Educational Equity
Since the early 1970s, Saskatchewan teachers have formally recognized and addressed equity and diversity issues in publicly funded education and the greater society. Throughout the years, the Federation has adopted many equity policies that address specific areas of concern such as culture and language, children with exceptional needs, employment equity, aboriginal education, gender equity, religion and instruction in public schools, and discrimination in education.
Teachers, because of their influential position in the development of children’s attitudes, believe that they should assume a leadership role in promoting a society in which all people may participate with equal access to opportunity, education and responsible choice. The arenas for teachers to act include both the education system and the teaching profession.
All students should benefit equitably from the investment society makes in the publicly funded education system. The teaching profession does benefit by the inclusion of members from the total workforce available. Teachers recognize that specific positive actions may be required to assist individuals and groups to ensure that both of these things happen.
Equity issues, such as gender, race, culture and age have commonalities with one another. In working to resolve these issues, experience highlights the importance of process in mediating the imbalances of power that are the essence of the problem. Teachers believe that individuals and organizations dealing with equity issues need to work actively with each other to create an equitable environment and behave in ways that will involve and empower individuals and communities.
Attention to equity issues has benefits to all teachers and students. Complementary to the holistic, child-centred philosophy of the provincial curriculum, diverse perspectives on life and on education is of significant value to the education system as a whole.