Saskatchewan Bulletin Columns
Monday, March 25, 2019
In 2015, the Saskatchewan Ministry of Education released a foundational document entitled Deepening the Discussion: Gender and Sexual Diversity. This was developed to assist school divisions, First Nations and Métis organizations and schools in promoting understanding of gender and sexual diversity as well as to foster shared responsibility for ensuring equity, inclusiveness and safety for all members of the school community.
Tuesday, February 19, 2019
In an age of unprecedented access to information, misleading news, misinformation, conspiracy theories, propaganda and pseudo-science, it is essential that students are taught to differentiate fact from fiction through developing critical thinking and media and digital literacy skills. These skills not only assist students in becoming well-informed citizens, but they are also essential in protecting our democratic values, institutions and democracy itself.
Thursday, November 29, 2018
At a recent anti-poverty conference in Regina, sociologist Paul Gingrich cited statistics from his report Poverty in Saskatchewan–2016 which is based on Statistics Canada data. He noted that 31,000 children in Saskatchewan live in poor households, but that number does not include First Nations children living on-reserve. However, a 2016 Canadian Centre for Policy Alternatives report by David Macdonald and Daniel Wilson entitled Shameful Neglect: Indigenous Child Poverty in Canada indicates that a shocking 60 percent of First Nations children living on-reserve live in poverty, while the children of immigrants also have a high child poverty rate of 32 percent.
Friday, September 14, 2018
“We’re part of a community; Our strength is our diversity; A shelter from adversity; All are welcome here.”
The verse above is contained in a new children’s book entitled All Are Welcome, which was written by Alexandra Penfold and illustrated by Suzanne Kaufman. The story features a group of children as they proceed through their school day and shows the ways they are welcomed and included by teachers and the school community.
Tuesday, May 1, 2018
It has been 77 years since Polish lawyer Raphael Lemkin coined the term “genocide” which combines the Greek prefix genos, meaning race, with the Latin suffix -cide, meaning killing. He developed the term in response to the Holocaust, as well as in response to other historical events aimed at the destruction of particular groups of people. Lemkin was also instrumental in having genocide recognized and codified as an international crime in the Convention on the Prevention and Punishment of the Crime of Genocide adopted by the United Nations General Assembly in 1948.
Thursday, December 21, 2017
In 2007, K-12 treaty education became mandatory in Saskatchewan with goals centred on the relationships, spirit and intent, historical context, and promises and provisions of the treaties. In 2015, several of the Truth and Reconciliation Commission of Canada’s Calls to Action for the education system were about the importance of making available age-appropriate curricula and learning resources on residential schools, treaties and the contributions of Indigenous peoples to Canada.
Due to the creativity of writers, publishers and educators, increasing numbers of exciting learning resources on these crucial topics are becoming available.
Friday, December 1, 2017
On October 4, 2017, a Twitter post by Emelina Minero, @CommKr8veWriter, resonated with many teachers. Entitled When Students Are Traumatized, Teachers Are Too, the author describes the case of a teacher who experienced vicarious trauma from the stories her students shared with her about abuse, hunger, violence and suicide. The article also outlines the impact of trauma on students and teachers, states the importance of working through the trauma with family, friends, colleagues and therapists, and emphasizes the importance of reducing professional isolation through finding a wellness buddy to provide support for wellness and self-care goals.
Susan E. Craig is a leading author in the trauma-sensitive schools movement. Her first book on the topic, Trauma-Sensitive Schools: Learning Communities Transforming Children’s Lives, K-5, states that trauma-sensitive schools “emphasize safety, empowerment and collaborative partnerships between children and adults.” The author integrates research on the neurodevelopment of children and educational best practices to provide new ways of managing the behaviour of traumatized students so that they are able to learn. She also discusses the emotional work of teachers and highlights ways of promoting teacher resilience.
Monday, September 18, 2017
Welcome to the 2017-18 school year! Throughout this new school year, we hope that you will regularly visit the Ministry of Education’s curriculum website at www.curriculum.gov.sk.ca. From the website you can view the recommended resources that support the outcomes in the curricula you teach, as well as to find additions made to the Resources lists and to the Ministry’s free video-streaming website, Recommended Online Video Education Resources.
Friday, June 16, 2017
Your summer break may be the ideal time for you to delve into some of the latest books on curriculum, instruction, and assessment and grading. The titles that are highlighted here are just a few of the many exciting materials that are available in the Stewart Resources Centre, all of which can be located in our online catalogue.
Thursday, March 16, 2017
Daily media stories about global issues such as severe weather, famines, ongoing wars and rising extremism, shifting patterns of migration and the plight of refugees, and globalization and its impact on social, political and economic structures are a constant reminder that we need to prepare students to be citizens of an increasingly interdependent and complex world.