.

Increased

  social

  initiations,

  relationships

  and

  networks

3.

Peer

  role

  models

  for

  academic,

  social

  and

  behavior

  skills

4.

Increased

  achievement

  of

  Individualized

  Education

  Program

  (IEP)

  goals

5.

Greater

  access

  to

  general

  curriculum

6.

Enhanced

  skill

  acquisition

  and

  generalization

7.

Increased

  inclusion

  in

  future

  environments

8.

Greater

  opportunities

  for

  interactions

9.

Higher

  expectations

10. Increased

  school

  staff

  collaboration
11. Increased

  parent

  participation
12. Families

  are

  more

  integrated

  into

  community

 
Benefits

  of

  Inclusion

  for

  Students

  Without

  Disabilities
1.

Meaningful

  friendships

 

2.

Increased

  appreciation

  and

  acceptance

  of

  individual

  differences

3.

Increased

  understanding

  and

  acceptance

  of

  diversity

4.

Respect

  for

  all

  people

5.

Prepares

  all

  students

  for

  adult

  life

  in

  an

  inclusive

  society

6.

Opportunities

  to

  master

  activities

  by

  practicing

  and

  teaching

  others

7.

Greater

  academic

  outcomes

8.

All

  students

  needs

  are

  better

  met,

  greater

  resources

  for

  everyone

*Taken

  from

  Benefits

  of

  Inclusive

  Education

  Kids

  Together

  Inc.

  www.kidstogether.org

 

Free2BeYOUth 2015

79

Is your school accessible?

What

  does

  it

  mean

  to

  be

  accessible?

 
Access

  literally

  means

  to

  approach

  or

  enter

  a

  place.

  While

  this

  seems

  simple

  enough,

  for

 

someone

  with

  a

  physical

  disability

  or

  who

  is

  visually

  or

  hearing

  impaired,

  simple

  access

  may

  not

  be

 
so,

  well

  -

  simple!
When

  you

  walk

  into

  your

  school,

  you

  pull

  the

  front

  door

  open,

  glance

  behind

  you

  to

  see

  if

 
someone

  is

  there

  and

  then

  proceed

  to

  walk

  in

  and

  through

  the

  packed

  morning

  hallways

  to

  your

 
locker.

  You

  squish

  in

  between

  the

  students

  at

  their

  lockers

  beside

  you,

  open

  your

  combination

  lock

 
and

  cram

  your

  things

  inside,

  reaching

  onto

  the

  top

  shelf

  for

  your

  pens

  and

  calculator.

  You

  then

 
navigate

  your

  way

  through

  the

  hundreds

  of

  other

  students

  on

  their

  way

  to

  class

  and

  when

  you

 
finally

  get

  there,

  you

  walk

  into

  a

  room

  with

  upwards

  of

  30

  desks

  or

  rows

  of

  tables

  and

  chairs.

  You

 
Free2BeYOUth 2015

80

listen

  to

  the

  teacher,

  take

  notes,

  read

  from

  a

  textbook,

  look

  at

  a

  powerpoint,

  do

  an

  activity.

  Before

 
heading

  to

  the

  cafeteria

  for

  lunch,

  you

  go

  to

  the

  washroom

  choosing

  either

  male

  or

  female

  and

 
go

  about

  your

  business.

  At

  the

  end

  of

  the

  day,

  you

  rush

  outside

  to

  catch

  one

  of

  the

  many

  buses

 
lined

  up

  along

  the

  curb

  while

  navigating

  your

  way

  through

  a

  crowd

  of

  students.
This

  routine

  is

  shared

  by

  many

  other

  students,

  but

  for

  some,

  what

  seems

  like

  a

  normal

  everyday

 
high

  school

  routine

  is

  filled

  with

  obstacles

  that

  can

  cause

  them

  physical

  and

  mental

  stress.

What

  can

  we

  look

  for?
Access,

  when

  speaking

  in

  an

  inclusive

  school

  sense,

  means

  considering

  physical

  access,

  social

 
access

  and

  academic

  access

  for

  every

  student.

  For

  example,

  is

  there

  access

  to

  the

  actual

  building

 
and

  all

  of

  the

  rooms

  within

  for

  someone

  who

  uses

  a

  wheelchair?

  Do

  students

  with

  disabilities

 
spend

  down

  time

  in

  a

  separate

  room?

  Are

  students

  with

  disabilities

  supported

  to

  attend

 
academic

  classes

  with

  their

  peers?
Have

  your

  club

  complete

  the

  ACCESSIBILITY

  CHECKLIST

  activity.

  Have

  them

  split

  into

  small

  groups

 
and

  explore

  their

  school,

  assessing

  the

  schools

  accessibility!

  Some

  things

  will

  be

  obvious

  and

  some

 
may

  require

  students

  to

  talk

  to

  an

  adult.

  Are

  there

  students

  with

  mobility

  issues

  in

  your

  school?

 
Ask

  them

  how

  their

  experience

  with

  the

  schools

  accessibility

  has

  been.
When

  the

  groups

  return,

  have

  them

  compare

  checklists.

  Have

  one

  of

  the

  Youth

  Leaders

  complete

 
a

  master

  checklist

  with

  each

  groups

  findings.

  The

  information

  collected

  in

  this

  activity

  is

  a

  great

 
start

  to

  becoming

  aware

  of

  the

  accessibility

  of

  your

  school

  and

  can

  be

  shared

  with

  the

  entire

  staff.

 
This

  activity

  will

  get

  everyone

  thinking

  from

  a

  new

  perspective!

Free2BeYOUth 2015

81

Activities
1) School

  Accessibility

  Checklist

  Divide

  into

  groups

  of

  3-4

  and

  have

  each

  group

  explore

  the

 
school

  and

  complete

  the

  checklist.

 

  Share

  the

  findings

  as

  a

  group

  and

  note

  the

  different

 
perspectives

  of

  accessibility.

 

 


 

 


 

 


 

 


 

 


 

 


 

 

 


 

 
Accessible

Needs Improvement
(How?)

Not Accessible

1. Are there accessible

parking stalls and curb
ramp?
2. Front entry - ramp? automatic door? - clear of
clutter?
3. Hallways clear of
obstacles?
4. If multiple floors is there
an elevator?
5. Doorways wide enough
for wheelchair?
6. Office counter height
7. Washrooms- large stall
for wheelchair? Handrails
and lowered sink?
8. Accessible single stall,
all-gender washrooms? Is
there a lift and handrails?
8. Clear classroom
doorways?
10. Clear path between desk
rows?

Free2BeYOUth 2015

82



 


 

 


 

 


 

 


 

 

Accessible


 

 

 


 

 

 

 

 

 

 

 

 

 

 

Needs Improvement

Not Accessible

(How?)

11. Lowered lab counters?

12. Accessible fire exits?
Ramps at all raised exits?
13. Wheelchair lift for raised
stages and platforms?
14. Cafeteria tables have
clear access?
15. Lowered drinking
fountains?
16. Accessible bleachers/
stands in the gym?
17. Change room clear of
obstacles with accessible
sink?
18. Is there clear signage
showing names of rooms
and common areas?
19. Are classrooms
equipped with sound
systems and internet
access?
20. Are floors and walkways
flat, smooth and free of
raised thresholds and wires?

NOTES:

Free2BeYOUth 2015

83

REFLECTION

What

  did

  you

  notice

  during

  this

  activity?

Were

  there

  any

  findings

  that

  surprised

  you?

How

  physically

  accessible

  do

  you

  feel

  your

  school

  is?

What

  can

  be

  improved?

If

  a

  school

  was

  not

  very

  accessible,

  having

  numerous

  barriers

  and

  obstacles,

  how

  do

  you

  think

  that

 
would

  affect

  a

  students

  ability

  to

  learn

  and

  be

  successful

  in

  school?

Free2BeYOUth 2015

84

2)Discussion

Allow

  20

  minutes

  to

  complete

  the

  following

  2

  activities

  then,

  as

  a

  group,

  share

  your

  answers.

 

1. Think

  of

  a

  time

  when

  you

  didnt

  feel

  like

  you

  belonged.

  What

  kind

  of

  setting

  was

  it?

  How

  did

  it

 
make

  you

  feel?

2. Now

  think

  of

  a

  time

  when

  someone

  made

  you

  feel

  included.

  What

  emotions

  did

  you

 
experience?

3. Was

  there

  a

  time

  when

  you

  saw

  someone

  being

  left

  out

  or

  excluded?

  How

  did

  it

  make

  you

  feel?

 
What

  did

  you

  do?

Free2BeYOUth 2015

85

3)Reflection

Inclusion:

  What

  can

  youth

  do

  to

  be

  more

  inclusive

  in

  their

  schools

  and

  communities?

  What

  can

 
adults

  do?

Personal

  Level

 

 

 


 

 


 

 


 

 


 

 


 

 

School/Community

  Level

 

Free2BeYOUth 2015

86

What

  is

  Augmentative

  and

  Alternative

  Communication

  (AAC)?
Augmentative

  and

  alternative

  communication

  (AAC)

  includes

  all

  forms

  of

  communication

  (other

 
than

  oral

  speech)

  that

  are

  used

  to

  express

  thoughts,

  needs,

  wants,

  and

  ideas.

  We

  all

  use

  AAC

 
when

  we

  make

  facial

  expressions

  or

  gestures,

  use

  symbols

  or

  pictures,

  or

  write.
People

  with

  severe

  speech

  or

  language

  problems

  rely

  on

  AAC

  to

  supplement

  existing

  speech

  or

 
replace

  speech

  that

  is

  not

  functional.

  Special

  augmentative

  aids,

  such

  as

  picture

  and

  symbol

 
communication

  boards,

  iPads,

  Voice

  recorders

  and

  voice

  output

  devices

  are

  available

  to

  help

 
people

  express

  themselves.

  Having

  a

  way

  to

  communicate

  your

  thoughts

  and

  desires

  helps

 
increase

  social

  interaction,

  school

  performance,

  and

  feelings

  of

  self-worth.
For

  students

  who

  are

  non-verbal,

  AAC

  allows

  for

  meaningful

  participation

  in

  class

  and

  social

 
activities

  and

  can

  help

  others

  to

  understand

  the

  persons

  wants

  and

  desires

  easier.

  For

  some

 
people,

  a

  communication

  device

  is

  their

  only

  voice

  and

  is

  therefore

  integral

  in

  their

  daily

  lives.
Does

  someone

  in

  your

  school

  use

  AAC

  to

  communicate

  and

  participate

  in

  class?

  Ask

  them

  if

  they

 
could

  show

  you

  how

  it

  works!

  Engage

  in

  a

  conversation

  with

  them

  and

  learn

  how

  communication

 
can

  take

  on

  many

  different

  forms!

Behind

  the

  need

  to

  communicate

  is

  the

  need

  to

  share.

 

  Behind

  the

  need

 
to

  share

  is

  the

  need

  to

  be

  understood.

  -

  Leo

  Rosten

Free2BeYOUth 2015

87



 

c. Developing Healthy Relationships

You

  have

  a

  multitude

  of

  relationships

  that

  affect

  your

  experience

  at

  school

  and

  whether

  you

  feel

 
included

  and

  respected.

 

  Your

  friends,

  boyfriends/girlfriends,

  and

  even

  other

  students

  you

  barely

 
know

  can

  have

  a

  major

  impact

  on

  how

  you

  engage

  with

  other

  people.

  Remember

  that

  everyone

 
also

  has

  their

  own

  life

  outside

  of

  school

  that

  can

  have

  its

  own

  problems

  that

  overshadow

  their

  day.

 
A

  lot

  of

  these

  personal

  and

  family

  problems

  you

  cant

  solve,

  but

  you

  can

  help

  with

  how

  you

  treat

 
each

  other

  and

  how

  you

  ensure

  people

  feel

  supported.

 
Addressing

  challenges

  faced

  by

  minorities

  and

  vulnerable

  people

  in

  your

  school

 

  such

  as

  better

 
inclusion

  of

  people

  with

  disabilities,

  people

  of

  different

  faiths

  and

  ethnic

  background,

  or

  LGBTQ

 
people

 

  will

  go

  a

  long

  way

  to

  building

  healthy

  relationships

  by

  improving

  our

  understanding

  of

  the

 
issues

  and

  how

  we

  can

  all

  help

  people

  feel

  more

  included.

  In

  this

  section

  we

  deal

  with

  issues

  that

 
can

  affect

  all

  of

  us

  directly:

  bullying,

  relational

  aggression,

  and

  controlling

  relationships.

 

 


  Bullying
Bullying

  can

  take

  many

  forms

  and

  can

  be

  difficult

  to

  see.

  It

  can

  be

  overt

  threats

  of

  physical

 
violence,

  but

  it

  can

  also

  be

  subtle

  efforts

  to

  manipulate

  and

  control.

 

  In

  general,

  bullying

  is

  a

 
repeated

  pattern

  of

  unprovoked,

  deliberate

  and

  aggressive

  physical

  or

  verbal

  (or

  online)

  behaviour,

 
marked

  by

  an

  imbalance

  of

  power

  and

  intent

  or

  threat

  to

  harm.

  Bullying

  is

  therefore

  a

  relationship

 
problem.

  It

  is

  about

  power

  and

  the

  abuse

  of

  power,

  of

  which

  there

  are

  many

  types.

  Bullying

  is

 
always

  unwanted,

  unwelcome

  and

  uncomfortable

  to

  the

  person

  who

  is

  bullied.

  Bullying

  doesnt

 
just

  happen

  to

  children

 

  it

  can

  happen

  at

  anyone,

  and

  it

  can

  happen

  anywhere

 

  at

  school,

  at

 
work,

  on

  the

  street,

  online,

  or

  at

  home.

 
Helping

  or

  encouraging

  someone

  to

  bully

  another

  person

  is

  also

  bullying.
Verbal

  bullying

  may

  include

  taunting,

  name

  calling,

  sarcasm,

  gossiping,

  teasing,

  threatening,

  or

 
negative

  comments

  about

  a

  persons

  culture,

  race,

  ethnicity,

  religion,

  gender

  or

  sexual

  orientation.
Physical

  bullying

  may

  include

  hitting,

  pinching,

  chasing,

  shoving,

  coercing

  or

  unwanted

  sexual

 
touching.
Social

  bullying

  (sometimes

  called

  relational

  aggression)

  may

  include

  leaving

  someone

  out

  on

 
purpose,

  telling

  others

  not

  to

  be

  friends

  with

  someone,

  spreading

  rumours

  about

  someone,

  or

 
embarrassing

  someone

  in

  public.
Cyberbullying

  includes

  the

  use

  of

  email,

  text

  messages,

  social

  media

  and

  Internet

  sites

  to

 
embarrass,

  socially

  exclude,

  or

  damage

  reputations

  or

  friendships

  in

  a

  deliberate,

  repeated

  and

 
hostile

  way.
Two

  things

  make

  bullying

  different

  from

  bugging.

  The

  first

  difference

  is

  negative

  intent.

  What

 
makes

  bullying

  different

  from

  everyday

  conflict

  is

  that

  those

  who

  bully

  deliberately

  cause

  repeated

 
and

  deliberate

  hurt,

  either

  physical,

  social

  or

  psychological.

Free2beYOUth 2015

88

The

  second

  difference

  is

  that

  there

  is

  always

  an

  imbalance

  of

  power.

  It

  may

  be

  physical

  stature,

 
peer

  position

  or

  personality

  traits,

  such

  as

  aggressive

  versus

  passive

  characteristics.

  One

  or

  more

 
students

  act

  as

  the

  aggressor(s),

  and

  the

  person

  who

  is

  bullied

  cant

  cope

  with

  the

  aggression.

Relational

  Aggression
The

  word

  bully

  might

  conjure

  up

  images

  of

  sullen,

  physically

  aggressive

  boys

  with

  social

  problems

 
and

  low

  self-esteem.

  While

  this

  type

  of

  individual

  who

  engages

  in

  bullying

  behaviour

  does

  exist,

 
reality

  is

  much

  more

  complicated.

  Many

  individuals

  who

  bully

  resort

  to

  hidden,

  indirect

  social

 
aggression

  to

  harm

  others.

  They

  often

  have

  well-developed

  social

  skills,

  high

  self-esteem,

  and

  are

 
masters

  at

  manipulating

  adults

  in

  order

  to

  appear

  innocent.
As

  Rachel

  Simmons

  puts

  it

  in

  her

  book

  Odd

  Girl

  Out,

  Covert

  aggression

  isnt

  just

  about

  not

  getting

 
caught;

  half

  of

  it

  is

  looking

  like

  youd

  never

  mistreat

  someone

  in

  the

  first

  place,

  (2002,

  23).

  This

 
type

  of

  behaviour

  is

  called

  relational

  aggression,

  and

  it

  is

  more

  commonly

  attributed

  to

  females

 
than

  males.
Relational

  aggression

  is

  psychological

  (social

  or

  emotional)

  aggression

  between

  people

  in

 
relationships,

  whereby

  the

  group

  is

  used

  as

  a

  weapon

  to

  hurt

  others.

  This

  can

  take

  the

  form

  of

 
gossip,

  rumours,

  social

  exclusion,

  manipulative

  friendships,

  and

  even

  negative

  body

  language.

 
Relational

  aggression

  is

  devastating

  to

  the

  self-image

  of

  the

  person

  who

  is

  the

  target

  of

  this

 
behaviour

  because

  it

  undermines

  some

  of

  the

  most

  significant

  personal

  needs

  and

  goals

  of

  youth:

 
the

  need

  for

  social

  inclusion,

  a

  positive

  sense

  of

  esteem

  and

  identity,

  and

  the

  development

  of

 
meaningful

  friendships.
This

  information

  includes

  scenarios

  that

  highlight

  the

  impact

  of

  relational

  aggression

  on

  children

 
and

  youth,

  an

  overview

  of

  its

  causes

  and

  effects,

  tips

  on

  how

  to

  identify

  when

  it

  is

  happening,

  and

 
a

  summary

  of

  strategies

  that

  can

  be

  used

  to

  address

  it.

  This

  information

  is

  designed

  for

  teachers,

 
parents,

  and

  anyone

  who

  is

  concerned

  about

  this

  problem.
Relational

  aggression

  isnt

  just

  girls

  being

  girls,

  and

  it

  isnt

  a

  normal

  part

  of

  growing

  up.

  It

  can

 
happen

  in

  classrooms

  and

  playgrounds,

  at

  home

  or

  on

  the

  Internet.

  It

  starts

  at

  an

  early

  age,

  but

  it

 
is

  by

  no

  means

  limited

  to

  youth

  and

  can

  occur

  among

  adults

  and

  in

  the

  workplace.

  As

  such,

 
relational

  aggression

  is

  everyones

  problem.

  Lets

  learn

  how

  to

  deal

  with

  it.


  What

  can

  we

  do

  about

  it?
What

  to

  do

  if

  youre

  being

  bullied?
If

  you

  are

  bullied,

  recognize

  that

  it

  is

  not

  your

  fault,

  and

  know

  that

  you

  have

  the

  right

  to

  be

  safe.
To

  be

  safe,

  think

  SAFE:
Stand

  up

  for

  your

  self
Ask

  for

  help
Free2beYOUth 2015

89

 Figure

  out

  your

  choices
End

  it

  calmly.
Tips:

If

  you

  are

  bullied,

  stand

  proud

  and

  make

  eye

  contact.
Use

  a

  firm

  voice

  and

  tell

  the

  person

  who

  is

  bullying

  to

  stopthen

  walk

  away.
Ask

  a

  friend

  to

  help

  you,

  and

  tell

  adults

  about

  the

  problem

  until

  someone

  helps.
Think

  about

  different

  ways

  to

  handle

  the

  situation,

  but

  dont

  name-call

  or

  get

  into

  a

  physical

 
fight.
Even

  though

  it

  might

  be

  difficult,

  show

  respect

  and

  treat

  the

  person

  who

  is

  bullying

  you

  the

 
way

  you

  would

  like

  to

  be

  treated.
Dont

  believe

  any

  negative

  things

  the

  person

  who

  is

  bullying

  might

  say

  about

  you.
Dont

  blame

  yourself

  for

  the

  bullying,

  and

  don`t

  think

  that

  it`s

  tattling

  to

  ask

  for

  help.

  Not

 
telling

  anyone

  will

  only

  allow

  that

  person

  to

  continue

  to

  bully

  you

  and

  others.

What

  to

  do

  if

  you

  see

  someone

  being

  bullied?
Those

  who

  witness

  bullying

  have

  the

  power

  to

  stop

  it.

  If

  you

  see

  someone

  being

  bullied,

  show

  that

 
you

  CARE.

Care

  about

  others

Ask

  an

  adult

  for

  help

Reach

  out

End

  it

Tips:

If

  you

  see

  someone

  being

  bullied,

  offer

  to

  help.
Invite

  him

  or

  her

  to

  hang

  out

  with

  you

  and

  your

  friends

  (people

  who

  bully

  often

  target

 
someone

  who

  spends

  a

  lot

  of

  time

  alone).
Tell

  the

  person

  being

  bullied

  that

  its

  okay

  to

  ask

  for

  help,

  and

  talk

  to

  an

  adult

  about

  the

 
problem.
Tell

  the

  person

  who

  has

  been

  bullied

  that

  you

  are

  willing

  to

  help

  with

  any

  future

  problems.
Dont

  try

  to

  solve

  the

  problem

  by

  bullying

  back.
Keep

  your

  word,

  once

  the

  bullying

  incident

  has

  passed,

  make

  sure

  you

  dont

  ignore

  the

 
person

  who

  has

  been

  bulliedhe

  or

  she

  needs

  to

  know

  that

  others

  are

  looking

  out

  for

 
them.

The

  role

  of

  bystanders
An

  important

  insight

  into

  bullying

  prevention

  focuses

  on

  understanding

  the

  role

  of

  so-called

 
bystanders

 

  those

  who

  watch

  bullying

  happen

  or

  hear

  about

  it.

 

 
Free2beYOUth 2015

90

Depending

  on

  how

  bystanders

  respond,

  they

  can

  either

  contribute

  to

  the

  bullying

  problem

  or

  be

 
part

  of

  the

  solution.

  Bystanders

  rarely

  play

  a

  completely

  neutral

  role,

  although

  some

  may

  think

  they

 
do.
Hurtful

  bystanders

  may

  instigate

  the

  student

  who

  bullies

  or

  encourage

  him

  or

  her

  by

  laughing

  or

 
cheering

  the

  bully

  behaviour.

  Some

  may

  actually

  join

  in

  the

  bullying

  behaviour

  once

  it

  begins.

  Most

 
often,

  bystanders

  simply

  passively

  accept

  bullying

  by

  watching

  and

  doing

  nothing.
Canadian

  research

  suggests

  that

  85%

  of

  bullying

  behaviour

  is

  witnessed

  by

  other

  students.

  But

 
bystanders

  only

  try

  to

  stop

  bullying

  between

  11

  and

  22%

  of

  the

  time.

  Helpful

  bystanders

  directly

 
intervene

  or

  get

  help,

  by

  rallying

  the

  support

  of

  peers

  or

  by

  reporting

  the

  bullying

  to

  teachers,

 
parents,

  or

  other

  persons

  in

  authority.
Bystanders

  who

  dont

  intervene

  may

  think

  that

  the

  bullying

  is

  none

  of

  their

  business.

  Or

  they

  may

 
fear

  getting

  involved,

  or

  feel

  powerless

  to

  stop

  the

  bully.

  They

  may

  not

  want

  to

  draw

  attention

  to

 
themselves

  or

  they

  may

  think

  that

  telling

  adults

  wont

  help

  or

  may

  actually

  make

  things

  worse.
Bystanders

  who

  dont

  intervene

  or

  dont

  report

  the

  bullying

  often

  suffer

  negative

  consequences

 
themselves.

  They

  may

  experience

  anxiety

  about

  speaking

  to

  anyone

  about

  the

  bullying,

 
powerlessness

  to

  stop

  the

  bullying,

  vulnerability

  to

  becoming

  the

  target

  of

  the

  bully

  or

  guilt

  for

  not

 
defending

  the

  person

  being

  bullied.
Its

  important

  to

  empower

  each

  other

  to

  feel

  confident

  that

  we

  can

  be

  helpful

  bystanders.

  And

 
clearly

  there

  is

  a

  big

  role

  for

  teachers

  and

  parents

  -

  young

  people

  need

  to

  know

  they

  will

  be

 
supported

  by

  adults

  and

  this

  will

  make

  their

  proactive

  bystanders

  role

  easier.
Young

  people

  also

  need

  to

  know

  that

  it

  is

  not

  wrong

  to

  let

  an

  adult

  know

  about

  a

  bullying

 
incident.

  This

  is

  not

  telling

  tales

  to

  try

  to

  get

  someone

  else

  into

  trouble.

  The

  message

  has

  to

  be

 
that

  it

  is

  the

  right

  thing

  to

  do.

Free2beYOUth 2015

91

Romance

  gone

  wrong

 

  preventing

  control

  and

  abuse
Sometimes

  it

  can

  be

  hard

  to

  understand

  how

  to

  be

  in

  a

  romantic

  relationship

  with

  someone

  when

 
you

  both

  may

  have

  different

  interests,

  personalities,

  goals,

  and

  experiences.

 

  Relationships

  can

 
sometimes

  become

  unhealthy

  if

  the

  two

  people

  dont

  know

  how

  to

  communicate

  what

  they

  are

 
feeling.

 

  Often

  times,

  we

  may

  feel

  as

  though

  we

  are

  stuck

  in

  the

  relationship.

 

  There

  may

  be

 
fighting,

  control,

  arguing

  and

  even

  abuse

  and

  we

  may

  not

  know

  how

  to

  fix

  the

  situation.

 
So

  what

  are

  the

  differences

  between

  a

  healthy

  and

  an

  unhealthy

  relationship?
When

  you

  are

  in

  a

  healthy

  relationship

  the

  other

  person

  will:


 
Listen

  to

  you

  and

  take

  your

  feelings

  and

  ideas

  seriously

Talk

  openly

  and

  honestly

  with

  you

  about

  what

  matters

  to

  them

Never

  use

  threats

  of

  harm,

  violence

  or

  suicide

  to

  get

  his/her

  own

  way

Never

  hit,

  punch,

  kick,

  bite,

  slap,

  push

  or

  otherwise

  strike

  out

  in

  anger

  or

  jealousy

Not

  try

  to

  control

  what

  you

  do,

  where

  you

  go

  or

  who

  you

  talk

  to

Respect

  you,

  and

  say

  good

  things

  to

  you

  and

  about

  you

Enjoy

  spending

  time

  with

  you,

  and

  show

  it

  whether

  alone

  with

  you

  or

  in

  a

  group

Trust

  you,

  and

  earn

  your

  trust

  by

  keeping

  your

  confidences

 


 
Allow

  you

  to

  enjoy

  the

  activities

  and

  people

  that

  matter

  to

  you

Accept

  your

  limits

  about

  sexual

  activity,

  every

  time.

Signs

  of

  an

  unhealthy

  or

  violent

  relationship

  can

  include:

Ignoring

  your

  feelings

  and

  wishes
Name-calling

  and

  criticism
Teasing

  and

  ridiculing

  things

  that

  are

  important

  to

  you
Ignoring

  you

  or

  pretending

  not

  to

  hear

  you
Acting

  more

  friendly

  when

  the

  two

  of

  you

  are

  alone

  than

  when

  his/her

  friends

  are

  around
Keeping

  you

  away

  from

  your

  friends

  or

  putting

  them

  down
Sulking

  when

  you

  dont

  do

  what

  she/he

  wants

  or

  threatening

  suicide
Showing

  anger

  and

  using

  threats

  or

  violence

  to

  get

  his/her

  own

  way
Encouraging

  or

  pressuring

  you

  to

  do

  things

  that

  make

  you

  feel

  uncomfortable
Refusing

  to

  accept

  your

  limits

  about

  sexual

  activity

Free2beYOUth 2015

92

You

  have

  rights!
Article

  19

  of

  the

  Convention

  on

  the

  Rights

  of

  the

  Child

  states

  that

  you

  ...have

  the

  right

  to

  be

 
protected

  from

  being

  hurt

  and

  mistreated,

  physically

  or

  mentally.
When

  it

  comes

  to

  relationships,

  you

  have

  the

  right

  to:

Express

  your

  opinions

  and

  have

  them

  respected
Make

  decisions

  about

  yourself

  and

  have

  equal

  decision-making

  power
Say

  no

  to

  physical

  closeness

  or

  any

  other

  activity

  that

  makes

  you

  uncomfortable,

  at

  any

 
time,

  even

  if

  you

  originally

  said

  yes

  but

  now

  have

  changed

  your

  mind
Refuse

  a

  date

  at

  any

  time
Choose

  your

  own

  friends,

  and

  keep

  your

  friendships
Control

  your

  own

  money

  and

  possessions
Participate

  in

  activities

  that

  do

  not

  include

  your

  boyfriend

  or

  girlfriend
Have

  your

  needs

  be

  as

  important

  as

  the

  other

  person's

  needs
Grow

  as

  an

  individual

  in

  your

  own

  way
Not

  have

  to

  take

  responsibility

  for

  someone

  else's

  behavior
Not

  be

  physically

  or

  sexually

  assaulted,

  or

  emotionally

  abused
Break

  up

  and

  fall

  out

  of

  love

  with

  someone

  and

  not

  be

  threatened

  or

  hurt

Free2beYOUth 2015

93

Activities
Group

  Discussion/Art

  Activity
1.You

  will

  need

  3

  pieces

  of

  poster

  board.

 

  Put

  the

  titles:

  Types

  of

  Relationships,

  Healthy

 
Relationships,

  Unhealthy

  Relationships.
2.Discuss

  as

  a

  group

  the

  different

  types

  of

  relationships.

  Try

  to

  get

  as

  many

  answers

  as

  you

  can

  and

 
write

  them

  on

  poster

  paper.

 
3.Next,

  discuss

  some

  of

  the

  differences

  between

  healthy

  and

  unhealthy

  relationships.

 

  Again

  write

 
these

  on

  poster

  paper.

 
4.Anyone

  who

  wishes

  to

  may

  decorate

  the

  posters

  with

  symbols

  of

  healthy

  and

  unhealthy

 
relationship

  characteristics.

  Use

  magazines,

  draw,

  paint,

  etc.

 

  Then

  hang

  them

  up

  somewhere

  in

 
your

  school

  where

  they

  can

  be

  seen

  for

  the

  duration

  of

  the

  month!

 

INCLUSION

  CHECK

 

Invite

  someone

  from

  the

  group

  to

  write

  on

  the

  poster

 
board.

 

  English

  language

  learners

  may

  need

  assistance

 
with

  the

  spelling.

 

  Be

  sure

  to

  offer

  assistance

  but

 
remember

  to

  not

  assume

  that

  they

  do

  not

  know

  how

 
to

  spell

  a

  word.

You

  may

  want

  to

  check

  out

  these

  sites

  for

  additional

  resources

  you

  can

  use

  this

  month:
www.b-free.ca

  -

  Alberta

  bullying

  prevention

  site

  for

  youth,

  by

  youth

 

  www.redcross.ca

  -

 
information

  and

  programs

  about

  healthy

  relationships


 

 

 


 

Free2beYOUth 2015

94

Active

  Listening
This

  activity

  will

  help

  you

  improve

  your

  listening

  skills,

  which

  are

  an

  integral

  part

  of

  healthy

 
relationships.

  The

  activity

  will

  get

  you

  thinking

  about

  what

  makes

  good

  and

  bad

  listening

  and

 
why

  some

  conflicts

  or

  misunderstandings

  arise.
To

  start

  off,

  get

  the

  group

  to

  split

  up

  into

  pairs.

  Within

  each

  pair,

  one

  person

  will

  have

  to

  speak

 
without

  stopping

  while

  the

  other

  person

  listens

  as

  carefully

  as

  they

  can.

  The

  speakers

  are

  free

  to

 
speak

  about

  anything

  they

  want.

  After

  each

  pair

  decides

  who

  will

  be

  speaking

  and

  who

  will

  be

 
listening,

  start

  the

  time

  for

  1-2

  minutes!

  When

  time

  is

  up,

  ask

  the

  speakers

  to

  stop

  and

  the

 
listeners

  to

  repeat

  back

  to

  their

  partner

  the

  last

  two

  sentences

  that

  their

  partner

  said.

  This

  request

 
is

  usually

  a

  big

  surprise

 

  few

  people

  will

  be

  able

  to

  remember

  the

  two

  sentences

  perfectly!

  Then,

 
the

  pairs

  exchange

  roles,

  and

  another

  1-2

  minutes

  is

  put

  on

  the

  clock.

  This

  time,

  its

  likely

  that

  the

 
listeners

  will

  have

  been

  listening

  more

  carefully

  so

  ask

  them

  to

  repeat

  the

  last

  THREE

  sentences

 
which

  their

  partner

  said!
To

  reflect

  on

  the

  activity,

  here

  are

  some

  questions

  that

  you

  can

  explore

  together:
* Was

  it

  easier

  to

  remember

  the

  sentences

  the

  second

  time?

  Why?
* What

  did

  you

  do

  to

  help

  you

  listen?

  What

  prevented

  you

  from

  listening?
* Why

  is

  listening

  so

  important?

  How

  does

  it

  impact

  our

  relationships

  with

  others?

Talking

  Circle

  (similar

  to

  the

  sharing

  circle)
This

  activity

  is

  a

  useful

  communication

  tool

  both

  on

  its

  own

  and

  in

  conjunction

  with

  other

 
activities.

  It

  stems

  from

  First

  Nations

  culture

  and

  is

  used

  as

  a

  means

  of

  sharing

  with

  each

  other.

  A

 
talking

  circle

  also

  provides

  comfort

  and

  openness

  since

  its

  seen

  as

  a

  safe

  space

  where

  individuals

 
can

  be

  genuinely

  listened

  to,

  a

  key

  component

  for

  developing

  healthy

  relationships

  with

  each

 
other.
When

  holding

  a

  talking

  circle,

  its

  important

  that

  everyone

  actually

  sits

  in

  a

  circle

  because

  everyone

 
is

  seen

  as

  equals

  when

  sitting

  in

  the

  circle.

  It

  is

  also

  important

  to

  note

  that

  whatever

  is

  shared

  in

 
the

  circle

  stays

  there.

  That

  way,

  individuals

  can

  feel

  safer

  and

  more

  comfortable

  about

  sharing

 
whats

  on

  their

  mind.

  Start

  the

  session

  with

  some

  kind

  of

  brief

  activity,

  prayer

  or

  moment

  of

  silence

 
to

  centre

  the

  group,

  establish

  the

  intention,

  and

  set

  the

  mood.

  There

  must

  also

  be

  closure

  for

  the

 
circle.

  This

  could

  take

  the

  form

  of

  a

  prayer

  or

  moment

  of

  silence

  with

  everyone

  holding

  hands

  and

 
may

  even

  include

  a

  song.
A

  special

  object

  is

  designated

  to

  focus

  the

  circle.

  This

  object

  is

  something

  which

  has

  been

 
recognized

  culturally

  and

  represents

  principles

  of

  safety,

  strength,

  and

  truth.

  Everyone

  in

  the

  circle

 
then

  has

  a

  chance

  to

  hold

  the

  object.

  The

  only

  person

  to

  speak

  is

  the

  one

  holding

  the

  object.

  The

 
person

  holding

  the

  object

  also

  understands

  that

  it

  is

  ones

  privilege

  to

  do

  so.

  When

  each

  speaker

  is

 
finished,

  they

  signify

  completion

  with

  a

  recognized

  phrase.

  Many

  people

  use

  the

  expression

  All

 
My

  Relations

  to

  signify

  completion.

  The

  talking

  circle

  teaches

  that

  sometimes,

  the

  most

  important

 
learning

  we

  can

  do

  is

  just

  about

  being

  human

  and

  the

  most

  meaningful

  relationships

  we

  establish

 
in

  life

  stem

  from

  this

  essence

  of

  being.

Free2beYOUth 2015

95

Shame

  and

  Honour
Ask

  participants

  to

  find

  a

  partner

  and

  discuss

  what

  would

  happen

  in

  their

  family

  or

  home

  if

  they:

 

started

  dressing

  as

  a

  boy
were

  dating

  a

  girl
were

  dating

  a

  boy
were

  dating

  someone

  from

  a

  different

  cultural

  or

  religious

  background
had

  a

  16

  year

  old

  sister

  who

  became

  pregnant
wore

  clothing

  that

  was

  revealing

  (ex

  short

  skirts,

  low

  shirts)
were

  receiving

  poor

  grades

  at

  school
skipped

  school
arrived

  home

  late

  or

  after

  curfew

  without

  permission

Discussion

  Questions:

What

  would

  the

  punishment

  or

  consequences

  be?
Is

  this

  rule

  spoken

  or

  unspoken?

  Was

  it

  something

  they

  were

  specifically

  told

  not

  to

  do?

  Or

 
was

  it

  something

  that

  they

  just

  know

  they

  shouldnt

  do?
Why

  is

  this

  rule

  there?

  Is

  there

  a

  particular

  story

  that

  led

  to

  this

  rule?
Who

  enforces

  this

  rule?

  How

  would

  they

  feel

  if

  it

  were

  broken?
Would

  your

  family

  be

  proud?

  Would

  they

  feel

  ashamed

  or

  dishonoured?
Why

  would

  they

  feel

  ashamed

  or

  dishonoured?

  Do

  these

  rules

  have

  anything

  to

  do

  with

 
how

  other

  people

  would

  think

  about

  your

  family

  or

  guardians?

Explain

  that

  these

  rules

  make

  up

  codes

  of

  conduct

  that

  are

  present

  in

  every

  family

  or

  home,

  every

 
culture

  and

  every

  social

  context.

  Although

  they

  may

  be

  different

  in

  each

  home,

  culture

  or

  social

 
context,

  they

  all

  relate

  to

  the

  notion

  of

  shame

  -

  if

  someone

  disobeys

  these

  rules

  their

  family

  may

  be

 
displeased,

  angry

  or

  ashamed

  because

  they

  are

  concerned

  about

  how

  others

  will

  think

  of

  their

 
family.

  Just

  as

  we

  have

  social

  pressures,

  so

  do

  our

  family

  and

  community

  members.

 
Honour

  based

  violence

  is

  committed

  to

  protect

  family

  or

  community

  honor

  and

  to

  uphold

  these

 
codes

  of

  conduct.

  Those

  who

  commit

  honour

  based

  violence

  see

  the

 

  behaviour,

  or

  perceived

 
behaviour,

  of

  the

  victim

  as

  shameful

  or

  violating

  codes

  of

  conduct.

  A

  formal

  definition

  is:

  any

  form

 
or

  combination

  of

  emotional,

  physical

  or

  sexual

  harm

  in

  response

  to

  a

  perception

  of

  disgraceful

 
behaviour.

 
Is

  It

  Honour

  Based

  Violence?
Divide

  participants

  into

  small

  groups

  and

  give

  each

  group

  a

  case

  study.

  Allow

  them

  a

  few

  minutes

 
to

  read

  it

  over

  and

  discuss

  whether

  they

  believe

  it

  is

  honour

  based

  violence.

  Why

  or

  why

  not?

  As

 
them

  what

  the

  underlying

  issue

  in

  each

  situation

  is

  and

  what

  it

  means

  in

  relation

  to

  honour

  and

 
shame.

 


 
Jason

  is

  a

  15

  year

  old

  boy

  who

  is

  gay.

  When

  Jason

  told

  his

  parents

  that

  he

  has

  a

  boyfriend,

 
they

  were

  very

  angry.

  The

  next

  day

  Jasons

  father

  told

  him

  that

  he

  was

  no

  longer

  allowed

  to

  live

  in

 
their

  home.

  Jason

  now

  lives

  in

  a

  youth

  shelter.

 


 
Alia

  arrives

  home

  after

  curfew

  one

  night.

  When

  her

  brother

  finds

  out,

  he

  takes

  her

  phone

 
away

  and

  reads

  her

  text

  messages.

  He

  finds

  out

  that

  she

  is

  dating

  a

  boy

  who

  is

  from

  a

  different

 
culture.

  He

  wont

  allow

  her

  to

  hang

  out

  with

  her

  friends

  or

  leave

  the

  house

  on

  the

  weekend.

 
Free2beYOUth 2015

96



 
Joanna

  is

  a

  young

  woman

  who

  is

  pregnant,

  but

  not

  married.

  Her

  mother

  does

  not

  believe

 
she

  should

  have

  a

  baby

  without

  a

  husband

  and

  is

  pressuring

  her

  to

  get

  married.

 


 
Maxine

  has

  purchased

  a

  new

  dress

  for

  her

  uncles

  wedding.

  When

  she

  shows

  it

  to

  her

 
parents,

  they

  tell

  her

  that

  she

  cant

  be

  seen

  in

  something

  so

  short

  around

  the

  rest

  of

  her

  family.

 
That

  evening,

  her

  mother

  takes

  her

  out

  shopping

  to

  buy

  a

  longer

  dress.

 

Myths

  and

  Realities:
Read

  each

  statement

  and

  ask

  participants

  to

  answer

  whether

  the

  statement

  is

  a

  Myth

  or

  Reality.

 
Allow

  time

  for

  reflection

  and

  a

  short

  discussion

  after

  giving

  the

  answer

  for

  each

  statement.

  Ask,

 
Did

  any

  of

  these

  answers

  surprise

  you?

 

  Why?

  Or

  Why

  not?


 
(MYTH)

  Honour

  based

  violence

  only

  affects

  women/girls
Although

  women/girls

  are

  often

  victims

  of

  honour

  based

  violence

  men

  and

  boys

  can

  be

  affected

  as

 
well.

 

  Heterosexual

  men

  are

  more

  likely

  to

  be

  victimised

  at

  the

  hands

  of

  the

  relatives

  of

  women

  they

 
are

  supposed

  to

  have

  dishonoured.

  Men

  suspected

  of

  homosexuality

  are

  likely

  to

  experience

 
violence

  from

  their

  own

  families

  or

  communities.

  (http://hbv-awareness.com/faq/#ten)
(REALITY)

  Honour

  based

  violence

  can

  range

  from

  emotional

  abuse

  to

  physical

  violence

  to

 
controlling

  aspects

  of

  ones

  life.

 
Honour

  based

  violence

  exists

  on

  the

  spectrum

  of

  violence

  which

  can

  include:
emotional

  violence

  (name-calling,

  threats,

  abusive

  language)
economic

  violence

  (controlling

  money,

  not

  allowing

  someone

  to

  work

  etc)
confinement
physical

  violence
displacement

  and

  lack

  of

  communication

  (forcing

  someone

  to

  leave

  the

  home,

  breaking

  ties

 
with

  family

  members)
forced

  marriage
murder
(MYTH)

  Honour

  based

  violence

  is

  a

  cultural

  problem

  and

  only

  happens

  within

  certain

  communities
Honour-based

  violence

  occurs

  in

  communities

  where

  the

  concepts

  of

  honour

  and

  shame

  are

 
fundamentally

  bound

  up

  with

  the

  expected

  behaviours

  of

  families

  and

  individuals.

  EVERY

  culture

 
has

  expectations

  on

  community

  members

  and

  behaviours

  that

  are

  deemed

  appropriate

  or

 
inappropriate

  based

  on

  ones

  gender.

 
Ask

  participants

  to

  think

  back

  to

  the

  rules

  they

  just

  brainstormed

  about

  their

  own

  families

  and

 
cultures.

  Ask

  participants

  what

  could

  be

  the

  danger

  in

  assuming

  honour

  based

  violence

  is

  caused

 
solely

  by

  culture.

 
(REALITY)

  Forced

  marriages

  are

  present

  in

  all

  communities,

  not

  just

  new

  immigrant

  populations
Many

  young

  people

  have

  been

  forced

  into

  marriage

  without

  consent,

  from

  all

  ranges

  of

  cultural

 
communities

  and

  social

  contexts.

  eg.

  A

  Canadian

  youth

  gets

  pregnant

  and

  due

  to

  family

  pressure

 
and

  shaming

  is

  forced

  into

  marriage.
(REALITY)

  Just

  like

  family

  violence

  or

  gendered

  violence,

  honour

  based

  violence

  is

  not

  acceptable

 
Violence

  is

  violence,

  labeling

  violence

  within

  certain

  cultural

  communities

  as

  HBV

  leads

  to

 
discrimination

  and

  stereotyping

  of

  specific

  cultural

  and

  religious

  groups.
Free2beYOUth 2015

97

What

  can

  you

  do

  to

  support

  someone

  who

  may

  be

  experiencing

  honour

  based

  violence?
support

  them,

  but

  remember

  to

  make

  sure

  that

  you

  remain

  safe
only

  seek

  help

  if

  you

  have

  been

  given

  permission

  by

  the

  person

  facing

  honour

  based

 
violence
seek

  out

  support

  from

  people

  who

  can

  be

  trusted

  and

  who

  ARE

  NOT

  those

  who

  are

 
inflicting

  violence

  or

  anyone

  who

  will

  communicate

  with

  the

  people

  who

  are

  inflicting

 
violence
do

  not

  directly

  confront

  the

  people

  who

  are

  inflicting

  violence
to

  protect

  your

  safety,

  do

  not

  use

  your

  own

  phone

  to

  ensure

  that

  the

  perpetrators

  of

 
violence

  do

  not

  know

  you

  are

  involved
clear

  your

  computer

  history


  do

  not

  write

  about

  their

  situation

  on

  social

  media
develop

  a

  code

  word

  to

  use

  if

  the

  individual

  is

  in

  danger
monitor

  their

  situation

  as

  best

  they

  can...if

  they

  start

  experiencing

  extreme

  forms

  of

  violence

 
(their

  mobility

  and

  privacy

  are

  limited,

  they

  are

  being

  physically

  abused)

  they

  are

  likely

  at

 
greater

  risk

  and

  may

  be

  in

  need

  of

  help
-------------------------------------------------------------------------------------------------------------------To

  learn

  more

  about

  honour

  based

  violence:
Indo

  Canadian

  Womens

  Association
Website:

  icwaedmonton.org
Phone:

  780-490-0477
Email:

  info@icwaedmonton.org


 
If

  you

  know

  someone

  who

  is

  experiencing

  honour

  based

  violence:
Today

  Family

  Violence

  Help

  Centre

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
YWCA

  Edmonton

  Counselling

  Centre
Website:

  thetodaycentre.ca

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  Website:

  www.ywcaofedmonton.org
Phone:

  780-455-6880

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

 
Phone:

  780-

  970-6501
After

  Hours

  Phone:

  780-428-4357
Email:

  info@thetodaycentre.ca

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

 
Email:

  counselling@ywcaedm.org

YOUTH

  LEADERS:

  Be

  aware

  that

  this

  may

  be

  a

  sensitive

  subject

  to

  anyone

  who

  may

  have

  or

  may

  be

 
experiencing

  an

  unhealthy

  relationship.

 

  When

  sharing

  and

  discussing,

  be

  sure

  to

  remind

  the

  group

 
of

  their

  right

  to

  pass.

 

  No

  one

  should

  feel

  pressure

  to

  share

  or

  participate,

  however

  if

  you

  see

  that

 
anyone

  is

  becoming

  visibly

  upset,

  ask

  the

  AF

  to

  speak

  with

  them.
Remember

  -

  different

  cultures

  have

  different

  customs

  and

  ideas

  of

  what

  relationships

  should

  look

 
like.

 

  This

  is

  a

  wonderful

  opportunity

  to

  learn

  about

  different

  traditions

  and

  customs

  however,

 
remember

  that

  violence

  is

  never

  okay

  in

  any

  culture

  and

  human

  rights

  apply

  to

  everyone.

 

Free2beYOUth 2015

98

St.

  Valentines

  Day

  -

  Why

  do

  we

  celebrate

  this

  day

  in

 
Canada?
According

  to

  history.com,

  One

  of

  the

  legends

  behind

  Valentines

  Day

  argues

 
...that

  Valentine

  was

  a

  priest

  who

  served

  during

  the

  third

  century

  in

  Rome.

  When

  Emperor

 
Claudius

  II

  decided

  that

  single

  men

  made

  better

  soldiers

  than

  those

  with

  wives

  and

  families,

  he

 
outlawed

  marriage

  for

  young

  men.

  Valentine,

  realizing

  the

  injustice

  of

  the

  decree,

  defied

 
Claudius

  and

  continued

  to

  perform

  marriages

  for

  young

  lovers

  in

  secret.

  When

  Valentine's

 
actions

  were

  discovered,

  Claudius

  ordered

  that

  he

  be

  put

  to

  death.

 
While,

  Other

  stories

  suggest

  that

  Valentine

  may

  have

  been

  killed

  for

  attempting

  to

  help

 
Christians

  escape

  harsh

  Roman

  prisons,

  where

  they

  were

  often

  beaten

  and

  tortured.

 
According

  to

  one

  legend,

  an

  imprisoned

  Valentine

  actually

  sent

  the

  first

  "valentine"

  greeting

 
himself

  after

  he

  fell

  in

  love

  with

  a

  young

  girl--possibly

  his

  jailor's

  daughter--who

  visited

  him

 
during

  his

  confinement.

  Before

  his

  death,

  it

  is

  alleged

  that

  he

  wrote

  her

  a

  letter

  signed

  "From

  your

 
Valentine,"

  an

  expression

  that

  is

  still

  in

  use

  today.
In

  Canada,

  many

  people

  typically

  celebrate

  Valentines

  Day,

  on

  February

  14,

  by

  giving

  gifts

  such

  as

 
flowers,

  chocolates

  and

  candy

  to

  someone

  they

  love.

 

  They

  may

  cook

  a

  special

  dinner,

  take

  them

  to

 
a

  special

  event

  or

  simply

  just

  tell

  them

  how

  much

  they

  mean

  to

  them.

 

  It

  is

  usually

  thought

  of

  as

  a

 
celebration

  of

  love

  between

  two

  people.

 
However,

  to

  make

  Valentines

  Day

  inclusive

  for

  those

  who

  may

  not

  be

  in

  a

  romantic

  relationship,

 
why

  not

  celebrate

  Valentines

  Day

  at

  your

  school

  by

  challenging

  staff

  and

  students

  to

  share

  an

  act

 
of

  kindness

  with

  someone.

 

  Love

  is

  more

  than

  romance.

  Love

  is

  needed

  for

  all

  healthy

  relationships

 
to

  grow!

Get ready to celebrate Valentines Day with acts of

kindness by:
Putting

  up

  posters

  advertising

  February

  14

  as

  Kind

  Acts

  Day.
During

  the

  morning

  announcements

  let

  everyone

  know

  that

  if

  they

  submit

  their

  story

  of

  the

  act

 
of

  kindness

  they

  shared

  or

  someone

  shared

  with

  them,

  there

  will

  be

  a

  draw

  for

  a

  prize.

 

  This

 
encourages

  participation)
Be

  leaders!

 

  Start

  the

  challenge

  by

  you

  yourself

  sharing

  an

  act

  of

  kindness

  with

  someone

  outside

 
of

  your

  group

  of

  friends.

 
Be

  creative!

  Come

  up

  with

  a

  name

  for

  the

  event,

  add

  different

  elements.
Get

  staff

  involved!

Free2beYOUth 2015

99

Too

  often

  we

  underestimate

  the

 
power

  of

  a

  touch,

  a

  smile,

  a

  kind

 
word,

  a

  listening

  ear,

  an

  honest

 
compliment,

  or

  the

  smallest

  act

 
of

  caring,

  all

  of

  which

  have

  the

 
potential

  to

  turn

  a

  life

  around.

 

 
Leo

  Buscaglia

Free2beYOUth 2015

100

D. Understanding sexuality and gender

Our

  personal

  identities

  are

  a

  collection

  of

  our

  unique

  aspects

  that

  make

  up

  who

  we

  are

  and

  who

 
we

  present

  to

  the

  world

  around

  us.

 

  Our

  personality,

  clothing,

  ethnicity,

  experiences,

  gender,

  hair

 
color,

  eye

  color,

  job,

  education,

  sexual

  orientation,

  gifts

  and

  talents

  are

  just

  some

  of

  the

  things

 
that

  influence

  our

  individual

  identities.

  As

  we

  grow

  and

  experience

  more

  and

  more,

  our

  identities

 
evolve

  and

  change

  depending

  on

  the

  context

  of

  where

  we

  are

  in

  our

  lives.

 

  While

  two

  people

  may

 
have

  similar

  attributes,

  no

  two

  people

  are

  exactly

  the

  same

  in

  every

  way

  and

  that

  is

  what

  creates

 
diversity

  among

  us.
Through

  activities

  in

  this

  section,

  you

  will

  be

  learning

  about

  diverse

  gender

  and

  sexual

  identities

 
and

  the

  misconceptions

  that

  currently

  exist

  within.

 

  To

  begin,

  it

  is

  important

  to

  note

  there

  are

 
differences

  between

  someones

  gender

  identity

  and

  their

  sexual

  identity.
Gender

  identity

  is

  usually

  described

  as

  a

  persons

  internal

  sense

  of

  being

  male,

  female,

  both

  or

 
neither.

 

  Our

  sexual

  identity,

  or

  sexual

  orientation,

  is

  an

  individuals

  sexual,

  psychological

  and

 
emotional

  feelings

  of

  attraction

  and

  affiliation

  towards

  another

  person.
Gender

  is

  so

  embedded

  within

  our

  societies

  that

  it

  has

  become

  an

  inevitable

  part

  of

  our

  identities.

 
The

  use

  of

  gender

  is

  so

  prominent

  in

  marketization

  and

  advertising

  in

  todays

  world

  that

  it

  has

 
further

  projected

  traditional

  gender

  norms

  that

  individuals

  often

  feel

  pressured

  to

  conform

  to.

  For

 
example,

  it

  is

  often

  that

  youll

  see

  products

  marketed

  towards

  women

  to

  be

  packaged

  in

  pink.

 
Overall,

  females

  are

  expected

  to

  assume

  feminine

  roles

  while

  males

  are

  expected

  to

  be

  masculine,

 
when

  in

  reality,

  such

  restrictions

  on

  gender

  expression

  are

  not

  realistic;

  not

  everyone

  fits

  into

  strict

 
male/female

  gender

  classifications

  and

  ones

  gender

  can

  change

  throughout

  their

  lives.
At

  school,

  LGBTQ

  and

  Two-Spirit

  youth

  may

  feel

  especially

  pressured

  to

  conform

  to

  traditional

 
gender

  roles.

  For

  example,

  these

  youth

  may

  not

  feel

  comfortable

  in

  dressing

  according

  to

  their

 
inner

  gender

  identity

  in

  fear

  of

  being

  bullied,

  or

  they

  may

  be

  unsure

  of

  whether

  to

  use

  male

  or

 
female

  bathrooms

  at

  school.

  Transphobia

  is

  an

  especially

  major

  issue

  in

  schools,

  yet

  often

  it

  goes

 
unnoticed.

  Discriminatory

  remarks,

  teasing,

  gossiping,

  threats,

  and

  hurtful

  actions

  are

  just

  some

  of

 
the

  things

  transgender

  youth

  are

  exposed

  to

  every

  day

  at

  school.

  Therefore,

  transphobia

  needs

  to

 
be

  addressed

  in

  both

  proactive

  and

  reactive

  ways

  by

  school

  administrators

  and

  staff.

Free2beYOUth 2015

101

Watch:


  Human

  Sexuality

  is

  Complicated...

  -

  www.youtube.com/watch?v=xXAoG8vAyzI

 

 

Useful

  Terms
Its

  useful

  to

  have

  standard

  and

  clear

  terms

  to

  use

  when

  thinking

  about

  appropriate

  language

  to

 
describe

  the

  LGBTQ

  and

  Two-Spirited

  communities.

  These

  are

  in

  our

  bigger

  Glossary

  of

  Terms

  in

 
Section

  1,

  but

  we

  highlight

  them

  again

  here

  to

  help

  distinguish

  the

  terms

  according

  to

  categories

 
of:

  gender

  identity

  and

  gender

  expression,

  sex,

  sexual

  orientation,

  and

  two-spirit

  identity.

  Take

 
some

  time

  to

  review

  the

  gender

  and

  sexuality

  terms

  in

  the

  glossary

  at

  the

  end

  of

  Section

  5.

Free2beYOUth 2015

102

The Truth Behind the Stereotype


  Debunking

  some

  stereotypes

  you

  may

  have

  heard:
1.Homosexuality

  or

  being

  transgender

  is

  a

  choice.

  Identifying

  homosexuality

  or

  being

  transgender

 
as

  a

  choice

  is

  like

  saying

  heterosexuality

  is

  a

  choice,

  and

  we

  know

  that

  its

  not.
2.All

  religious

  groups

  are

  against

  homosexuality.

  There

  are

  a

  variety

  of

  religious

  opinions

  on

 
homosexuality.

  For

  example,

  some

  groups

  consider

  homosexuality

  to

  be

  a

  sin,

  others

  consider

  it

  to

 
be

  a

  gift

  from

  God,

  while

  others

  do

  not

  even

  consider

  it.
3.There

  are

  no

  LGBT

  individuals

  in

  my

  life.

  The

  probability

  that

  you

  know

  someone

  who

  is

  LGBT

  is

 
quite

  high.

  It

  might

  just

  be

  that

  they

  have

  yet

  to

  disclose

  this

  information

  with

  you.
4.Homosexuality

  or

  being

  transgender

  is

  merely

  a

  phase.

  Assuming

  homosexuality

  or

  ones

 
transgender

  identity

  is

  just

  a

  phase

  is

  equivalent

  to

  stating

  that

  heterosexuality

  is

  just

  a

  phase.

 
Although

  some

  homosexual

  individuals

  may

  identify

  as

  so

  later

  on

  in

  their

  lives,

  many

  homosexuals

 
know

  from

  an

  early

  age

  that

  they

  are

  in

  fact

  gay.

  Ones

  sexual

  orientation

  can

  be

  a

  significant

  part

 
of

  ones

  identity

  and

  it

  cannot

  be

  overlooked

  as

  a

  periodic

  phase

  of

  self-expression

  that

  one

 
experiences.

Free2beYOUth 2015

103

Two-Spirited Youth
Two

  Spirit

  people

  have

  occupied

  essential

  roles

  within

  Indigenous

  communities

  in

  Canada

 
throughout

  history.

  For

  example,

  Two

  Spirit

  individuals

  were

  visionaries,

  healers,

  medicine

  people,

 
and

  community

  leaders.

  There

  is

  historical

  evidence

  of

  Two

  Spirit

  individuals

  who

  were

  women

  and

 
ended

  up

  taking

  on

  wives,

  or

  men

  who

  performed

  tasks

  that

  were

  expected

  of

  women.
Unfortunately,

  colonization

  has

  led

  to

  the

  suppression,

  discrimination,

  and

  stigma

  of

  the

  Two

  Spirit

 
community.

  Colonial

  contact

  introduced

  homophobia

  to

  Indigenous

  communities

  which

 
consequently

  subjected

  Two

  Spirit

  individuals

  to

  exclusion

  and

  judgement,

  and

  sometimes

  even

 
death.

  As

  a

  result,

  Two

  Spirit

  individuals

  are

  often

  ostracized

  within

  their

  families,

  communities,

 
and

  schools.
As

  a

  means

  of

  protecting

  individuals

  in

  the

  Two

  Spirit

  community,

  many

  Indigenous

  people

  hid

 
their

  Two

  Spirit

  members

  and

  terminated

  the

  passing

  on

  of

  Two

  Spirit

  teachings

  to

  the

  next

 
generation.

  Consequently,

  over

  time,

  the

  roles

  and

  values

  of

  Two

  Spirit

  people

  have

  been

 
forgotten

  and

  stigmatized.

  However,

  we

  must

  acknowledge

  and

  remember

  that

  Two

  Spirit

 
individuals

  represent

  a

  crucial

  part

  of

  both

  Indigenous

  and

  Canadian

  societies,

  and

  their

  roles

  and

 
lifestyles

  must

  be

  respected

  and

  valued.

Important

  terms

  :
1.Ally:

  A

  person,

  regardless

  of

  his

  or

  her

  sexual

  orientation

  or

  gender

  identity,

  who

  supports

  and

 
stands

  up

  for

  the

  human

  and

  civil

  rights

  of

  Lesbian,

  Gay,

  Bisexual,

  Transgender,

  Transsexual,

  Two

 
Spirit,

  Intersex,

  Queer,

  and

  Questioning

  (LGBTTT-SIQ)

  people.
2.Two

  Spirit:

  A

  term

  some

  Indigenous

  people

  use

  to

  identify

  themselves,

  rather

  than

  LGBTTSIQQ.

 
Indigenous

  people

  believe

  that

  Two

  Spirit

  individuals

  house

  both

  the

  male

  and

  the

  female

  spirit

 
and

  that

  the

  degree

  of

  dominance

  of

  each

  spirit

  ultimately

  impacts

  the

  physical,

  emotional,

 
mental,

  and

  spiritual

  identity

  of

  each

  Two

  Spirit

  person.

Free2beYOUth 2015

104

Activities
Here

  are

  some

  activities

  you

  and

  your

  peers

  can

  partake

  in

  to

  explore

  some

  issues

  that

  LGBTQ

  and

 
Two

  Spirit

  youth

  might

  encounter.
1)

  Language

  Lessons.
This

  activity

  aims

  to

  raise

  awareness

  about

  the

  nature

  and

  extent

  of

  discriminatory

  slurs

  and

  to

 
increase

  understanding

  about

  the

  impact

  of

  slurs

  on

  others.

  Label

  parts

  of

  the

  room

  with

  the

 
following

  signs:

  strongly

  agree,

  agree,

  disagree,

  and

  strongly

  disagree.

  A

  series

  of

  statements

 
will

  then

  be

  read

  aloud

  and

  everyone

  will

  respond

  to

  the

  statements

  by

  moving

  to

  the

 
corresponding

  area

  where

  one

  of

  the

  signs

  are

  located.

  Here

  are

  some

  statements

  to

  choose

  from:

I

  often

  hear

  the

  phrase

  thats

  so

  gay,

  youre

  so

  gay,

  no

  homo

  or

  the

  word

  gay

  in

 
general

  used

  in

  a

  negative

  way

  among

  my

  peers.

When

  I

  hear

  thats

  so

  gay,

  it

  is

  usually

  aimed

  at

  an

  object

  rather

  than

  a

  person.

When

  people

  say

  thats

  so

  gay

  or

  no

  homo,

  they

  do

  not

  mean

  it

  as

  an

  insult

  against

 
actual

  LGBT

  people.

Regardless

  of

  how

  it

  is

  meant,

  expressions

  like

  thats

  so

  gay

  and

  no

  homo

  are

  probably

 
insulting

  or

  upsetting

  to

  LGBT

  people

  and

  those

  who

  care

  about

  them.

I

  have

  never

  thought

  about

  how

  expressions

  like

  thats

  so

  gay

  or

  no

  homo

  might

  make

 
others

  feel.

I

  have

  personally

  used

  expressions

  like

  thats

  so

  gay,

  youre

  so

  gay

  or

  no

  homo

  with

  my

 
peers.

When

  expressions

  like

  thats

  so

  gay

  or

  no

  homo

  are

  aimed

  directly

  at

  me,

  it

  bothers

  me.

Expressions

  like

  thats

  so

  gay

  and

  no

  homo

  are

  okay

  as

  long

  as

  they

  are

  not

  used

  to

 
directly

  attack

  an

  LGBT

  person.

Expressions

  like

  thats

  so

  gay

  and

  no

  homo

  are

  never

  okay

  to

  use.

It

  would

  be

  impossible

  to

  get

  kids

  at

  my

  school

  to

  reduce

  or

  stop

  using

  terms

  like

  thats

  so

 
gay

  and

  no

  homo.

I

  would

  personally

  be

  willing

  to

  limit

  or

  curb

  my

  use

  of

  expressions

  like

  thats

  so

  gay

  and

 
no

  homo.

After

  the

  activity,

  the

  group

  can

  engage

  in

  some

  thought-provoking

  discussion.

  Here

  are

  some

 
guiding

  discussion

  questions:

Which

  statements

  were

  the

  easiest/most

  difficult

  to

  respond

  to?

  Why?

Did

  the

  groups

  overall

  response

  to

  any

  of

  the

  statements

  surprise

  you?

  Why?
Free2beYOUth 2015

105

Did

  you

  change

  your

  mind

  about

  any

  of

  the

  issues

  raised

  in

  this

  exercise

  as

  a

  result

  of

  your

 
peers

  responses?

  If

  so,

  how

  did

  your

  opinion

  change?

After

  participating

  in

  this

  activity,

  what

  impact

  do

  you

  think

  expressions

  like

  thats

  so

  gay

 
and

  no

  homo

  have

  on

  others?

Do

  you

  think

  that

  what

  you

  have

  learned

  today

  will

  change

  your

  attitude

  or

  behaviour

  in

 
any

  way?

  Why

  or

  why

  not?

2)

  Safe

  Spaces
This

  activity

  is

  similar

  to

  Language

  Lessons.

 

 
This

  activity

  helps

  individuals

  develop

  an

  understanding

  of

  what

  some

  marginalized

  youth

  may

  face

 
in

  their

  everyday

  lives.

  First

  start

  off

  by

  labeling

  parts

  of

  the

  room

  with

  signs

  stating,

  safe,

 
unsure,

  andunsafe.

  Each

  individual

  will

  imagine

  how

  safe

  they

  would

  feel

  or

  do

  feel

  as

  an

 
LGBTQ

  or

  Two

  Spirit

  youth

  in

  a

  variety

  of

  settings.

  Considering

  the

  following

  spaces,

  how

  safe

 
would

  you

  or

  do

  you

  feel

  as

  an

  LGBTQ

  or

  Two

  Spirit

  youth

  if

  you

  were

  at:

The

  mall

The

  gym

A

  movie

  theatre

  with

  your

  partner

School,

  walking

  holding

  hands

  with

  your

  partner

  between

  classes

Pride

  parade

A

  football

  game

A

  restaurant

A

  family

  event

A

  social

  event

  with

  friends

Work

To

  delve

  deeper

  into

  some

  of

  the

  encounters

  LGBTQ

  and

  Two

  Spirit

  youth

  may

  encounter,

  here

  are

 
some

  discussion

  questions

  to

  further

  understand

  others

  positions:

Which

  settings

  felt

  the

  most/least

  safe

  and

  why?

Were

  you

  surprised

  by

  any

  answers?

  Why

  or

  why

  not?

Do

  you

  think

  Canada

  is

  a

  safe

  place

  for

  LGBTQ

  youth?

  Why

  or

  why

  not?

Free2beYOUth 2015

106

3)

  Gender

  Neutral

  Pronoun

  Activity
This

  activity

  gives

  students

  a

  chance

  to

  practice

  using

  gender

  neutral

  pronouns

  and

  get

  a

  feel

  for

 
how

  to

  use

  them

  in

  a

  sentence.

  It

  is

  also

  a

  good

  way

  to

  start

  becoming

  aware

  of

  how

  pervasive

 
gendered

  norms

  are

  in

  our

  society,

  and

  to

  build

  empathy

  for

  the

  experiences

  of

  those

  who

  do

  not

 
identify

  within

  the

  gender

  binary.

  Start

  off

  by

  choosing

  a

  story

  that

  involves

  several

  people

  (for

 
example,

  a

  recent

  social

  gathering

  with

  friends

  or

  family).

  In

  pairs,

  each

  person

  will

  have

  a

  chance

 
to

  tell

  their

  story

  for

  1-2

  minutes.

  The

  only

  rule

  is

  that

  you

  can't

  use

  any

  gendered

  words

  or

 
pronouns.

  Instead,

  try

  replacing

  pronouns

  with

  gender

  neutral

  versions

  such

  as

  xe/xir,

  ze/hir,

  or

 
they/them,

  and

  constructing

  sentences

  so

  that

  you

  don't

  need

  to

  use

  gendered

  labels

  (e.g.

  mom,

 
boyfriend,

  sister,

  uncle,

  etc).
*Gendered

  words

  are

  those

  that

  are

  specific

  to

  one

  gender.

  Eg.

  he/him,

  she/her,

  etc.

 

 
Whereas

  gender-neutral

  words

  encompass

  all

  gender

  variants.

  Eg.

  they/them

4)

  Genderbread

  Person

  Activity
Read

  about

  and

  discuss

  the

  Genderbread

  Person

  (link

  found

  in

  Club

  Resources).

  Were

  any

  terms

 
or

  concepts

  new

  to

  you?

  In

  what

  ways

  is

  it

  a

  helpful

  tool?

  In

  what

  ways

  is

  it

  limited?

  Optional

 
activity:

  Using

  the

  spectrums

  that

  accompany

  the

  Genderbread

  Person,

  have

  each

  person

  "map"

 
their

  own

  identity.

  Each

  person

  can

  do

  their

  own,

  or

  if

  everyone

  is

  comfortable

  doing

  so,

  do

  one

 
"identity

  map"

  for

  the

  whole

  group

  to

  see

  the

  diversity

  of

  identities

  plotted

  out

  on

  the

  spectrums.

 

A

  great

  place

  to

  go

  for

  more

  resources

  and

  information

  on

  gender

  identity

  is

  the

  Institute

  for

 
Sexual

  Minority

  Studies

  at

  the

  University

  of

  Alberta

  and

  their

  Fyrefly

  Program

  http://
www.ismss.ualberta.ca/

 

Free2beYOUth 2015

107

Free2beYOUth 2015

108

E. Canadas Aboriginal Peoples

The

  rights

  and

  freedoms

  of

  the

  Aboriginal

  peoples

  of

  Canada

  (which

  include

  Indian,

  Inuit

  and

 
Mtis

  groups)

  are

  recognized

  in

  both

  Section

  25

  of

  the

  Charter

  and

  in

  Section

  35

  of

  the

 
Constitution

  Act,

  1982.

  The

  purpose

  of

  these

  sections

  is

  to

  protect

  the

  culture,

  customs,

  traditions

 
and

  languages

  of

  Aboriginal

  peoples

  and

  to

  recognize

  their

  unique

  status.

  The

  special

  status

 
granted

  Aboriginal

  peoples

  is

  based

  on

  agreements

  between

  native

  people

  and

  the

  government

 
under

  which

  native

  people

  gave

  up

  a

  large

  portion

  of

  their

  land.

 
Section

  35

  of

  the

  Constitution

  Act,

  1982

  guarantees

  the

  protection

  of

  existing

  rights

  of

 
Aboriginal

  peoples

  of

  Canada.

  The

  limitations

  in

  Section

  1

  of

  the

  Charter

  do

  not

  apply

  to

  these

 
Aboriginal

  rights

  because

  Section

  35

  is

  not

  part

  of

  the

  Charter.

 
Section

  25

  of

  the

  Charter

  says

  that

  no

  other

  Charter

  right

  may

  take

  away

  from

  or

  interfere

  with

 
the

  rights

  of

  Aboriginal

  peoples.

  For

  example,

  where

  Aboriginal

  peoples

  are

  entitled

  to

  special

 
benefits

  under

  treaties,

  other

  people

  who

  do

  not

  enjoy

  these

  same

  benefits

  cannot

  argue

  they

 
have

  been

  denied

  the

  right

  to

  be

  treated

  equally

  under

  section

  15

  of

  the

  Charter.

 

Useful

  Terms
When

  referring

  to

  any

  group

  of

  people,

  it

  is

  critical

  to

  use

  the

  most

  appropriate

  and

  respectful

 
terms

  so

  as

  not

  to

  offend

  anyone.

  It

  is

  important

  to

  note

  that

  selecting

  an

  umbrella

  term

  to

  refer

  to

 
Aboriginal

  people

  is

  not

  easy,

  because

  not

  everyone

  agrees.

 
Therefore,

  take

  some

  time

  to

  review

  the

  relevant

  terms

  in

  the

  Glossary

  of

  Section

  5,

  and

  start

 
using

  them

  to

  refer

  appropriately

  to

  to

  specific

  Aboriginal

  peoples:
Overall,

  it

  is

  important

  to

  be

  aware

  of

  the

  appropriate

  language

  used

  to

  describe

  people

  and

  it

  is

 
necessary

  to

  check

  and

  see

  whether

  the

  terminology

  you

  use

  aligns

  with

  respectful

  terminology

 
that

  is

  accepted.

  Terms

  that

  specify

  national

  origins

  and

  political

  legal

  status

  serve

  to

  acknowledge

 
diversity

  within

  the

  Aboriginal

  community.

  Terms

  that

  the

  people

  use

  to

  refer

  to

  themselves

  in

 
their

  own

  languages

  are

  usually

  most

  appropriate,

  so

  if

  you

  are

  unsure

  as

  to

  what

  terms

  to

  use,

 
just

  ask!

Free2BeYOUth 2015

109109

Alberta
Alberta

  has

  one

  of

  the

  largest

  populations

  of

  Aboriginal

  students

  in

  comparison

  to

  other

  provinces

 
of

  Canada.

 

  As

  a

  result,

  discrimination

  towards

  Aboriginal

  youth

  remains

  especially

  prevalent

  in

 
Albertan

  schools

  and

  communities.

  Discriminatory

  practices,

  behaviors,

  and

  attitudes

  can

  have

 
many

  detrimental

  consequences

  for

  targeted

  Aboriginal

  students.

According

  to

  the

  Alberta

  Chamber

  of

  Resources,

  in

  2001,

  it

  was

  reported

  that

  over

  1.3

  million

 
people

  living

  in

  Canada

  had

  at

  least

  some

  Aboriginal

  ancestry

  which

  is

  equivalent

  to

  4.4%

  of

 
Canadas

  entire

  population

  and

  this

  number

  is

  expected

  to

  increase.

  Statistics

  also

  show

  that

 
educational

  gaps

  between

  Aboriginal

  and

  non-Aboriginal

  students

  are

  decreasing

  since

  education

 
attainment

  is

  witnessing

  increases

  in

  many

  Aboriginal

  populations

  across

  the

  country.

  However,

 
the

  gap

  between

  Aboriginal

  and

  non-Aboriginal

  high

  school

  students

  in

  regards

  to

  graduation

 
rates

  is

  still

  significant.

  For

  instance,

  the

  high

  school

  graduation

  rate

  of

  Aboriginal

  students

  in

 
Alberta

  was

  15%

  less

  than

  the

  graduation

  rate

  of

  non-Aboriginal

  students

  (Report

  of

  the

  Royal

 
Commission

  on

  Aboriginal

  Peoples,

  1996,

  and

  Alberta

  Learnings

  First

  Nations,

  Mtis

  and

  Inuit

 
Education

  Policy

  Framework,

  2002

  as

  cited

  in

  SAC).

 
Aboriginal

  youth

  can

  face

  a

  number

  of

  interconnected

  factors

  which

  can

  impede

  their

  educational

 
experiences.

  For

  example,

  the

  loss

  of

  language,

  culture,

  and

  traditions

  can

  all

  contribute

  to

  the

 
loss

  of

  the

  sense

  of

  community

  and

  belonging

  which

  is

  essential

  for

  healthy

  development.

  In

  fact,

 
many

  schools

  located

  off

  of

  reserves

  do

  not

  incorporate

  the

  cultural

  values

  of

  the

  minority

 
Aboriginal

  student

  population

  into

  their

  schools

  which

  can

  cause

  Aboriginal

  youth

  to

  feel

 
disconnected

  and

  isolated

  from

  the

  rest

  of

  their

  school.

 

Free2BeYOUth 2015

110110

The Truth Behind the Stereotype

Debunking

  some

  stereotypes

  you

  may

  have

  heard:

1. The

  oppression

  that

  Aboriginal

  people

  face

  originated

  from

  historical

  events

  that

  happened

 
a

  long

  time

  ago

  and

  do

  not

  affect

  them

  today.

  Until

  the

  1970s,

  countless

  Aboriginal

 
children

  were

  removed

  from

  their

  homes

  and

  enlisted

  in

  residential

  schools.

  At

  these

 
residential

  schools,

  children

  were

  reprimanded

  for

  partaking

  in

  any

  cultural

  expression,

  such

 
as

  speaking

  their

  mother

  tongues

  and

  wearing

  their

  traditional

  dress

  since

  their

  cultures

 
were

  labeled

  as

  barbaric.

  The

  injustices

  and

  oppression

  that

  Aboriginal

  peoples

  faced

 
during

  this

  period

  still

  have

  repercussions

  that

  manifest

  today.

  As

  a

  result,

  former

 
residential

  school

  students

  still

  have

  emotional,

  mental,

  and

  physical

  scars

  and

  these

 
negative

  experiences

  have

  affected

  younger

  generations

  and

  continue

  to

  do

  so.
2. Aboriginal

  culture

  is

  less

  developed

  than

  western

  culture.

  Aboriginal

  culture

  is

  full

  of

  oral

 
traditions,

  meaningful

  ceremonies,

  unique

  art

  and

  music,

  and

  lively

  dance,

  to

  say

  the

  least.

 
There

  is

  a

  great

  spectrum

  of

  diversity

  within

  Aboriginal

  populations

  and

  so

  Aboriginal

 
culture

  is

  also

  very

  diverse.

  Deeply

  rooted

  in

  spiritual

  tradition,

  Aboriginal

  culture

  is

 
comprised

  of

  a

  wealth

  of

  customs

  that

  have

  developed

  over

  time.

 
3. The

  conditions

  Aboriginal

  people

  face

  in

  Canada

  are

  exaggerated

  because

  the

  Canadian

 
government

  gives

  them

  special

  treatment.

  Although

  Aboriginal

  people

  in

  Canada

  are

 
making

  many

  positive

  strides,

  there

  is

  still

  a

  long

  way

  to

  go

  to

  eliminate

  the

  disparities

 
between

  Aboriginal

  and

  non-Aboriginal

  people.

  For

  example,

  the

  ramifications

  from

 
residential

  schools

  still

  exist

  today

  and

  appropriate

  supports

  need

  to

  be

  in

  place

  for

  those

 
who

  need

  them

  within

  the

  Aboriginal

  community.

 
4. Making

  eye

  contact

  is

  a

  sign

  of

  respect.

  Although

  making

  eye

  contact

  is

  a

  sign

  of

  respect

 
when

  communicating

  with

  someone

  in

  North

  American

  culture,

  Aboriginal

  traditions

  do

 
not

  associate

  eye

  contact

  with

  respect.

  Therefore,

  do

  not

  assume

  that

  simply

  because

 
someone

  isnt

  making

  eye

  contact

  with

  you

  that

  they

  are

  being

  disrespectful.

  There

  are

 
many

  ways

  of

  demonstrating

  respectful

  communication.

 

Free2BeYOUth 2015

111111

Activities
To

  apply

  the

  knowledge

  you

  just

  learned

  in

  this

  section

  of

  the

  manual,

  here

  is

  a

  game

  to

  get

  you

 
thinking,

  questioning,

  and

  discussing!
1)Early

  Contact
This

  interactive

  game

  will

  help

  you

  realize

  that

  not

  all

  people

  share

  the

  same

  values,

  customs,

  and

 
social

  norms.

  Interestingly,

  historical

  accounts

  tell

  of

  the

  first

  contact

  between

  peoples

  of

  widely

 
divergent

  cultures.

  For

  example,

  when

  Natives

  on

  the

  eastern

  American

  seaboard

  first

 
encountered

  Europeans

  taking

  their

  lace

  handkerchiefs

  from

  their

  pocket

  to

  blow

  their

  noses,

  then

 
carefully

  folding

  them

  back

  into

  a

  breast

  pocket

  near

  the

  heart,

  they

  naturally

  assumed

  that

  mucus

 
was

  something

  the

  Europeans

  cherished.

  At

  times,

  these

  encounters

  were

  simply

  humorous,

  but

 
more

  often

  than

  not,

  they

  resulted

  in

  serious

  misunderstandings,

  with

  sometimes

  tragic

 
consequences.

  These

  early

  contacts

  sowed

  the

  seeds

  of

  prejudice.

 

  Firstly,

  divide

  the

  larger

  group

 
into

  two

  smaller

  groups,

  with

  males

  and

  females

  in

  each

  group.

  These

  two

  groups

  will

  be

  the

 
designated

  trading

  groups

  known

  as

  the

  Alcans

  and

  the

  Bumbas.

 
The

  object

  of

  this

  game

  is

  to

  engage

  in

  trading

  (so

  make

  sure

  each

  group

  has

  items

  for

  each

 
member

  to

  trade

  a

  member

  of

  the

  other

  group

  with,

  such

  as

  handkerchiefs)

  .However,

  this

  can

  be

 
tricky

  with

  no

  common

  language

  and

  very

  different

  social

  values

  between

  the

  two

  groups.

  This

 
means

  that

  the

  groups

  cannot

  talk

  with

  each

  other,

  for

  they

  may

  only

  use

  sounds

  and

  gestures

  to

 
make

  their

  intentions

  clear.

 

  Each

  group

  will

  be

  assigned

  a

  private

  village

  or

  trade

  -ship

  location

 
where

  the

  members

  may

  speak

  freely

  amongst

  themselves

  without

  being

  overheard

  by

  the

  other

 
group.

  Each

  group

  will

  receive

  a

  description

  of

  their

  culture

  and

  an

  outline

  of

  their

  cultural

  values

 
that

  they

  must

  abide

  by

  (the

  culture

  cards

  can

  be

  found

  below).

 
CULTURE

  A

 

  ALCANS

 
1) You

  are

  aggressive

  traders,

  very

  clever,

  always

  out

  to

  get

  the

  best

  possible

  deal.

  Men

  are

  usually

 
dominant

  in

  the

  trade

  negotiations.

 
2) Knives

  are

  a

  hot

  commodity;

  all

  of

  the

  tribes

  people

  in

  this

  region

  want

  them.

 
3) You

  show

  your

  straightforward

  willingness

  to

  trade

  using

  direct

  eye

  contact,

  and

  a

  good

  firm

 
handshake

  and

  possibly

  a

  friendly

  pat

  on

  the

  back.
4) Each

  of

  you

  looks

  out

  for

  yourself,

  trying

  to

  acquire

  as

  much

  cloth

  as

  you

  can,

  because

  people

 
back

  home

  value

  it.

 
5) Get

  as

  much

  as

  you

  can

  from

  the

  Bumbas

 

  after

  all,

  they

  are

  uneducated

  savages

  in

  your

  mind,

 
their

  culture

  certainly

  is

  not

  as

  advanced

  as

  your

  own.
CULTURE

  B

 

  BUMBAS

 
1) Your

  society

  is

  a

  matriarchal

  society

 

  the

  eldest

  woman

  is

  the

  leader,

  and

  only

  she

  can

  engage

 
in

  the

  direct

  act

  of

  trading.

  Others

  in

  your

  tribe

  can

  only

  bring

  trades

  to

  her.

 
Free2BeYOUth 2015

112112

2) The

  matriarch

  signals

  her

  willingness

  to

  trade

  by

  waving

  her

  hand

  at

  the

  person

  whom

  she

  is

 
willing

  to

  trade

  with

  as

  if

  shooing

  away

  a

  dog.

 
3) You

  do

  not

  look

  strangers

  directly

  in

  the

  eye

  and

  no

  one

  outside

  your

  tribe

  must

  touch

  you.

  To

 
break

  this

  taboo

  is

  to

  be

  banished

  from

  the

  tribe.

  It

  is

  important

  that

  your

  matriarch

  not

  be

 
contaminated

  by

  the

  touch

  of

  others.

 
4) You

  always

  do

  everything

  as

  a

  group

 

  even

  trading

 

  and

  no

  one

  works

  toward

  personal

  gain.

 
5) You

  could

  use

  some

  knives

  for

  cutting

  up

  food,

  but

  you

  are

  reluctant

  to

  trade

  too

  much

  cloth,

 
for

  it

  is

  sacred

  among

  your

  people

  because

  it

  is

  all

  handmade.

 
6) You

  are

  peaceful

  people,

  slow

  to

  anger,

  but

  you

  have

  great

  pride

  and

  expect

  to

  be

  treated

  with

 
utmost

  respect.

The

  groups

  will

  be

  given

  5-10

  minutes

  to

  devise

  their

  initial

  trading

  strategy

  before

  welcoming

 
them

  into

  the

  trading

  arena

  for

  the

  first

  two

  to

  three

  trading

  sessions.

  After

  a

  few

  minutes,

  the

 
groups

  will

  be

  asked

  to

  return

  to

  their

  village

  or

  trade-ships

  for

  5-10

  minutes

  to

  revise

  their

  trading

 
strategy

  after

  evaluating

  how

  their

  first

  trading

  session

  went.

  Use

  what

  youve

  learned

  from

 
interacting

  with

  the

  other

  culture

  to

  help

  your

  planning!

  Once

  trading

  has

  concluded,

  have

  the

 
Alcans

  describe

  what

  they

  think

  the

  values

  and

  characteristics

  of

  the

  Bumbas

  were

  and

  vice

  versa.

 
It

  is

  rare

  that

  a

  level

  of

  understanding

  may

  emerge

  between

  the

  two

  groups.

  Once

  the

  two

  groups

 
have

  stated

  what

  they

  thought

  the

  values

  of

  the

  other

  were,

  have

  a

  person

  in

  each

  group

  read

  out

 
loud

  their

  actual

  values.

 
To

  expand

  on

  the

  notion

  of

  inclusion,

  use

  the

  following

  discussion

  questions

  to

  draw

  on

  everyones

 
perspectives:

 

How

  did

  you

  feel

  towards

  members

  of

  the

  other

  culture?

  Were

  you

  frustrated

  at

  any

  time?

 
Why?

What

  methods

  could

  you

  have

  used

  to

  allow

  you

  to

  understand

  the

  members

  of

  the

  other

 
culture

  better?

 

Discuss

  cultural

  differences

  that

  exist

  in

  the

  real

  world.

  What

  are

  some

  common

  reactions

 
to

  cultural

  differences

  (uncomfortable

  feelings,

  fear,

  stereotypes,

  discrimination,

 
celebration)?

  What

  are

  some

  advantages

  to

  a

  world

  with

  different

  cultures?

  What

  would

 
be

  lost

  if

  we

  did

  not

  have

  differences?

 

What

  are

  some

  other

  differences

  that

  exist

  amongst

  cultural

  groups?

  Perhaps

  discuss

  some

 
inequalities

  that

  have

  resulted

  from

  differences

  that

  exist

  amongst

  humans.

 

Free2BeYOUth 2015

113113

F. Anti-racism and moving beyond the cultural

mosaic
A

  matter

  of

  rights
We

  in

  Canada,

  have

  laws

  that

  give

  rights

  and

  freedoms

  we

  feel

  all

  Canadians

  are

  entitled

  to

 
possess.

  Canada

  is

  a

  multicultural

  country

  and

  our

  laws

  protect

  and

  preserve

  the

  diversity

  of

  our

 
races,

  faiths

  and

  nationalities.

  Along

  with

  our

  rights

  and

  freedoms

  come

  responsibilities.

 
Everyone

  is

  entitled

  to

  all

  the

  rights

  and

  freedoms

  set

  forth

  in

  this

  Declaration,

  without

  distinction

 
of

  any

  kind,

  such

  as

  race,

  color,

  sex,

  language,

  religion,

  political

  or

  other

  opinion,

  national

  or

  social

 
origin,

  property,

  birth

  or

  other

  status.

  Furthermore,

  no

  distinction

  shall

  be

  made

  on

  the

  basis

  of

 
the

  political,

  jurisdictional

  or

  international

  status

  of

  the

  country

  or

  territory

  to

  which

  a

  person

 
belongs,

  whether

  it

  be

  independent,

  trust,

  non-self-governing

  or

  under

  any

  other

  limitation

  of

 
sovereignty

  -UN

  Universal

  Declaration

  of

  Human

  Rights,

  Article

  2.


  The

  Canadian

  Charter

  of

  Rights

  and

  Freedoms

  guarantees

  the

  rights

  and

  freedoms

  set

  out

  in

  it

 
subject

  only

  to

  such

  reasonable

  limits

  prescribed

  by

  law

  as

  can

  be

  reasonably

  justified

  in

  a

  free

  and

 
democratic

  society

  -Canadian

  Charter

  of

  Rights

  and

  Freedoms,

  Section

  1.

 
Every

  individual

  is

  equal

  before

  and

  under

  the

  law

  and

  has

  the

  right

  to

  the

  equal

  protection

  and

 
equal

  benefit

  of

  the

  law

  without

  discrimination

  and,

  in

  particular,

  without

  discrimination

  based

  on

 
race,

  national

  or

  ethnic

  origin,

  color,

  religion,

  sex,

  age

  or

  mental

  or

  physical

  disability

  -Canadian

 
Charter

  of

  Rights

  and

  Freedoms,

  Section

  15.

 
No

  person

  shall

  publish,

  issue

  or

  display

  or

  cause

  to

  be

  published,

  issued

  or

  displayed

  before

  the

 
public

  any

  statement,

  publication,

  notice,

  sign,

  symbol,

  emblem

  or

  other

  representation

  that

 
(a)indicates

  discrimination

  or

  an

  intention

  to

  discriminate

  against

  a

 

  person

  or

  a

  class

  of

 
persons,

  or

 
(b)is

  likely

  to

  expose

  a

  person

  or

  a

  class

  of

  persons

  to

  hatred

  or

  contempt

 
because

  of

  the

  race,

  religious

  beliefs,

  color,

  gender,

  physical

  disability,

  mental

 
disability,

  age,

  ancestry,

  place

  of

  origin,

  marital

  status,

  source

  of

  income,

  family

 
status

  or

  sexual

  orientation

  of

  that

  person

  or

  class

  of

  persons

 
-Alberta

  Human

  Rights

  Act,

  Section

  3(1).

 
No

  person

  shall

 
a)

  deny

  to

  any

  person

  or

  class

  of

  persons

  any

  goods,

  services,

  accommodation

  or

  facilities

  that

  are

 
customarily

  available

  to

  the

  public,

  or

 

 
b)

  discriminate

  against

  any

  person

  or

  class

  of

  persons

  with

  respect

  to

  any

  goods,

  services,

 
accommodation

  or

  facilities

  that

  are

  customarily

  available

  to

  the

  public
because

  of

  the

  race,

  religious

  beliefs,

  color,

  gender,

  physical

  disability,

  mental

  disability,

  ancestry,

 
place

  of

  origin,

  marital

  status,

  source

  of

  income,

  family

  status

  or

  sexual

  orientation

  of

  that

  person

 
or

  class

  of

  persons

  or

  of

  any

  other

  person

  or

  class

  of

  persons.

  -Alberta

  Human

  Rights

  Act,

  Sec

  4.
No

  employer

  shall

 
Free2beYOUth 2015

114

(a)

  refuse

  to

  employ

  or

  refuse

  to

  continue

  to

  employ

  any

  person,

  or

 

 
(b)

  discriminate

  against

  any

  person

  with

  regard

  to

  employment

  or

  any

  term

  or

  condition

  of

 
employment,

 
because

  of

  the

  race,

  religious

  beliefs,

  color,

  gender,

  physical

  disability,

  mental

  disability,

  age,

 
ancestry,

  place

  of

  origin,

  marital

  status,

  source

  of

  income,

  family

  status

  or

  sexual

  orientation

  of

 
that

  person

  or

  class

  of

  persons

  or

  of

  any

  other

  person

  or

  class

  of

  persons

 
-Alberta

  Human

  Rights

  Act,

  Section

  7(1).

 

Moving

  Beyond

  the

  Cultural

  Mosaic
Canadas

  population

  has

  been

  constantly

  referred

  to

  as

  a

  cultural

  mosaic

  and

  its

  thanks

  to

  its

 
diverse

  society.

  Although

  there

  are

  definite

  benefits

  to

  having

  such

  a

  wide

  spectrum

  of

  diversity

 
within

  a

  community,

  when

  there

  are

  differences

  in

  opinion

  and

  misunderstanding,

  there

  can

  often

 
be

  conflict.

  Here

  are

  some

  important

  terms

  to

  consider

  in

  order

  to

  avoid

  using

  oppressive

 
language

  when

  interacting

  with

  individuals

  from

  different

  races:

1. Anti-Racism:

  Confronting

  the

  inequalities

  and

  injustices

  produced

  as

  a

  result

  of

  racism.
2. Multiculturalism:

  In

  Canada,

  the

  official

  policy

  of

  living

  together

  with

  differences.

 
Multiculturalism

  aims

  to

  affirm

  and

  honor

  ethnic

  and

  cultural

  diversity.

  (Think

  of

  Heritage

 
Day

  festivals

  as

  an

  example)
3. Race:

  Used

  to

  describe

  a

  group

  of

  people

  who

  share

  the

  same

  physical

  characteristics

  such

 
as

  skin

  color,

  hair

  color,

  eye

  shape,

  etc.

  It

  is

  critical

  to

  note

  that

  this

  is

  a

  socially

  constructed

 
term

  and

  not

  a

  scientific

  one,

  as

  there

  is

  more

  genetic

  difference

  within

  so-called

  races

 
than

  there

  is

  between

  them,

  and

  the

  precise

  boundaries

  of

  races

  are

  continually

  shifting

 
based

  on

  societal

  attitudes.
4. Racism:

  The

  belief

  that

  people

  of

  different

  ethnicities

  have

  inherent

  and

  different

  qualities

 
and

  abilities,

  based

  on

  the

  erroneous

  conception

  of

  ethnicity

  as

  the

  existence

  of

  genetically

 
different

  biological

  human

  races.

  Also

  the

  ability

  to

  act

  on

  such

  faulty

  premises,

  and

  to

 
establish

  social

  structures

  and

  institutions

  to

  promote

  a

  system

  of

  advantage

  based

  on

 
racial

  superiority.
Alberta

  is

  becoming

  increasingly

  rich

  in

  racial

  diversity,

  as

  you

  can

  probably

  tell

  from

  the

  variety

  of

 
art,

  food,

  music,

  festivals,

  and

  languages

  there

  are

  in

  the

  province.

  According

  to

  the

  government

 
of

  Alberta,

  early

  settlers

  to

  the

  province

  were

  mostly

  from

  the

  United

  States,

  British

  Isles,

 
Scandinavia,

  and

  Europe.

  More

  recently

  though,

  immigrants

  have

  started

  to

  come

  from

  all

  over

 
the

  world,

  including

  China,

  India,

  South

  Asia,

  the

  Mediterranean

  and

  Middle

  East,

  and

  parts

  of

 
Africa,

  Central

  and

  South

  America.
Because

  Canada

  is

  becoming

  more

  and

  more

  racially

  diverse,

  schools

  are

  often

  a

  place

  where

 
racism

  occurs.

  Without

  respect

  and

  open-mindedness,

  the

  existence

  of

  multiple

  races

  in

  one

  space

 
can

  result

  in

  conflict.

  For

  example,

  the

  Canadian

  immigration

  laws

  had

  to

  be

  changed

  on

  multiple

 
occasions

  because

  they

  were

  discriminatory

  towards

  certain

  racial

  groups.

  As

  our

  society

  becomes

 
more

  diverse,

  changes

  need

  to

  be

  made

  in

  order

  to

  create

  more

  inclusive,

  appreciative,

  and

 
respectful

  spaces

  for

  different

  races

  to

  co-exist.

Free2beYOUth 2015

115

The Truth Behind the Stereotype

Myths

  and

  misconceptions

  about

  a

  group

  of

  people

  could

  lead

  to

  misunderstanding

  which

  could

 
consequently

  lead

  to

  conflict.

  Here

  are

  some

  things

  we

  should

  de-mystify:
1. Accepting

  attitudes

  only

  need

  to

  be

  adopted

  when

  racial

  minorities

  are

  present.

  It

  doesnt

 
matter

  whether

  you

  have

  a

  large,

  small,

  or

  no

  racial

  minority

  populations

  at

  your

  school

  because

 
a

  respectful

  and

  appreciative

  attitude

  should

  always

  be

  adopted,

  regardless

  of

  whom

  you

 
encounter.

  Racism

  affects

  everyone,

  regardless

  of

  whether

  you

  belong

  to

  a

  racial

  minority

  or

 
not,

  so

  every

  individual

  needs

  to

  communicate

  and

  interact

  with

  each

  other

  in

  a

  genuinely

 
respectful

  manner.
2. People

  from

  one

  race

  have

  the

  same

  behavior,

  attitudes,

  and

  beliefs,

  for

  the

  most

  part.

  Every

 
individual

  is

  unique

  so

  just

  because

  individuals

  are

  from

  a

  certain

  race,

  it

  does

  not

  mean

  that

 
they

  automatically

  share

  the

  same

  behaviors,

  attitudes,

  or

  beliefs.

  Each

  individual

  is

  shaped

  by

 
their

  unique

  experiences

  so

  avoid

  using

  race

  as

  an

  over-arching

  factor

  to

  define

  groups

  of

 
people.

  Also,

  it

  is

  important

  to

  note

  that

  just

  because

  an

  individual

  is

  from

  a

  certain

  race,

  it

  does

 
not

  necessarily

  mean

  that

  they

  identify

  with

  that

  race.
3. Stereotypes

  that

  highlight

  positive

  attributes

  about

  certain

  races

  are

  okay.

  Although

  you

  may

 
have

  good

  intentions

  by

  making

  positive

  stereotypes

  about

  a

  specific

  race,

  it

  does

  not

  necessarily

 
mean

  that

  this

  is

  acceptable.

  For

  example,

  saying

  things

  like,

  Purple

  people

  are

  good

  at

  playing

 
soccer

  may

  cause

  those

  who

  are

  purple

  who

  arent

  good

  at

  soccer

  to

  feel

  inadequate

  and

 
inferior

  to

  their

  peers

  who

  are

  purple

  and

  happen

  to

  be

  skilled

  at

  soccer.

  Therefore,

  its

  best

  to

 
not

  make

  racial

  stereotypes

  at

  all.

 


  Useful

  Terms
When

  meeting

  individuals

  from

  diverse

  cultural

  and

  ethnic

  backgrounds,

  it

  is

  important

  to

  be

 
aware

  of

  relevant

  terms

  which

  can

  facilitate

  respectful

  attitudes,

  behaviors,

  and

  language.

  Take

 
some

  time

  to

  review

  the

  relevant

  terms

  in

  the

  Glossary

  in

  Section

  5.

Free2beYOUth 2015

116

Activities
To

  get

  you

  thinking

  more

  about

  diversity

  and

  discrimination,

  here

  are

  two

  activities

  that

  you

  can

 
play

  with

  your

  peers.

  These

  games

  are

  also

  a

  good

  way

  to

  lead

  into

  meaningful

  discussion

  about

 
both

  diversity

  and

  discrimination

  in

  our

  community.
Cultural

  Perceptions

 
In

  this

  activity,

  your

  personal

  biases

  and

  assumptions

  will

  be

  uncovered.

  Everyone

  must

  first

  choose

 
a

  partner,

  someone

  whom

  they

  dont

  know

  well

  or

  would

  like

  to

  know

  better.

  Then,

  each

  pair

  will

 
be

  given

  a

  Cultural

  Perceptions

  sheet

  (below).

  The

  first

  partner

  will

  share

  their

  perceptions

  of

 
how

  the

  second

  partner

  would

  respond

  to

  each

  of

  the

  questions.

  After

  the

  first

  partner

  has

 
provided

  their

  perceptions,

  the

  second

  partner

  will

  then

  give

  their

  responses.

  Then

  partners

  will

 
switch

  roles

  and

  repeat

  the

  process.

 


 

  Cultural

  Perceptions

  Sheet
Use

  the

  list

  below

  to

  share

  your

  perceptions

  with

  your

  partner

  then

  ask

  your

  partner

  to

  give

 
you

  their

  responses.

  Switch

  roles

  and

  have

  your

  partner

  share

  their

  perceptions

  with

  you.
Country

  or

  area

  of

  family

  origin

  and

  heritage
Languages

  spoken
Interests

  and

  hobbies
Favorite

  food
Types

  of

  movies,

  TV

  programs

  preferred,

  if

  any
Type

  of

  music

  preferred
Pets,

  if

  any,

  or

  favorite

  animals
In

  order

  to

  share

  with

  the

  larger

  group

  your

  feelings,

  experiences,

  and

  thoughts

  about

  the

  game,

 
here

  are

  some

  questions

  that

  the

  entire

  group

  can

  explore:
Which

  of

  your

  assumptions

  were

  accurate?

  Which

  were

  not

  accurate?
How

  did

  it

  feel

  to

  have

  to

  make

  assumptions?

  How

  did

  it

  feel

  to

  be

  on

  the

  receiving

  end

 
of

  the

  perceptions?

  What

  insight

  does

  that

  give

  us

  to

  the

  process

  of

  stereotyping?
How

  does

  this

  inform

  us

  of

  the

  stereotyping

  that

  may

  occur

  when

  we

  face

  new

 
teachers,

  peers,

  students,

  and

  parents?
How

  are

  stereotypes

  helpful

  and

  harmful?
What

  was

  the

  most

  important

  thing

  you

  learned

  from

  this

  experience?
Step

  with

  Me
In

  this

  game,

  you

  will

  become

  more

  aware

  of

  the

  diversity

  present

  within

  the

  group

  while

  also

 
learning

  more

  about

  who

  your

  peers

  are

  as

  individuals.

  Start

  by

  having

  the

  group

  stand

  in

  a

  large

 
circle.

  Someone

  will

  then

  step

  forward

  into

  the

  centre

  of

  the

  circle

  when

  they

  feel

  motivated

  to

  do

 
so,

  while

  saying

  Step

  with

  me

  if

  you

  __________.

  Finish

  the

  sentence

  with

  something

  that

  is

  true

 
about

  them.

  For

  example,

  Step

  with

  me

  if

  you

  speak

  Spanish

  could

  be

  a

  statement.

  Then,

 
everyone

  who

  feels

  that

  the

  statement

  is

  also

  true

  for

  them

  must

  join

  the

  person

  in

  the

  circle

  by

 
stepping

  forward.

  Everyone

  then

  returns

  to

  the

  circle.

  Repeat

  this

  process

  so

  that

  everyone

  has

  a

 
chance

  to

  share

  something

  about

  themselves.

 
Free2beYOUth 2015

117

To

  further

  explore

  the

  themes

  of

  diversity

  and

  discrimination,

  the

  following

  questions

  can

  be

 
discussed

  amongst

  the

  group:

Were

  any

  of

  your

  reactions

  or

  the

  groups

  reactions

  surprising

  to

  you?

How

  did

  it

  feel

  when

  you

  stepped

  in?

  When

  you

  didnt?

Were

  you

  the

  only

  person

  in

  the

  center

  of

  the

  circle

  at

  any

  point

  of

  the

  game?

  If

  yes,

  how

 
did

  it

  make

  you

  feel?

  How

  did

  it

  feel

  to

  step

  in

  with

  a

  lot

  of

  people?

In

  this

  activity,

  we

  highlighted

  diversity.

  Why

  is

  diversity

  important?

What

  would

  the

  world

  be

  like

  without

  diversity?

Free2beYOUth 2015

118

Newcomers
Throughout

  Canadas

  history,

  immigrants

  from

  around

  the

  world

  have

  been

  coming

  here

  for

  a

 
spectrum

  of

  reasons,

  and

  continue

  to

  do

  so.

  Having

  a

  wealth

  of

  newcomers

  make

  up

  a

  significant

 
component

  of

  Canadas

  population

  provides

  us

  with

  opportunities

  to

  learn

  about

  and

  appreciate

 
new

  cultures.

  However,

  when

  such

  diverse

  populations

  are

  living

  amongst

  each

  other,

  it

  can

  often

 
lead

  to

  discrimination,

  misunderstanding,

  and

  conflict.

  The

  likelihood

  of

  these

  negative

  outcomes

 
is

  enhanced

  when

  there

  is

  a

  lack

  of

  value

  and

  respect

  for

  such

  cultural

  diversity

  which

  so

  many

 
people

  identify

  as

  a

  virtue

  of

  Canadian

  society.

  In

  2006,

  Edmonton

  was

  recognized

  as

  having

  the

 
sixth-largest

  number

  of

  newcomers

  in

  comparison

  to

  the

  other

  major

  Canadian

  metropolitan

 
cities.

  In

  fact,

  Edmonton

  has

  the

  second-largest

  foreign-born

  population

  in

  Alberta

  (Statistics

 
Canada,

  2006).

  In

  general,

  Alberta

  takes

  in

  thousands

  of

  newcomers

  every

  year,

  which

  contributes

 
to

  the

  entire

  nations

  reputation

  of

  being

  such

  a

  diverse

  country.

 
Newcomers

  to

  Canada

  can

  experience

  a

  number

  of

  challenges

  when

  they

  first

  arrive.

  It

  is

  quite

 
demanding

  to

  ask

  someone

  to

  adjust

  and

  immerse

  themselves

  within

  Canada

  when

  they

  have

  just

 
recently

  left

  their

  homes.

 
Newcomer

  children

  face

  especially

  difficult

  circumstances

  at

  school,

  since

  it

  is

  expected

  that

  they

 
are

  to

  learn

  about

  their

  school

  culture

  (on

  top

  of

  the

  culture

  of

  their

  new

  country),

  a

  new

 
language,

  and

  how

  to

  fit

  in

  with

  peers.

  Therefore,

  newcomer

  youth

  are

  expected

  to:

  adapt

  to

  a

 
new

  culture

  and

  lifestyle,

  overcome

  linguistic

  and

  cultural

  barriers,

  and

  successfully

  integrate

  into

 
their

  new

  schools.

 
Newcomer

  youth

  may

  have

  left

  their

  home

  countries

  for

  a

  number

  of

  causes.

  Whether

  it

  be

  for

 
political,

  economic,

  safety,

  and/or

  familial

  reasons,

  it

  is

  critical

  to

  be

  sensitive

  of

  each

  newcomer

 
youths

  background

  and

  reason

  for

  coming

  to

  Canada.

  Although

  it

  is

  important

  not

  to

  solely

  focus

 
on

  differences

  between

  you

  and

  newcomer

  youth

  because

  it

  may

  be

  alienating,

  differences

  arent

 
always

  necessarily

  a

  bad

  thing.

  Differences

  make

  us

  unique

  and

  should

  be

  celebrated,

  respected,

 
and

  accepted,

  not

  just

  tolerated.

  Although

  we

  are

  all

  bound

  together

  by

  our

  similarities,

  our

 
differences

  are

  what

  make

  us

  individuals.

  Therefore,

  its

  important

  to

  acknowledge

  that

  we

  are

  all

 
both

  different

  and

  the

  same,

  and

  this

  acknowledgement

  is

  essential

  if

  we

  want

  to

  treat

  each

  other

 
with

  dignity

  and

  respect

  regardless

  of

  how

  different

  or

  similar

  we

  are

  to

  each

  other.

 

Free2beYOUth 2015

119

The Truth Behind the

Stereotype
1.Newcomer

  youth

  arent

  as

  smart

  as

  youth

  who

 
are

  born

  and

  raised

  in

  Canada.

 
Sometimes

  there

  are

  factors

  that

  negatively

 
influence

  newcomer

  students

  success.

 
Often,

  newcomer

  youth

  do

  not

  speak

  English

  as

 
their

  first

  language

  and

  so

  being

  English

 
Language

  Learners

  can

  affect

  their

  academic

 
progress,

  since

  they

  are

  expected

  to

  learn

  a

 
majority

  of

  school

  subjects

  in

  a

  language

  they

  are

 
unfamiliar

  with.

  Just

  because

  such

  language

 
barriers

  can

  have

  negative

  effects

  on

  a

  newcomer

 
youths

  or

  ELLs

  academic

  progress,

  it

  does

  not

 
indicate

  in

  any

  way

  that

  they

  are

  not

  as

  intelligent

 
as

  Canadian-born

  youth.

 
2. Racial

  minorities

  are

  always

  given

  special

  treatment,

  to

  the

  point

  that

  its

  unfair.

  At

  school,

 
some

  students

  may

  not

  speak

  English

  as

  their

  first

  language

  and

  may

  need

  extra

  support,

 
such

  as

  a

  translator,

  dictionaries,

  etc.

  The

  provision

  of

  such

  supports

  are

  examples

  of

 
providing

  equitable

  opportunities

  for

  individuals

  who

  need

  them,

  which

  thus

  helps

  equalize

 
opportunities

  for

  everyone.

  Try

  imagining

  what

  it

  would

  be

  like

  to

  come

  from

  an

  entirely

 
different

  culture

  and

  trying

  to

  adapt

  to

  an

  entirely

  new

  lifestyle

  in

  Canada

  as

  well

  as

  trying

 
to

  immerse

  yourself

  into

  your

  new

  schools

  culture.

  Because

  there

  is

  so

  much

  to

  learn

  for

 
newcomers

  to

  Canada,

  it

  is

  necessary

  to

  have

  supports

  in

  place

  for

  them

  so

  that

  their

 
adjustments

  can

  be

  as

  smooth

  as

  possible.

 

Free2beYOUth 2015

120

Section 5 INvaluable Resources

Connect with a local organization
to book a guest speaker
or workshop!

Unity is strength... when there is teamwork and

collaboration, wonderful things can be achieved.
Mattie J.T. Stepanek
-



 

Organizations

  in

  your

  community

When

  you

  and

  your

  club

  are

  thinking

  about

  activities

  and

  guest

  speakers

  to

  address

  the

  topics

 
most

  important

  to

  your

  school

  throughout

  the

  year,

  check

  out

  the

  organizations

  below.

  Many

  of

 
them

  provide

  speaker

  presentations

  and

  workshops

  that

  you

  can

  book

  for

  your

  club

  or

  school

 
throughout

  the

  year,

  and

  many

  also

  have

  a

  ton

  of

  great

  information

  and

  resources

  online!

 

 

 

 

122

Faith

  Organizations
Al

  Rashid

  Mosque,

  Canadian

  Islamic

  Centre
Address:

  13070

  -

  113

  Street,

  Edmonton,

  Alberta

  T5E

  5A8
Tel:

  780-451-6694,

  Fax:

  780-452-1243,

  Email:

  info@alrashidmosque.ca,

  Web:

  http://
alrashidmosque.ca/

  A

  key

  local

  contact

  for

  learning

  about

  Islam.

  They

  provide

  workshops,

  speaker

 
presentations,

  Quran

  classes,

  Islamic

  studies,

  and

  activities

  for

  youth.
Edmonton

  Interfaith

  Centre

  for

  Education

  and

  Action
Address:

  #113,

  11148

  84

  Avenue,

  Edmonton,

  Alberta

  T6G

  0V8
Tel:

  780-413-6159,

  Fax:

  780-413-6143,

  Email:

 

  intfaith@shaw.ca,

  edminterfaith@shaw.ca,

  Web:

 
http://www.edminterfaithcentre.ca/

  The

  Edmonton

  Interfaith

  Centre

  provides

  education

  programs

 
and

  multi-faith

  dialogues

  for

  members

  of

  the

  community

  in

  hopes

  to

  enlighten

  our

  community

 
about

  the

  many

  religions

  found

  in

  Greater

  Edmonton,

  and

  to

  help

  them

  to

  appreciate

  this

  rich

 
diversity.

  They

  provide

  workshops,

  trainings,

  and

  speaker

  presentations.

  This

  is

  also

  a

  good

  starting

 
point

  to

  find

  contacts

  for

  specific

  religious

  groups.
Hindu

  Society

  of

  Alberta
Address:

  14225-133

  Avenue,

  Edmonton,

  Alberta

  T5L

  4W3
Tel:

  780-451-5130,

  Email:

  hindu.society@hotmail.com,

  Web:

  http://www.hindusociety.ab.ca/
They

  provide

  workshops,

  yoga

  classes,

  language

  classes

  on

  Hindi,

  Sanskrit

  and

  other

  Indian

 
languages,

  intercultural

  exchange

  programs,

  and

  speaker

  presentations.
The

  Jewish

  Federation

  of

  Edmonton
#200-10220

  156

  Street,

  Edmonton,

  AB

  T5P

  2R1
487-0585

  info@edjfed.org

  www.jewishedmonton.org.

  This

  is

  one

  of

  the

  most

  active

  Jewish

 
organizations

  in

  Edmonton,

  with

  a

  lot

  of

  educational

  outreach

  throughout

  the

  year.

  Also

  see

  the

 
Beth

  Israel

  synagogue

  for

  most

  contacts

  in

  the

  Jewish

  community

  (http://familyshul.org/)

 
Society

  of

  Edmonton

  Atheists
Address:

  M981,

  10301-104

  St,

  Edmonton,

  Alberta

  T5J

  1B9
Web:

  www.edmontonatheists.ca
They

  provide

  community

  services

  (blood

  drives,

  and

  highway

  cleanup),

  and

  speaker

  presentations.

 
Truc

  Lam

  Monastery,

  Edmonton

  Buddhist

  Research

  Institute

 
Address:

  11328-97

  ST,

  Edmonton,

  Alberta

  T5G1X4
Tel:

  780-471-1093,

  Fax:

  780-471-5394,

  E-mail:

  info@truclam.ca,

  Web:

  http://truclam.ca/p118/
home
They

  provide

  meditation

  classes,

  and

  speaker

  presentations.


 

 


 

123

Disability

  and

  Accessibility

  Organizations
Alberta

  Committee

  of

  Citizens

  with

  Disabilities

 
106-10423

  178

  Street

  NW,

  Edmonton,

  AB,

  T5S

  1R5
Phone:

  780-488-9088,

  Toll

  Free:

  1-800-387-2514,

  accd@accd.net,

  www.accd.net
Their

  Disability

  Awareness

  Presentation

  Program

  provides

  the

  opportunity

  to

  meet

  a

  person

  with

 
a

  disability

  who

  will

  answer

  questions

  and

  explain

  what

  it

  is

  like

  to

  live

  with

  a

  disability.

  This

 
interaction

  helps

  to

  dispel

  fears

  and

  myths

  about

  people

  with

  disabilities,

  resulting

  in

  greater

 
understanding

  and

  support.

  Each

  year

  they

  make

  presentations

  to

  hundreds

  of

  students

  and

  other

 
interested

  individuals.
Canadian

  Mental

  Health

  Association

 

  Edmonton

  Region
Address:

  Transition

  Place,

  300-10010

  105

  Street

  NW,

  Edmonton,

  Alberta

  T5J

  1C4
Tel:

  780-414-6300,

  Fax:

  780-482-7498,

  Email:

  main@cmha-edmonton.ab.ca,

  Web:

  http://
edmonton.cmha.ca/
They

  provide

  support

  and

  public

  education

  on

  the

  important

  area

  of

  mental

  health.

  They

  have

  a

 
strong

  community

  education

  mandate

  and

  provide

  workshops,

  trainings,

  and

  speaker

 
presentations

  such

  as

  their

  Light

  Up

  Your

  Mind

  School

  Program

  designed

  for

  junior

  and

  senior

 
high

  schools.
Beyond

  great

  overall

  organizations

  like

  those

  above,

  your

  choice

  of

  relevant

  organizations

  may

 
depend

  on

  the

  specific

  type(s)

  of

  disabilities

  or

  challenges

  experienced

  by

  people

  in

  your

  school.

  A

 
variety

  of

  specific

  organizations

  are

  highlighted

  here.
Alberta

  Society

  for

  the

  Visually

  Impaired

 
11007

  Jasper

  Avenue

  NW,

  Suite

  178,

  Edmonton,

  AB

  T5K

  0K6
Phone:

  1-587-487-7612,

  Email:

  info@asviedmonton.org,

  www.asviedmonton.org
Autism

  Edmonton
Address:

  101,

  11720

  Kingsway

  Avenue,

  Edmonton,

  Alberta

  T5G

  0X5
Tel:

  780.453.3971,

  Email:

  autism@autismedmonton.org,

  Web:

  https://www.autismedmonton.org/
Brain

  Care

  Centre
Address:

  #229,

  10106

  111

  Ave,

  Edmonton,

  Alberta

  T5G

  0B4
Tel:

  780-477-7575,

  Toll

  Free:

  1-800-425-5552,

  Fax:

  780-474-4415,

  Email:

 
shamim@braincarecentre.com,

  Web:

  www.braincarecentre.com
Bridges

  Support

  Services

  (specializing

  in

  deaf

  and

  hard

  of

  hearing)

  you

  would

  need

  to

  hire

  an

 
interperter
Address:

  Commonwealth

  Building,

  9912

  -

  106

  Street

  NW,

  Edmonton,

  Alberta

  T5K

  1C5

 
Tel:

  780-428-6610,

  Email:

  cindy@bridgessupport.com,

  Web:

  www.bridgessupport.com
Canadian

  Hard

  of

  Hearing

  Association

  -

  Edmonton

  Branch

  (CHHA-ED)
Address:

  Commonwealth

  Building,

  #10,

  9912

  -

  106

  Street

  NW,

  Edmonton,

  Alberta

  T5K

  1C5
Tel:

  780-428-6622,

  Fax:

  780-420-6661,

  Email:

  cindy@bridgessupport.com,

  chha-ed@shaw.ca,

 
Web:

  www.chha-ed.com
They

  provide

  workshops,

  trainings,

  free

  ASL

  (American

  Sign

  Language)

  classes,

  speechreading/lipreading

  classes,

  scholarships,

  and

  speaker

  presentations.
Cerebral

  Palsy

  Association

  in

  Alberta
Address:

  17231

  105

  Avenue,

  Edmonton,

  Alberta

  T5S

  1H2
124

Tel:

  780-477-8030,

  Fax:

  780-471-0855,

  Email:

  info@cpalberta.com,

  Web:

  http://cpalberta.com/
Multiple

  Sclerosis

  Society

  of

  Canada,

  Edmonton

  and

  Capital

  Region

  Chapter
Address:

  #150,

  9405

  -

  50

  Street,

  Edmonton,

  Alberta

  T6B

  2T4
Tel:

  780-463-1190;

  780-471-3034,

  Fax:

  780-463-7298,

  Email:

  Katie.herzog@mssociety.ca,

  Web:

 
http://mssociety.ca/alberta/edmonton/
Tourette

  Syndrome

  Foundation,

  Edmonton

  Chapter
Address:

  PO

  Box

  4136,

  Stn.

  South

  Cro,

  Edmonton,

  Alberta

  T6E

  4T2
Tel:

  1-866-824-9764,

  Email:

  TSEdChapter@tagline.cc,

  Web:

  www.tsedmonton.com


 

 


 

125

Healthy

  Relationships

  Organizations
Compass

  Centre

  for

  Sexual

  Wellness
Address:

  #50,

  9912-106

  Street,

  Edmonton,

  Alberta

  T5K

  1C5
Tel:

  780.423.3737,

  Fax:

  780.425.1782,

  Email:

  info@compasscentre.ca,

  Web:

  http://
www.compasscentre.ca/home/
They

  provide

  free

  counselling

  services,

  speaker

  presentations,

  workshops,

  and

  trainings.
Safe

  and

  Caring

  -

  The

  Society

  for

  Safe

  and

  Caring

  Schools

  &

  Communities
Address:

  11010

  142

  Street,

  Edmonton,

  Alberta

  T5N

  2R1
Tel:

  780-822-1500,

  Email:

  bdavidson@safeandcaring.ca,

  Web:

  http://safeandcaring.ca/
They

  provide

  a

  ton

  of

  great

  online

  resources

  on

  issues

  related

  to

  diversity,

  bullying,

  sexual

 
harassment,

  healthy

  relationships,

  and

  more.
Sexual

  Assault

  Centre

  of

  Edmonton
Address:

  Suite

  205,

  14964

  -

  121A

  Avenue,

  Edmonton,

  Alberta

  T5V

  1A3
Tel:

  780-423-4102,

  T.T.Y.

  (Telephone

  Device

  for

  the

  Deaf):

  780-421-1482,

  Fax:

  780-421-8734,

 
Email:

 

  info@sace.ab.ca,

  Web:

  https://www.sace.ab.ca/
They

  provide

  counselling,

  workshops,

  trainings,

  speaker

  presentations,

  and

  on-line

  educational

 
material.
Wellness

  Network
Address:

  #400,

  10025

  -

  106

  St,

  Edmonton,

  Alberta
Tel:

  780-488-0851,

  Fax:

  780-488-1495,

  Email:

  info@wellnessnetworkedmonton.com,

  Web:

  http://
wellnessnetworkedmonton.com
The

  Wellness

  Network

  is

  a

  group

  of

  community

  partners

  working

  together

  to

  provide

  individuals

  or

 
families

  with

  as

  many

  options

  as

  we

  can

  to

  help

  achieve

  wellness.

 

  Anyone

  struggling

  with

 
addiction

  and/or

  mental

  health

  concerns

  will

  be

  able

  to

  make

  a

  choice

  about

  what

  option

  might

 
work

  best

  for

  them.

126

Sexuality

  and

  Gender

  Organizations
Camp

  fYrefly

 

  fYrefly

  in

  schools
Edmonton:

  FinSEdmonton@ualberta.ca;

  Calgary:

  FinSCalgary@ualberta.ca

www.fyrefly.ualberta.ca/fyreflyinschools

 
Camp

  fYrefly

  is

  Canada's

  only

  national

  leadership

  retreat

  for

  lesbian,

  gay,

  bisexual,

  trans-identified,

 
two-spirited,

  intersexed,

  queer,

  questioning,

  and

  allied

  youth.

  Based

  on

  Camp

  fYrefly,

  fYrefly

  in

 
Schools

  is

  an

  educational

  initiative

  developed

  to

  help

  reduce

  discrimination

  against

  sexual

  and

 
gender

  minority

  youth,

  increase

  awareness

  of

  the

  impacts

  of

  homophobia

  and

  transphobia,

  and

 
equip

  students

  with

  the

  tools

  they

  need

  to

  become

  effective

  allies

  for

  diversity,

  equity,

  and

  human

 
rights

  within

  their

  schools

  and

  communities.

  Experienced

  educators

  facilitate

  student-centered

  and

 
activity-based

  workshops

  with

  help

  from

  a

  youth

  peer

  education

  team.
myGSA.ca
www.mygsa.ca
MyGSA.ca

  is

  Canadas

  website

  for

  safer

  and

  inclusive

  schools

  for

  the

  lesbian,

  gay,

  bisexual,

  trans,

 
queer

  and

  questioning

  (LGBTQ)

  community.

  Whether

  youre

  LGBTQ

  or

  not

  youll

  find

  something

 
interesting

  and

  helpful

  on

  the

  site.

  Join

  the

  discussion,

  get

  the

  resources

  you

  need,

  and

  spread

  the

 
word!
OUTreach

 

  The

  University

  of

  Albertas

  Queer

  Social

  Group
Address:

  Student

  Union

  Building

  (SUB)

  0-68D,

  University

  of

  Alberta,

  Edmonton,

  Alberta
Email:

  outreach@ualberta.ca,

  Web:

  http://www.ualbertaoutreach.ca/
They

  provide

  speaker

  presentations.


 

 


 

127

Aboriginal

  Organizations
Alberta

  Aboriginal

  Relations

  web:

  www.aboriginal

  .alberta.ca

  There

  is

  a

  wide

  and

  varied

  range

 
of

  Aboriginal

  information

  resources

  relating

  to

  the

  nearly

  250,000

  First

  Nations,

  Mtis

  and

 
Inuit

  people

  in

  Alberta.

 
Alberta

  Native

  Friendship

  Centres

  Association

 
Address:

  10336

  -

  121

  Street

  NW,

  Edmonton,

  Alberta

  T5N

  1K8

 
Tel:

  780-423-3138,

  Fax:

  780-425-6277,

  Web:

 

  http://anfca.com/
They

  provide

  workshops

  and

  trainings.

 
Bent

  Arrow

  Traditional

  Healing

  Society
Address:

  Parkdale

  School,

  11648

 

  85

  Street,

  Edmonton,

  Alberta

  T5B

  3E5
Tel:

  780-481-3451,

  Fax:

  780-481-3509,

  E-Mail:

  reception@bentarrow.ca,

  Web:

  http://
bentarrow.ca/
They

  provide

  trainings

  and

  speaker

  presentations.
Edmonton

  Native

  Healing

  Centre
Address:

  #101,

  11813-123

  Street,

  Edmonton,

  Alberta

  T5L

  0G7
Tel:

  780-482-5522,

  Fax:

  780-482-5560,

  Email:

  info@e-nhc.org,

  Web:

 
www.edmontonnativehealingcentre.com/
They

  provide

  speaker

  presentations.
The

  Mtis

  Nation

  of

  Alberta
Address:

  100

  Delia

  Gray

  Building,

  11738

  Kingsway

  Avenue,

  Edmonton,

  Alberta

  T5G

  0X5
Tel:

  780-455-2200,

  Fax

  780-452-8946,

  Email:

  communications@metis.org,

  Web:

  http://
www.albertametis.com/MNAHome/Home.aspx
They

  provide

  scholarships,

  bursaries,

  awards,

  free

  online

  resources,

  human

  rights

  advocacies,

  and

 
speaker

  presentations.
Native

  Counselling

  Services

  of

  Alberta
Address:

  10975-

  124

  Street,

  Edmonton,

  Alberta

  T5M

  0H9
Tel:

  780-451-4002,

  Fax:

  780-428-0187,

  Email:

  info@ncsa.ca,

  Web:

  www.ncsa.ca
For

  45

  years,

  NCSA

  has

  assisted

  Aboriginal

  people

  gain

  fair

  and

  equitable

  access

  to

  the

  justice,

 
childrens

  services

  and

  corrections

  systems

  in

  Alberta.

  They

  provide

  free

  online

  resources

  and

 
documentaries,

  discussion

  guides,

  lesson

  plans,

  and

  research

  publications.

 

128

Anti-racism,

  and

  support

  for

  newcomers

 
Coalition

  for

  Equal

  Access

  to

  Education

  (focusing

  on

  ESL,

  immigration

  and

  ethnocultural

  diverse

 
students)
Address:

  915

  33

  Street

  NE,

  Calgary,

  Alberta

  T2A

  6T2
Tel:

  403-261-5939,

  Fax:

  403-262-8973,

  Email:

  info@eslaction.com,

  Web:

  http://eslaction.com/
This

  organization

  focuses

  on

  supporting

  English

  as

  a

  Second

  Language

  (ESL)

  learners

  within

  the

 
education

  system.

  They

  have

  a

  public

  education

  mandate

  and

  provide

  workshops,

  trainings,

  and

 
speaker

  presentations.
Edmonton

  Mennonite

  Centre

  for

  Newcomers
Address:

  11713

 

  82

  Street,

  Edmonton,

  Alberta

  T5B

  2V9
Tel:

  780-424-7709,

  Fax:

  780-424-7736,

  Email:

  info@emcn.ab.ca,

  Web:

  http://emcn.ab.ca/
Assists

  immigrants

  and

  refugees

  coming

  to

  the

  Edmonton

  area

  in

  achieving

  full

  participation

  in

  the

 
community

  as

  well

  as

  contributing

  their

  experiences

  and

  skills

  to

  strengthen

  and

  enrich

  the

  lives

  of

 
all

  Canadians.

  They

  provide

  workshops,

  trainings,

  and

  speaker

  presentations.
Hate

  and

  Bias

  Crime

  Initiative:

  Edmonton

  Police

  Service

  phone:

  780-423-4567
www.edmontonpolice.ca.

  The

  Hate

  and

  Bias

  Crime

  Initiative

  advocates

  for

  a

  safe

  and

  inclusive

 
environment

  for

  our

  diverse

  and

  multicultural

  society.

  The

  initiative

  is

  committed

  to

  building

  a

 
framework

  to

  manage

  issues

  and

  prevent

  occurrences

  involving

  hate.

  The

  Edmonton

  Police

  Service

 
also

  has

  a

  longstanding

  LGBT

  Liaison

  Committee

  that

  has

  been

  actively

  working

  to

  develop

 
community

  responsive

  policing

  policies,

  programs

  and

  services.
Changing

  Together

 

  A

  Centre

  for

  Immigrant

  Women
Address:

  3rd

  Floor,

  9538

  -

  107

  Avenue,

  Edmonton,

  Alberta

  T5H

  0T7
Tel:

  780-421-0175,

  Fax:

  780-426-2225,

  Email:

  info@changingtogether.com,

  Web:

 
www.changingtogether.com
They

  provide

  workshops,

  trainings,

  and

  speaker

  presentations.
Indo-Canadian

  Womens

  Association
Address:

  9342

  34

  Avenue

  NW,

  Edmonton,

  Alberta

  T6E

  5X8
Tel:

  780-490-0477,

  Fax:

  780-490-0478,

  Email:

  info@icwaedmonton.org,

  Web:

  http://
icwaedmonton.org/.

  They

  provide

  services

  to

  recent

  women

  immigrants

  from

  India,

  and

  have

  a

 
variety

  of

  resources

  online

  regarding

  cultural

  integration

  and

  preventing

  violence

  against

  women.

 


 

 


 

129

Host a Presentation at Your School!

JHC

  Workshops

 
Since

  the

  John

  Humphrey

  Centres

  goal

  is

  to

  spread

  awareness

  about

  peace

  and

  human

  rights,

  we

 
offer

  a

  spectrum

  of

  workshop

  themes

  and

  topics

  that

  help

  us

  explore

  these

  principles.

 
Our

  interactive

  and

  hands-on

  workshops

  focus

  on

  themes

  such

  as

  celebrating

  diversity,

  children

 
and

  war,

  child

  labour

  and

  poverty,

  communication

  and

  cooperation,

  conflict

  resolution,

 
constructing

  peace,

  disabilities,

  discrimination,

  gender

  equality,

  human

  rights

  and

  the

 
environment,

  LGBTQ

  rights,

  power

  and

  privilege,

  stereotypes,

  and

  (un)fairness,

  all

  through

  a

 
human

  rights

  lens.

  In

  fact,

  many

  of

  the

  activities

  and

  games

  that

  are

  embedded

  throughout

  this

 
F2BY

  manual

  have

  been

  adopted

  from

  the

  JHCs

  Rights

  in

  Play

  program.

  So

  if

  you

  enjoyed

  some

  of

 
the

  activities

  from

  this

  manual,

  feel

  free

  to

  contact

  us

  to

  learn

  more

  about

  other

  opportunities

  to

 
engage

  in

  human

  rights

  education

  in

  a

  fun

  and

  interactive

  way!

  We

  also

  run

  the

  blanket

  activity

 
which

  takes

  participants

  through

  the

  journey

  and

  impact

  of

  colonization

  in

  Canada.
The

  John

  Humphrey

  Centre

  for

  Peace

  and

  Human

  Rights

  can

  also

  cater

  a

  session

  to

  your

  school

  or

 
organizations

  specific

  interests,

  so

  please

  contact

  us

  at

  free2beyouth@jhcentre.org

  if

  you

  would

 
like

  to

  learn

  more

  about

  what

  we

  have

  to

  offer!

 

INspired

  Workshops
INspired

  has

  a

  number

  of

  presentations

  and

  workshops

  that

  can

  be

  tailored

  to

  the

  specific

  needs

 
of

  your

  school

  or

  organization.

 

 
Examples

  of

  presentations:
Understanding

  Non-Verbal

  Communication:

  An

  Intro

  to

  Alternative

  Communication
Stories

  of

  Inclusion:

  Peer

  Perspectives

 
Including

  Samuel:

  Film

  Screening

  and

  panel

  discussion

  with

  INspired
Paula

  Kluths

  Youre

  Going

  to

  Love

  This

  Kid

  Professional

  Development

  Workshop
If

  you

  have

  a

  specific

  topic

  you

  would

  like

  INspired

  to

  customize

  a

  workshop

  on,

  please

  let

  us

 
know!

  Contact

  renee@inspired-youth.ca

  to

  register

  and

  for

  more

  info!

130

Glossary of Terms
Ableism:

  An

  action

  or

  institutional

  practice

  which

  normalizes

  certain

  bodies

  and

  abilities,

  leading

  to

  barriers

 
to

  full

  participation

  for

  people

  who

  fall

  outside

  of

  this

  "normal"

  standard.
Aboriginal:

  This

  is

  an

  amalgamating

  term

  that

  should

  be

  used

  only

  as

  an

  adjective

  to

  describe

  individuals

  or

 
mixed

  groups

  of

  First

  Nations,

  Metis

  or

  Inuit

  people.

  The

  term

  has

  been

  wrongly

  used

  by

  the

  news

  media

  as

  a

 
noun,

  as

  in

  The

  Aboriginals

  are

  The

  proper

  usage

  is

  The

  Aboriginal

  peoples

  are
Ally:

  A

  person,

  regardless

  of

  his

  or

  her

  sexual

  orientation

  or

  gender

  identity,

  who

  supports

  and

  stands

  up

  for

 
the

  human

  and

  civil

  rights

  of

  Lesbian,

  Gay,

  Bisexual,

  Transgender,

  Transsexual,

  Two

  Spirit,

  Intersex,

  Queer,

 
and

  Questioning

  (LGBTTT-SIQ)

  people.
Anti-Oppression:

  Strategies,

  theories,

  and

  actions

  that

  challenge

  existing

  unjust

  power

  structures

  in

  society.
Anti-Racism:

  Confronting

  the

  inequalities

  and

  injustices

  produced

  as

  a

  result

  of

  racism.
Assimilation:

  This

  is

  a

  process

  resulting

  in

  the

  adoption

  of

  the

  main

  attributes

  (such

  as

  language,

  dress,

 
customs,

  attitudes,

  values

  and

  lifestyle)

  of

  the

  dominant

  culture.

  The

  process

  results

  in

  the

  loss

  of

  ones

  own

 
distinctive

  ethnic

  and

  cultural

  identity.
Atheist:

  An

  individual

  who

  does

  not

  believe

  in

  the

  existence

  of

  a

  God/gods/supreme

  being.
Berdache:

  This

  term

  was

  originally

  adopted

  by

  European

  colonizers

  to

  refer

  to

  Aboriginal

  individuals

  who

  did

 
not

  seem

  to

  fit

  conventional

  European

  definitions

  of

  gender

  and

  sex

  roles.

  The

  term

  usually

  refers

  to

 
Indigenous

  people

  who

  are

  lesbian,

  gay

  and

  bisexual,

  but

  is

  considered

  a

  negative

  and

  derogatory

  term,

  and

 
so

  has

  been

  replaced

  by

  the

  term

  Two

  Spirit.
Bisexual:

  Someone

  who

  is

  physically

  and

  emotionally

  attracted

  to

  people

  of

  both

  the

  same

  and

  opposite

 
sexes

  to

  their

  own

  sex.
Bullying:

  A

  repeated

  pattern

  of

  unprovoked,

  aggressive

  behaviors

  (physical,

  verbal

  or

  psychological)

  carried

 
out

  by

  an

  individual

  or

  group

  that

  results

  in

  harm

  or

  hurt;

  always

  unwelcome,

  unwanted

  and

  uncomfortable

 
to

  the

  person(s)

  against

  whom

  it

  is

  directed.
Class:

  A

  persons

  position

  in

  society

  based

  on

  income-level,

  education,

  or

  employment.
Classism:

  Persistent

  inequality

  on

  the

  basis

  of

  social

  and

  economic

  class;

  class

  oppression

  and

  marginalization

 
are

  affected

  by

  factors

  such

  as

  race,

  gender,

  sexuality

  and

  ability.
Coming

  out:

  The

  process

  through

  which

  lesbian,

  gay,

  bisexual,

  transgendered,

  and

  transsexual

  people

 
recognize

  their

  sexual

  preferences

  and

  differences

  and

  integrate

  this

  knowledge

  into

  their

  personal

  and

 
social

  lives;

  the

  act

  of

  disclosure

  to

  others,

  as

  in

  I

  just

  came

  out

  to

  my

  parents.

  Coming

  out

  is

  a

  complex,

 
selective

  and

  ongoing

  process.
Conflict

  mediation:

  Finding

  a

  way

  to

  sort

  out

  a

  problem

  or

  conflict

  between

  two

  or

  more

  people

  or

  groups

 
with

  the

  help

  of

  a

  person

  or

  group

  who

  can

  listen

  and

  suggest

  a

  compromise

  without

  being

  biased

  or

 
judgemental.
Cross-cultural

  conflict

  mediation:

  Finding

  a

  way

  to

  sort

  out

  a

  problem

  or

  conflict

  between

  two

  or

  more

 
people

  or

  groups

  that

  was

  either

  caused

  by

  cultural

  differences,

  or

  is

  more

  difficult

  to

  resolve

  because

  of

 
cultural

  differences.

  A

  cross-cultural

  mediator

  is

  someone

  who

  can

  listen

  and

  suggest

  a

  compromise

  without

 
being

  biased

  or

  judgemental.


 

 


 

131

Cultural

  appropriation:

  Knowingly

  or

  unknowingly

  using

  or

  commodifying

  elements

  of

  another

  culture

  in

 
ways

  that

  would

  not

  necessarily

  be

  acceptable

  to

  a

  person

  belonging

  to

  that

  culture-

  e.g.

  symbols,

  art,

 
language,

  customs,

  clothing

  etc.

  -

  without

  always

  understanding

  the

  value

  of

  these

  elements.

  It

  grows

  out

  of

 
the

  assumption

  of

  a

  dominant

  cultures

  right

  to

  take

  from

  other

  cultures.
Culture:

  The

  system

  of

  beliefs,

  values,

  attitudes,

  behaviors,

  customs,

  and

  traditions

  that

  a

  group

  of

  people

 
associate

  with.
Disability:

  a

  physical

  or

  mental

  condition

  that

  limits

  a

  person's

  movements,

  senses,

  or

  activities.

  Disabilities

 
can

  be

  acquired

  or

  developmental.
Discrimination:

  Actions

  or

  behaviors

  carried

  out

  based

  on

  generalizations

  about

  a

  group

  of

  people

  that

 
negatively

  affect

  that

  group

  of

  people.
Equity:

  Equity

  recognizes

  the

  need

  to

  provide

  greater

  attention

  and

  guidance

  to

  some.

  Resource

  allocation

 
may

  not

  be

  equal

  as

  a

  result.

  The

  outcome

  of

  equity

  practices

  is

  that

  all

  students

  have

  an

  equal

  opportunity

 
to

  succeed

  because

  individual

  differences

  have

  been

  taken

  into

  account.
Ethnocentrism:

  Exists

  when

  communities

  are

  heavily

  influenced

  by

  one

  particular

  ethnic

  group

  in

  a

 
detrimental

  way.

  Members

  of

  the

  group

  intentionally

  impose

  their

  understanding

  of

  reality

  and

  ideas

  onto

 
everyone

  in

  the

  community

  thus

  causing

  people

  who

  are

  not

  members

  of

  the

  dominant

  culture

  to

  feel

 
uncomfortable,

  unwelcome,

  and

  oppressed.
Female

  and

  male:

  Categories

  given

  to

  individuals

  based

  on

  their

  anatomy.

  Intersex

  is

  also

  a

  category

  which

 
individuals

  may

  identify

  themselves

  as.
First

  Nations:

  The

  people

  living

  in

  the

  Americas

  and

  Australia

  before

  colonization,

  and

  their

  descendants.

  This

 
term

  is

  generally

  preferred

  over

  Native

  or

  Indian.
Gay:

  Someone

  who

  is

  physically

  and

  emotionally

  attracted

  to

  other

  individuals

  of

  the

  same

  sex.

  Gay

  can

  be

 
used

  to

  refer

  to

  both

  males

  and

  females,

  or

  just

  males.
Gender:

  Gender

  denotes

  a

  social,

  cultural,

  or

  psychological

  condition,

  as

  opposed

  to

  that

  of

  biological

  sex.

 
Some

  people

  do

  not

  have

  a

  gender

  identity

  that

  corresponds

  to

  their

  biological

  sex,

  namely

  transgender,

 
transsexual,

  intersex,

  and

  queer

  individuals.
Gender

  Expression:

  How

  people

  present

  their

  own

  sense

  of

  gender

  to

  society.

  Your

  gender

  identity

  is

  what

 
you

  know

  yourself

  to

  be

  and

  your

  gender

  expression

  is

  how

  you

  present

  or

  show

  your

  gender

  to

  the

  world

 
and

  how

  your

  gender

  is

  understood

  by

  the

  world.
Gender

  Identity:

  This

  is

  a

  persons

  internal

  sense

  of

  being

  male,

  female,

  both

  or

  neither.
Genderqueer

  (ambigender):

  A

  label

  for

  individuals

  whose

  gender

  identity

  is

  fluid

  and

  falls

  outside

  the

 
dominant

  male/female

  gender

  binary.

  Some

  trans-identified

  or

  genderqueer

  individuals

  may

  choose

  to

  use

 
gender-neutral

  pronouns

  such

  as

  hir

  or

  ze.
Gender

  Variant/Diverse:

  This

  refers

  to

  a

  persistent

  feeling

  of

  dissonance

  between

  ones

  internal

  sense

  of

 
gender

  (gender

  identity)

  and

  anatomical

  or

  assigned

  sex,

  which

  oftentimes

  causes

  stress

  and

  discomfort.
Heterosexism:

  An

  overt

  or

  implied

  bias

  against

  homosexuality,

  stemming

  from

  the

  belief

  that

  heterosexuality

 
is

  superior

  or

  the

  only

  acceptable

  form

  of

  sexual

  expression.
Heterosexual:

  Someone

  who

  is

  sexually

  and

  emotionally

  attracted

  to

  people

  of

  the

  opposite

  sex.

  Straight

  is

 
another

  term

  used

  to

  describe

  heterosexuals.
Homophobia:

  The

  fear

  of,

  aversion

  to,

  or

  discrimination

  against

  homosexuality

  or

  homosexuals.

  It

  can

  also

 
mean

  hatred,

  hostility,

  or

  disapproval

  of

  homosexual

  people,

  sexual

  behavior,

  or

  cultures.

132

Homosexual:

  Someone

  who

  is

  sexually

  and

  emotionally

  attracted

  to

  other

  individuals

  of

  the

  same

  sex.
Immigrant:

  Anyone

  who

  is

  born

  outside

  of

  Canada

  and

  who

  comes

  to

  Canada

  seeking

  family

  reunification

  or

 
economic

  opportunities.
Inclusive

  Education:

  Inclusive

  education

  means

  that

  all

  students

  attend

  and

  are

  welcomed

  by

  their

 
neighborhood

  schools

  in

  age-appropriate,

  regular

  classes

  and

  are

  supported

  to

  learn,

  contribute,

  and

 
participate

  in

  all

  aspects

  of

  the

  life

  of

  the

  school.
Indian:

  This

  is

  a

  sensitive

  term

  that

  can

  be

  difficult

  to

  use,

  given

  its

  often

  derogatory

  or

  stereotyping

  usage.

 
The

  term

  is

  used

  to

  define

  indigenous

  people

  under

  Canadas

  Indian

  Act

  (1985)

  and

  is

  part

  of

  the

  name

  of

 
the

  federal

  department

  dealing

  with

  Aboriginal

  affairs

 

  the

  Department

  of

  Indian

  and

  Northern

  Affairs.

  In

 
general,

  it

  can

  appropriate

  to

  use

  the

  term

  Indians

  or

  Indian

  peoples

  when

  referring

  to

  something

  true

  for

  all

 
Indian

  peoples,

  regardless

  of

  legal

  status.

  However,

  when

  the

  term

  Indian

  is

  used

  inappropriately,

  it

  can

 
imply

  that

  indigenous

  peoples

  of

  the

  Americas

  are

  the

  same

  culturally,

  politically,

  and

  historically.

  Also,

  it

  is

 
an

  inaccurate

  description

  of

  who

  Aboriginal

  people

  really

  are.
Indigenous

  Peoples:

  SAC

  defines

  indigenous

  peoples

  as

  the

  original

  people

  in

  any

  region

  on

  the

  planet.

  The

 
term

  is

  usually

  used

  when

  referring

  to

  Aboriginal

  peoples

  in

  an

  international

  context.
Institutional

  Racism:

  Includes

  laws,

  customs,

  and

  practices

  that

  reflect

  and

  foster

  racial

  inequality

  and

  this

  can

 
originate

  and

  be

  perpetuated

  through

  a

  variety

  of

  intentional

  and

  unintentional

  sources

  (e.g.

  within

  the

 
education

  system,

  the

  legal

  system,

  etc.).
Intersex:

  According

  to

  SAC,

  this

  is

  a

  general

  term

  used

  for

  a

  variety

  of

  conditions

  in

  which

  a

  person

  is

  born

 
with

  reproductive

  or

  sexual

  anatomy

  that

  may

  include

  physical

  characteristics

  of

  both

  sexes

  or

  doesnt

  seem

 
to

  fit

  the

  typical

  definitions

  of

  female

  or

  male.

  (Transgender

  individuals

  gender

  identities

  may

  not

  conform

  to

 
the

  female

  or

  male

  anatomies

  they

  are

  born

  with

  and

  they

  may

  therefore

  experience

  issues/tensions

 
surrounding

  their

  gender

  identity.

  Intersex

  individuals,

  on

  the

  other

  hand,

  experience

  issues

  surrounding

 
their

  atypical

  physical

  anatomy

  as

  opposed

  to

  their

  gender

  identity).

  Intersex

  individuals

  rarely

  identify

 
themselves

  as

  transgender

  or

  transsexual

  and

  instead

  typically

  identify

  as

  male

  or

  female

  or

  neither.
Inuit:

  Inuit

 

  Inuktitut

  for

  the

  people

 

  are

  a

  group

  of

  Aboriginal

  peoples,

  the

  majority

  of

  whom

  inhabit

 
the

  northern

  regions

  of

  Canada

  (and

  some

  other

  northern

  countries).

  An

  Inuit

  person

  is

  known

  as

  an

  Inuk.

 
Lesbian:

  A

  woman

  who

  is

  attracted

  sexually

  and

  emotionally

  to

  other

  females.
LGBTI:

  An

  acronym

  used

  to

  refer

  to

  lesbian,

  gay,

  bisexual,

  transgender,

  and

  intersexed

  persons.

  Sexual

 
minority

  is

  an

  umbrella

  term

  used

  to

  describe

  these

  individuals.
LGBTQ:

  An

  acronym

  used

  to

  refer

  to

  lesbian,

  gay,

  bisexual,

  transgender,

  and

  queer

  persons.
Marginalized:

  A

  word

  to

  describe

  people

  who

  have

  a

  less

  advantaged

  position

  in

  society

  because

  of

  their

 
race,

  class,

  age,

  gender,

  sexuality,

  ability,

  or

  some

  other

  aspect

  of

  their

  identity.

  As

  a

  result,

  individuals

  who

 
are

  marginalized

  often

  feel

  alienated

  and

  excluded

  from

  dominant

  culture.
Mtis:

  Mtis

  people

  are

  of

  mixed

  European

  and

  First

  Nations

  ancestry

  beginning

  with

  the

  fur

  trade

  in

  early

 
Canadian

  history.

  According

  to

  the

  Indian

  Act,

  some

  people

  of

  Aboriginal

  ancestry

  may

  not

  be

  registered

  as

 
Indians

 

  this

  is

  the

  case

  with

  the

  Mtis,

  which

  makes

  them

  especially

  unique.

  In

  fact,

  the

  Canadian

 
government

  did

  not

  sign

  treaties

  or

  established

  reserves

  with

  the

  Mtis;

  rather,

  the

  Mtis

  were

  allotted

  land

 
scrip

  in

  the

  prairie

  provinces,

  the

  Yukon,

  and

  parts

  of

  the

  Northwest

  Territories.
Multiculturalism:

  In

  Canada,

  multiculturalism

  is

  honored

  through

  the

  official

  policy

  of

  living

  together

  with

 
differences.

  Multiculturalism

  itself

  embraces

  ethnic

  and

  cultural

  diversity

  in

  our

  societies.
Native:

  Native

  is

  used

  to

  refer

  to

  all

  Aboriginal

  groups,

  regardless

  of

  legal,

  historical

  or

  political

  distinctions.

 
Because

  the

  term

  also

  refers

  to

  any

  person

  who

  is

  born

  in

  a

  country,

  it

  can

  be

  misleading.

  The

  term

  Native

 


 

 


 

133

American

  usually

  includes

  all

  peoples

  indigenous

  to

  the

  western

  hemisphere

  (the

  Americas),

  though

 
sometimes

  is

  used

  to

  only

  refer

  to

  those

  living

  the

  United

  States.
Newcomer:

  Someone

  who

  is

  an

  immigrant

  or

  refugee

  (the

  children

  of

  newcomer

  families

  would

  be

 
considered

  first

  generation

  in

  Canada).
Non-Status

  Indians:

  Prior

  to

  1985,

  the

  Indian

  Act

  allowed

  for

  the

  removal

  of

  Indian

  status

  and

  rights

  from

 
registered/status/treaty

  Indians.

  Removal

  of

  status

  occurred

  when

  Indian

  women

  married

  non-Indian

  men.

 
Other

  Indian

  people

  who

  are

  non-status

  Indians

  include

  those

  who

  were

  never

  registered

  or

  persons

  who

 
had

  been

  allotted

  Mtis

  land

  scrip.
Oppression:

  Socially

  and

  historically

  built

  inequalities

  and

  injustices

  that

  are

  ingrained

  in

  our

  systems,

 
institutions

  and

  process.

  These

  inequalities

  and

  injustices

  are

  supported

  and

  continued

  by

  policies,

 
institutions,

  systems

  and

  processes

  in

  society

  and

  allow

  certain

  groups

  to

  dominate

  over

  other

  groups.

  It

  can

 
also

  show

  up

  as

  unconscious

  assumptions

  of

  well-meaning

  people

  in

  daily

  interactions

  which

  are

  supported

 
by

  the

  media

  and

  cultural

  stereotypes

  as

  well

  as

  by

  institutions

  such

  as

  schools,

  governments,

  companies,

 
organizations,

  etc.

  Some

  define

  oppression

  simply

  as

  prejudice

  plus

  power.
Patriarchy:

  A

  system

  that

  privileges

  men

  over

  women,

  and

  also

  men

  over

  other

  men

  as

  a

  hegemonic

  gender

 
order

  imposed

  through

  individual

  and

  collective

  behaviors

  and

  institutions.

  Within

  it,

  gender

  interacts

  with

 
other

  attributes

  such

  as

  ethnicity,

  race,

  power

  and

  social

  class.
Power:

  The

  meaning

  of

  power

  varies

  depending

  on

  the

  specific

  situation.

  In

  different

  times

  and

  places

  it

  can

 
mean:
a) Control

  over

  and/or

  access

  to

  government

  owned/sponsored

  institutions

  (i.e.

  systems,

  agencies,

 
resources,

  processes,

  structures

  etc.).
b) Defining

  what

  is

  considered

  normal,

  and

  convincing

  others

  that

  this

  is

  true.
c) Being

  able

  to

  decide

  what

  you

  want

  and

  take

  action

  accordingly.
d) Being

  able

  to

  take

  action.
Prejudice:

  A

  positive

  or

  negative

  assumption,

  generalization

  or

  pre-judgment

  about

  a

  group

  of

  people

  which

 
may

  be

  based

  on

  stereotypes.
Privilege:

  Refers

  to

  the

  rights,

  control,

  access

  to

  services,

  opportunities,

  products

  and

  other

  forms

  of

  power

 
that

  all

  members

  belonging

  to

  a

  dominant

  group

  have

  because

  of

  their

  identity.

  Those

  with

  privilege

  do

  not

 
necessarily

  know

  that

  they

  have

  it,

  but

  are

  still

  at

  an

  advantage

  over

  those

  without

  it.

  While

  many

  aspects

  of

 
our

  lives

  we

  consider

  common

  basic

  rights,

  when

  others

  are

  denied

  them,

  these

  basic

  rights

  become

 
privileges.
Queer:

  Once

  a

  negative

  term

  used

  to

  describe

  those

  who

  did

  not

  meet

  societal

  norms

  of

  sexual

  behavior,

 
queer

  is

  now

  used

  by

  many

  LGBTI

  or

  LGBTQ

  people

  to

  describe

  themselves.
Race:

  Race

  is

  used

  to

  describe

  a

  group

  of

  people

  who

  share

  the

  same

  physical

  characteristics

  such

  as

  skin

 
color,

  hair

  color,

  eye

  shape,

  etc.

  It

  is

  critical

  to

  note

  that

  this

  is

  a

  socially

  constructed

  term

  and

  not

  a

  scientific

 
one,

  as

  there

  is

  just

  as

  much

  genetic

  difference

  within

  races

  as

  between

  them,

  and

  their

  definitional

 
boundaries

  are

  continually

  shifting.

  For

  example,

  the

  definition

  of

  white

  has

  changed

  over

  generations

  in

 
Canada

  to

  include

  different

  nationalities

  or

  ethnic

  groups

  previously

  labelled

  otherwise.
Racism:

  The

  belief

  that

  people

  of

  different

  ethnicities

  have

  inherent

  and

  different

  qualities

  and

  abilities,

 
based

  on

  the

  erroneous

  conception

  of

  ethnicity

  as

  the

  existence

  of

  genetically

  different

  biological

  human

 
races.

  Also,

  the

  ability

  to

  act

  on

  such

  faulty

  premises

  and

  establish

  social

  structures

  and

  institutions

  that

 
promote

  a

  system

  of

  advantage

  based

  on

  racial

  superiority.
Reclaimed

  Language:

  Taking

  terms

  or

  symbols

  that

  have

  been

  used

  in

  a

  derogatory

  fashion

  and

  using

  them

 
in

  a

  positive

  way

  to

  name

  ones

  self

  or

  ones

  experience.

  In

  the

  same

  way

  that

  it

  is

  offensive

  for

  white

  people

 
to

  use

  reclaimed

  racist

  words,

  it

  is

  offensive

  for

  heterosexuals

  to

  use

  reclaimed

  homophobic

  language.
Refugee:

  Refugees

  make

  up

  one

  kind

  of

  immigrant

  population.

  Refugees

  are

  individuals

  who

  leave

  a

  country

 
in

  order

  to

  flee

  dangerous

  circumstances

  and/or

  persecution.

134

Reinstated

  Status

  Indian:

  Because

  the

  law

  on

  Indian

  status

  was

  challenged

  on

  constitutional

  grounds

  (it

  was

 
discriminatory),

  on

  April

  17,

  1985,

  an

  amendment

  to

  the

  Indian

  Act

  allowed

  non-status

  Indians

  to

  regain

 
their

  status

  on

  the

  Indian

  Register.

  To

  regain

  status,

  Aboriginal

  people

  were

  required

  to

  make

  application

  to

 
specific

  bands,

  usually

  the

  band

  from

  which

  they

  were

  disenfranchised,

  to

  regain

  band

  membership.

 
Reinstated

  status

  Indians

  are

  referred

  to

  as

  status

  Indians

  after

  being

  re-enfranchised.
Sex:

  Refers

  to

  a

  persons

  physical

  anatomy

  and

  genetics

  to

  determine

  whether

  the

  individual

  is

  male

  or

 
female.
Sexism:

  An

  action

  or

  institutional

  structure

  which

  subordinates

  or

  limits

  persons

  on

  the

  basis

  of

  sex.
Sexual

  minority:

  is

  an

  umbrella

  term

  used

  to

  describe

  these

  individuals.
Sexual

  Orientation:

  This

  term

  is

  used

  to

  describe

  an

  individuals

  sexual,

  psychological,

  and

  emotional

  feelings

 
of

  attraction

  and

  affiliation

  towards

  another

  person.

  Lesbian,

  gay,

  heterosexual,

  bisexual,

  and

  asexual

 
describe

  sexual

  orientations

  more

  specifically.

  Sexual

  orientation

  is

  separate

  from

  gender

  identity.

  For

 
example,

  transgender

  individuals

  may

  be

  straight,

  gay,

  bisexual

  or

  even

  asexual.
Status

  Indians:

  Indians

  registered

  under

  the

  Indian

  Act.

  The

  Act

  determines

  who

  is

  a

  status

  Indian.
Transgendered:

  A

  transgendered

  person

  is

  someone

  whose

  gender

  identity,

  outward

  appearance,

 
expression,

  and/or

  anatomy

  do

  not

  fit

  into

  conventional

  expectations

  of

  male

  or

  female.
Transsexual:

  A

  transgendered

  person

  who

  has

  had

  treatments

  to

  alter

  the

  sex

  of

  his/her

  body.
Treaty

  Indians:

  Treaty

  Indians

  are

  Indians

  belonging

  to

  a

  First

  Nation

  whose

  ancestors

  signed

  a

  treaty

  with

  the

 
Crown

  and

  as

  a

  result

  are

  entitled

  to

  treaty

  benefits.
Two-spirited:

  Some

  Aboriginal

  people

  identify

  themselves

  as

  two-spirited

  rather

  than

  as

  lesbian,

  gay,

 
bisexual,

  transgendered,

  or

  transsexual.
Visible

  Minority:

  People

  who

  have

  physical

  characteristics

  that

  differ

  from

  the

  majority

  of

  the

  population.
Xenophobia:

  A

  fear

  of

  strangers

  or

  of

  anyone

  who

  is

  considered

  to

  be

  outside

  of

  the

  dominant

  group

  in

 
society.


 

 


 

135

References
Alberta

  Education

  http://education.alberta.ca

 
Albertas

  Social

  Policy

  Framework

  http://socialpolicyframework.alberta.ca/

 
Canada

  Red

  Cross

  -

  Healthy

  Youth

  Relationships

  Program

  http://www.redcross.ca
Community

  Inclusion

  Initiative:

  http://communityinclusion.ca/

  Everyday

 
Democracy

  (2011).

  Where

  do

  you

  stand?

 
Institute

  for

  Sexual

  Minority

  Studies

  and

  Services

  www.ismss.ualberta.ca
Kids

  Together

  www.kidstogether.org

 
Safe

  and

  Caring:

  http://www.safeandcaring.ca
The

  Centre

  for

  Inclusive

  Education:

  http://www.edu.uwo.ca/inclusive_education/

Free2BeYOUth 2015

136136



 

Special thanks goes to...

...all

  of

  our

  friends

  and

  colleagues

  who

  contributed

  their

  experiences

  and

  expertise

  to

  the

 
development

  of

  this

  program,

  we

  thank

  you

  from

  the

  bottom

  of

  our

  hearts.

 

  Inclusion

  cannot

 
happen

  without

  the

  collective

  efforts

  of

  all

  of

  us

  within

  the

  community

  and

  this

  program

  is

  a

 
testament

  to

  those

  collective

  efforts.

 

  A

  special

  shout

  out

  to

  Rene

  Vaugeois,

  Carrie

  Malloy,

 
Richard

  Bruneau,

  Rene

  Laporte,

  Nathan

  Devlin,

  Freda

  Maideen,

  Parker

  Leflar,

  Alexis

  Hillyard,

  the

 
JHC

  and

  the

  INspired

  youth,

  Camp

  fYrefly

  and

  iSMSS

  for

  your

  support

  and

  your

  contributions

  to

 
this

  resource

  manual.

  Thank

  you

  to

  Rob

  Devlin

  for

  designing

  the

  first

  edition

  of

  the

  manual!

137