In other sections, we mention interesting examples of new educational materials
produced in Canada in the past six years, including print, video, and on-line resources. In this section we report only on the efforts of educational authorities to ensure that
educational materials satisfy the principles of the 1995 Declaration on Education for Peace, Human Rights and Democracy. The Declaration calls for textbooks and teaching materials offering different perspectives on a given subject and emphasizing the national or cultural background against which they are written, based on scientific findings and free of negative stereotypes and distorted views of the “other.”
Education ministries of Canadian provinces and territories, as well as teachers’
associations, have developed guidelines for textbooks and teaching materials that respond well to these principles. In some cases, they have also developed proactive materials for teachers that help them to integrate these principles actively in the classroom. In many cases, these predate the Declaration. Here are some examples:
PROVINCES AND TERRITORIES
British Columbia
British Columbia’s Centre for Curriculum, Transfer and Technology (CCTT) provides another interesting example of a proactive approach to instilling inclusive and
international dimensions into curriculum materials. The CCTT works with postsecondary institutions in developing curricula which provide students with the knowledge, skills and attitudes which enable them to live and work as citizens in a diverse world. The Centre’s diversity, inclusion and internationalization curriculum products in many fields have been developed in partnership with the Ministry of Advanced Education, Training and
Technology, the province’s postsecondary institutions and the public and private sectors.
The products include handbooks, curriculum outlines, annotated bibliographies and learning resource materials in many subject areas. Detailed information on products that illustrate a variety of ways that inclusive and international dimensions have been
incorporated in postsecondary education curricula in British Columbia are provided on the Centre’s Web site: http://www.ctt.bc.ca/curric/diversity/.
Manitoba
All learning resources that are identified for use by teachers in the province of Manitoba undergo a rigorous screening process with respect to social considerations. Teams of educators review learning resources for appropriateness, not just with respect to curricular fit, but appropriateness in terms of the following social considerations:
• People of all ages are represented positively
• Fair balance and equity of gender roles are portrayed
• Resource is free from cultural, racial and ethnic stereotypes/biases
• Diverse beliefs, customs and language use are accurately portrayed
• Diversity of Western Canadian society, including a variety of First Nations, Inuit and Métis are accurately portrayed
• References to religious beliefs are appropriate and balanced
• References to political topics are appropriate and balanced
• References to people with disabilities are included and appropriate
• References to people from a variety of social and economic situations are present
• Inclusive language is used
• Unnecessary portrayals of violence have been avoided
• Controversial issues are presented appropriately representing various viewpoints on the issue
• Material has Canadian content (author, language usage, Canadian spelling, literature, visuals, statistics, information, examples of achievement and people)
• Demonstrates a consensus-based decision-making process that details a
sustainable process of integrating and balancing the economy, the environment, and society
New Brunswick
All resources approved for use in the classroom are subject to review by educators within the province.
Checklists for Detecting Bias and Stereotyping in Instructional Materials, prepared by the New Brunswick Department of Education, is a document designed to assist those responsible for designing, writing, editing, publishing, and selecting materials for the classroom. The document consists of a checklist and questions dealing with bias and stereotyping both in general and in specific subject areas.
A human rights conference sponsored by the Department of Education, to be held in 2001, will include a full-day focus on literature and the media. It will include sessions on:
deconstructing text and choosing appropriate literature; gender issues in literature and the media; and First Nations and multicultural awareness in literature and the media.
Newfoundland and Labrador
Policy guidelines governing textbook selection provide direction in the identification of learning resources. Program Development Specialists perform an intense scrutiny of resources with very specific criteria when screening books to ensure the highest quality product reaches the hands of students. This learning resources screening instrument has been in use for several years.
Ontario
The Ministry of Education has demonstrated a continuing concern about the quality of learning resources available for selection and acquisition by Ontario district school boards.
Comprehensive learning resources must meet specific eligibility and evaluation criteria prior to listing for purchase by district school boards. One criterion relates to bias and inclusivity. The resource must reflect awareness and sensitivity to the following areas of bias: appearance, belief systems, disabilities, family structures, gender, race, and
ethnocultural and socio-economic status.
In addition, district school boards have similar eligibility and evaluation requirements for the review of supplemental learning resources prior to use in their classrooms.
Quebec
The Ministry of Education approves textbooks and teaching guides used in preschool, elementary, and secondary education, based on criteria known to publishers and the school system.
Two of those criteria seek to promote the education of “un citoyen ouvert aux autres et respectueux de la dignité humaine et des differences” (paragraph 2.4 of the Declaration).
The first criterion deals with the accuracy of content in teaching materials. To meet this requirement, materials shall:
• present accurate and current data and theories for each field of learning
• present objective viewpoints based on observed facts
• make objective references to popular beliefs or to opinions held by groups or individuals
The second criterion seeks to ensure that teaching materials adequately depict the diversity of society and are free of discrimination. To meet that requirement, materials shall:
• include a fair representation (25%) of people from minority groups
• show egalitarian relations between genders
• show a diversified, non-stereotypical representation of personal and social characteristics
• involve minority group individuals in the interactions of daily life situations
• use non-sexist language.
Saskatchewan
Saskatchewan Education has developed policy and guidelines for evaluation of teacher resources and student learning resources. The criteria include social considerations such as absence of bias and stereotyping based on gender, race, ethnic background, culture, ability, age and economic status. Consideration is given to inclusiveness, diversity and balance in portrayal of people. Accuracy of portrayal in presenting diverse beliefs, customs and language use is considered to be important. People of all ages should be represented positively. There should be a fair balance and equity in portrayal of gender roles. Reference to religious beliefs must be appropriate and balanced. References to people with disabilities should be included. References should be made to people from a variety of social and economic situations. Evaluators are asked to check for use of inclusive language. Guidelines are provided for use of non-sexist language, as are detailed guidelines for evaluation resources with Indian and Métis content. Resources should examine a culture from within rather than have an ethnocentric viewpoint. Topics of discrimination and prejudice should be provided where appropriate, detailing strategies for reflection, examination and/or discussion. Resources should present multiple points of view on controversial issues. Evaluators are also asked to check that diversity of Western
Canadian society is represented including a variety of Indian, Inuit and First Nations peoples and that they are accurately portrayed.
The Saskatchewan Teachers’ Federation’s Professional Development Unit has produced a series of instructional resources to assist teachers to respect and honour diversity,
promote gender equity, and foster inclusiveness of students with special needs. Called the
“Diversity in the Classroom” series, these include:
• Honouring Diversity in the Classroom: Challenges and Reflections, the foundation and introduction to the other documents in the series.
• Multicultural Connections: Exploring Strategies and Issues, practical ideas for creating a rich multicultural environment for learning.
• Aboriginal Cultures and Perspectives: Making a Difference in the Classroom offers ideas to deepen understanding of Aboriginal perspectives while providing practical suggestions.
• A Voice for all Students: Realizing Gender Equity in Schools
• Creating an Inclusive Classroom: Integrating Students with Special Needs See the STF Web site for details: http://www.stf.sk.ca/ps/spdu/resource.
Western Canada
The Western Canadian Protocol has developed criteria for resource development. These criteria include social considerations, such as:
• representing all ages
• balance and equity of gender roles
• free of cultural, racial and ethnic stereotypes/biases
• diversity of beliefs, customs and language use
• diversity of Western Canadian society including First Nations, Inuit and Métis
• religious beliefs
• people with disabilities