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Diversity in BC SchoolsA Framework

National Library of Canada Cataloguing in Publication DataBritish Columbia. Ministry of Education.Diversity in BC Schools: A framework. – Rev. ed.Also available on the Internet.ISBN 0-7726-5157-41. Education and state – British Columbia.2. Multicultural education – British Columbia.3. Multiculturalism – Study and teaching – BritishColumbia. I. British Columbia. Ministry of Education.Standards Department.LC1099.5.C3B74 2004370.117'09711C2004-960045-1

Diversity in BC SchoolsA FrameworkUpdated November 2008This publication may be photocopied.It can also be printed from the Ministry of Education’sSafe, Caring and Orderly Schools website at:www.bced.gov.bc.ca/sco/

Diversity in BC Schools: A FrameworkAcknowledgementsThe Ministry of Education would like to thank all who have participatedin the development of Diversity in BC Schools: A Framework. BC Ministry of Education

Diversity in BC Schools: A FrameworkTable of ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Content and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section One:3456Presents key diversity concepts and goals,and highlights relevant guiding legislation.Diversity in BC Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Honouring Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Supporting Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Multiculturalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Human Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Employment Equity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Social Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Section Two:Describes provincial policies, strategies and initiativesin the school system that address diversity.Provincial Policies, Strategies and Initiatives . . . . . . . . . . . . . . . . . . . . . . . . .Purpose of the British Columbia School System . . . . . . . . . . . . . . . . . .Attributes of the BC Graduate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Intellectual Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Human and Social Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Career Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Social Responsibility in BC Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . .BC Performance Standards – Social Responsibility . . . . . . . . . . . . . . . .The BC Provincial Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Language Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The BC Safe Schools Strategy – Safe, Caring and Orderly Schools . . . .BC Ministry of Education15151515161617171819202121

Diversity in BC Schools: A FrameworkSection Three:Raises implications for the school system and questions tofacilitate discussion and prompt actions to support diversity.Implications for Boards of Education and Schools . . . . . . . . . . . . . . . . . . . .Guiding Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Policies and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .School/Instructional Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Staff Development/In-service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Operational Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section Four:Provides easy access to relevant legislation.Guiding Legislation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1. Constitution Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .a) Charter of Rights and Freedoms . . . . . . . . . . . . . . . . . . . . . . . . .b) Rights of Aboriginal Peoples . . . . . . . . . . . . . . . . . . . . . . . . . . . .2. Multiculturalism Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3. BC Human Rights Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4. Employment Equity Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5. Official Languages Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6. School Act (British Columbia),Statement of Education Policy Order, School Regulation . . . . . . . . .7. Provincial Standards for Codes of Conduct Order . . . . . . . . . . . . . . 2323232526262727282830313233343542BC Ministry of Education

IntroductionIntroductionThe Government of British Columbia is firmly committed torecognizing and honouring the diversity of all British Columbians.Diversity among people is one of the most prominent features ofBritish Columbia’s society and our schools.Despite the diversity among them, all these young people have similareducational needs. All of them need to learn how to be economicallyself-sufficient, how to participate in the lives of their communities, howto understand the world in which they live, how to enjoy the benefits ofCanadian society, and how to raise, in turn, the next generation.Our expectations for schools are high. We have, in fact, an ambitioussocial as well as an educational agenda for them, as we seek to supportour social structure in various ways. In the broadest sense, we have longexpected schools to serve as agencies for civic and democratic developmentand as places where our culture and values can be sustained andtransmitted to the young.Today we turn to schools to help us enshrine language rights, to preservediverse cultural heritages, to promote social equality and justice throughrecognition of individual differences.The Report of the Royal Commission on Education,A Legacy for Learners, 1988Over the years, British Columbia has made an increasing commitmentto a school system with teaching and operational practices that honourdiversity and promote human rights.The collaborative efforts of many in the development of this documentreflect the breadth of interest in and depth of commitment tohonouring diversity and promoting human rights in British Columbiaschools. During the 1990s, the Consortium on Diversity Education(CODE), made up of representatives from a broad spectrum of partnersin education, served as a reference group for Ministry of Educationwork in diversity and multiculturalism.The CODE handbook, Celebrating the Mosaic, states:Celebrating the Mosaic:A Handbook and Guide toResources for Diversity EducationConsortium on Diversity inEducation (CODE) March 2000Educators are increasingly aware of how the characteristics of race,culture and ethnicity; sex and gender; sexual orientation and physical andmental ability – characteristics that are fundamental to the identity of anindividual – impact the access to and outcomes of education.These are also the characteristics that are the most likely to make anindividual the target of discrimination, harassment and violence.Developing policy and programs specific to promoting acceptance andunderstanding of these characteristics will support a positive, respectfulschool culture where other diversities are honoured, diversities such aseconomic or social status, language, religion, or age.BC Ministry of Education

Diversity in BC Schools: A FrameworkRationale“Children, it has been said,represent our future – and itis true! Each and every one ofthem, in their own way, willinfluence what the world oftomorrow will be like. Theywill help determine what valuesand traditions we preserve, whatideas and knowledge we willhold, and, ultimately what weas a society and as a provincerepresent.”The Report of the RoyalCommission on Education,A Legacy for Learners, 1988The School Act articulates the purpose of the British Columbiaschool system: to enable all learners to develop their individualpotential and to acquire the knowledge, skills and attitudes neededto contribute to a healthy, democratic and pluralistic society and aprosperous and sustainable economy.To achieve this purpose, the school system must strive to ensurethat differences among learners do not impede their participationin school, their mastery of learning outcomes, or their ability tobecome contributing members of society.The school system is expected to promote values expressed in theConstitution Act, the Charter of Rights and Freedoms, the OfficialLanguages Act, the Multiculturalism Act, the BC Human Rights Code,the Employment Equity Act and the School Act, respecting the rightsof all individuals in accordance with the law.The school system therefore strives to create and maintainconditions that foster success for all students and that promote fairand equitable treatment for all. These conditions include:To learn effectively, studentsneed to feel secure andaccepted. And staff members,too, have the right to feel safeand secure as they carry outtheir professional responsibilities. “The school, as one of theinstitutional bulwarks ofdemocratic life, has a particularresponsibility in its teaching andoperational practices to ensurethat it does not perpetuatetraditional kinds of stereotypingor the inequalities they promote.”The Report of the RoyalCommission on Education,A Legacy for Learners (1988) equitable access to and equitable participation in qualityeducation for all studentsschool cultures that value diversity and respond to the diversesocial and cultural needs of the communities they serveschool cultures that promote understanding of others andrespect for alllearning and working environments that are safe and welcoming,and free from discrimination, harassment and violencedecision-making processes that give a voice to all members ofthe school communitypolicies and practices that promote fair and equitable treatmentBritish Columbia’s school system is making progress in addressingdiversity.School curriculum honours the diversity represented in families,communities, the province, the nation and the world. Becausemastery of one of Canada’s official languages is central to successin school and beyond, British Columbia provides additional servicesto students for whom English is not a first language.British Columbia schools are developing strategies to promotemutual understanding and increased respect for cultural differences,and to take action against racism.BC Ministry of Education

IntroductionSchools are making an increasing provision for the inclusion ofstudents with special educational needs. Government has made acommitment to improving the success of students of aboriginal originby addressing the gap between them and their non-aboriginal peers.The school system is becoming more sensitive to students whoare gay, lesbian or trans-gendered, and has begun developingmechanisms to ensure their inclusion and fair treatment in schoolcommunities. Research continues to examine ways to ensure thatsocioeconomic background is not a barrier to quality education andschool success.The education system has botha responsibility and opportunityto practice what it teaches.Addressing the needs of an increasingly diverse population presentsan ongoing challenge. The British Columbia school system has aunique responsibility and opportunity to meet this challenge both byteaching understanding and respect for all persons, and by modelingunderstanding and respect for all persons in practice.Purpose“Concerns about legal liability arepotent driving forces behind themaking of policies. Within legalparameters, policies provide aframework for direction of staff;they are evidence thatin-depth consideration hasbeen given to the balancingof competing interests; theyarticulate choices. They areseldom in themselves a completedefence to legal liability, butthey are often an importantfirst step in protecting thedistrict from liability.”Judith A. ClarkKeeping Schools Safe: APractical Guide for Principalsand Vice-Principals, Part II: ALegal Framework, June 1999This document is a conceptual framework. Its purpose is to: assist the school system in meeting its obligations under theConstitution Act, the Canadian Charter of Rights and Freedoms,the BC Human Rights Code, the Multiculturalism Act, the OfficialLanguages Act, the Employment Equity Act, and the School Act; and assist the school system in its ongoing efforts to create andmaintain learning and working environments that are responsiveto the diverse social and cultural needs of the communities itserves.This framework document describes key concepts, referencesguiding legislation and includes important implications for policies,strategies and initiatives in the school system related to: honouring diversity and promoting human rightspreventing discrimination, harassment and violenceresponding to incidents of discrimination, harassment orviolence when they occurIt is designed to assist in: BC Ministry of Educationreviewing existing policies and practices to ensure they areconsistent with legislationenhancing existing policies and practices to ensure that theyaddress diversitydeveloping or implementing new policies and practices todirectly address the diverse needs of the people served by theschool system

Diversity in BC Schools: A FrameworkContent and OrganizationDiversity in BC Schools: A Framework includes four sections:Section One: Diversity in BC Schools presents key diversityconcepts – multiculturalism, human rights, employment equityand social justice. The goals of each of these concepts areoutlined and relevant guiding legislation is highlighted.Section Two: Provincial Policies, Strategies and Initiativesdescribes provincial policies, strategies and initiatives that havebeen introduced in the school system that address diversity.Section Three: Implications for Boards of Education andSchools contains questions to facilitate discussion and promptactions that will lead to continually improving policies,procedures and practices to support diversity.Section Four: Guiding Legislation provides easy access toexcerpts from legislation that are relevant to concepts presentedin Diversity in BC Schools: A Framework. BC Ministry of Education

Diversity in BC SchoolsSection One:Diversity in BC SchoolsHonouring DiversityFramework for DiversityDiversity is an overarching concept that relies on a philosophy ofMulticulturalism BCAugust 2000Adapted with permissionequitable participation and an appreciation of the contributions ofall. It is a concept that refers both to our uniqueness as individualsand to our sense of belonging or identification within a group orgroups.Diversity refers to the ways in which we differ from each other.Some of these differences may be visible (e.g., race, ethnicity, gender,age, ability), while others are less visible (e.g., culture, ancestry,language, religious beliefs, sexual orientation, socioeconomicbackground).Honouring diversity is based on the principle that if these differencesare acknowledged and utilized in a positive way, it is of benefit tothe quality of our learning and working environments.Embracing diversity is animportant aspect of livingand learning.Goals or purposes for Diversity include: taking into account visible and less visible differences amongindividuals and cultural groups encouraging understanding, acceptance, mutual respect andinclusion, in order to make school communities and society asa whole more equitable for all peopleWhile there is no legislation that refers specifically to diversity,there are moral and legal, human resource, and financial reasons forhonouring diversity and promoting human rights.Diversity is initially aboutrecognizing, and ultimatelyabout valuing, difference asa resource and a reality ofeveryday life.BC Ministry of EducationEthical and legal principles are based within legislation as follows: The diversity of people is acknowledged and valued (CanadianCharter of Rights and Freedoms, 1982; and the BC MulticulturalismAct, 1993). The dignity of people, as well as protection from harm, isintended to be preserved (Canadian Charter of Rights andFreedoms; BC Human Rights Code, 1997). Fair and equitable treatment should be secured for all people(BC Human Rights Code, 1997; Employment Equity Act, 1996).

Diversity in BC Schools: A FrameworkSupporting ConceptsDiversity is an overarching concept that is supported by thefollowing concepts: MulticulturalismHuman RightsEmployment EquitySocial JusticeImportant elements embedded in all of these concepts, andpurposes or goals common across them all form a foundationfor understanding and addressing diversity.Common elements include: equality, fair treatment, nondiscrimination, inclusion and access.Common purposes or goals include: full participation, eliminationof barriers to participation, fair and equitable treatment, systemschange and attitude change.In the following pages, some of the important elements ofmulticulturalism, human rights, employment equity andsocial justice are briefly described. Guiding legislation isalso referenced.Guiding LegislationSection Four provides more detailed excerpts from relevantlegislation. Readers should refer to this section for a morein-depth understanding. BC Ministry of Education

Diversity in BC SchoolsMulticulturalism encouragesunderstanding, acceptance,mutual respect and inclusion,in order to make society moreequitable for all people.Multiculturalism recognizes and values the ethno-cultural diversity ofour society. It is an acknowledgement and valuing of diverse ethnicheritages as well as an appreciation and incorporation of diverseapproaches to learning and working environments.Aboriginal Peoples, as the original inhabitants of Canada,distinguish their cultural status from the broader definitionof Canada’s cultural mosaic acknowledged in the concept ofmulticulturalism.Goals or purposes both for Multiculturalism and for AboriginalPeoples include:The Canadian constitutionrecognizes the rights ofAboriginal Peoples of Canada(which include Indian, Inuitand Métis groups) in order toprotect their culture, customs,traditions and languages. developing cross-cultural understanding to create sensitivity toand respect for difference eliminating racism – addressing the effects of historic,organizational, systemic and attitudinal racism by:- working to create an awareness of racism- educating people about what they can do about racism- developing policies and strategies that take action againstracism eliminating systemic and attitudinal barriers that prevent fulland equitable participation in community services, employmentand education- systemic barriers such as policies and practices thatintentionally or unintentionally exclude, limit anddiscriminate against individuals and groups- attitudinal barriers that create an environment where peoplemay act out their prejudices, assumptions and biases developing culturally responsive services to meet the changingneeds of the communities they are intended to serve, ratherthan expecting clients and consumers to adapt to prescribedservices as they existBC Ministry of Education

Diversity in BC Schools: A FrameworkGuiding Legislation The Multiculturalism Act of BC (1993) respects andrecognizes cultural diversity as a part of our society. It identifies the goal of fostering a society where thereare no barriers to participation in the community, incultural and political life. The Canadian Charter of Rights and Freedoms (1982),which comprises Part 1 of the Constitution Act, is linkedto the Multiculturalism Act. Section 27 refers to the“preservation and enhancement of the multiculturalheritage of Canadians.”In addition to guiding legislation for Multiculturalism,there is also legislation that relates specifically to the rightsof Aboriginal Peoples.Guiding Legislation10 Part 1 of the Constitution Act (1982) contains the CanadianCharter of Rights and Freedoms. Section 25 of the Chartermakes it clear that other rights contained in the Chartermust not interfere with the rights of Aboriginal Peoples. Part 2 of the Constitution Act (1982) addresses The Rightsof Aboriginal Peoples. Section 35 (1) recognizes and affirmsthe existing aboriginal and treaty rights of the AboriginalPeoples of Canada. Section 35 (4) guarantees these rightsequally to male and female persons.BC Ministry of Education

Diversity in BC Schools“The board is ultimatelyresponsible for protecting thefundamental right of every childand youth to be treated withdignity and respect.”Fair Schools: Respect, Listening,Advocacy, Participation, InclusionThe Office of the OmbudsmanPublic Report No. 35/ May 1995Human Rights is defined as the provision for every individual to havethe right to live, work, and learn in an environment free from fear,discrimination and harassment.Human rights emphasizes the rights of the individual, theresponsibilities of employers and service providers, and the needfor preventive action.Human rights policy goals generally focus on prevention, remedialaction and correction, and are guided by the principle thathuman rights violations are harmful to an entire organization andcommunity, and not simply to those who are directly affected.Goals or purposes of Human Rights include: preventing discrimination correcting persistent patterns of inequality affecting groups redressing discrimination against individuals providing an effective, efficient and timely remedy for incidentsor situations in which human rights are threatened, through afair processGuiding LegislationLegal obligations with regards to human rights are guided bythe Human Rights Code, British Columbia (1969,1973, 1984,1997) and the Canadian Human Rights Act (1976-77, 1985).Human rights are also linked to the Canadian Charter of Rightsand Freedoms since the Charter refers to the rights of theindividual.The BC Human Rights Code identifies 13 protected grounds.People are protected by virtue of their race, colour, ancestry,place of origin, political belief, religion, marital status, familystatus, physical or mental disability, sex, sexual orientation,age (applies to persons 19 to 64 years of age), and unrelatedcriminal or summary convictions.The School Act, Part 2, Division 1, Section 2 Access toeducational program – guarantees the rights of persons ofschool age resident in a school district to enroll in aneducational program provided by the board of education.BC Ministry of Education 11

Diversity in BC Schools: A FrameworkEmployment equity means morethan treating persons in thesame way.Employment Equity is a concept that addresses fair employmentpractices. It incorporates strategies designed to create a workforcethat is, at all levels, representative of the diverse population it serves.Employment equity is not simply about hiring and recruitment;it means examining practices for promotion, and retainingemployees and providing equitable access to opportunities withinthe organization. The aim is to achieve equality in the workplace sothat no person is denied employment opportunities or benefits forreasons unrelated to ability.Goals or purposes of Employment Equity include: creating an inclusive work place that provides fair and equitableaccess for all employees encouraging a variety of perspectives, experiences and work styles correcting conditions of disadvantage in employmentexperienced by women, aboriginal people, persons withdisabilities, and members of other visible and less visibleminorities remedying effects of past discrimination through positivepolicies and practices and making reasonable accommodationmeasuresGuiding LegislationEmployment Equity is linked to federal and provincialemployment standards legislation, and to the BC HumanRights Code.The Employment Equity Act (1995) was enacted to achieveequality in the workplace and to correct conditions ofdisadvantage in employment experienced by certain groups.Federal legislation and provincial policy focus on fourdesignated groups: women, aboriginal people, visibleminorities, and people with disabilities. Some organizationsacknowledge that there are other groups that also experiencesevere employment disadvantage and may include them inorganizational employment equity policy statements.Teachers are governed by the Teaching Profession Act, theSchool Act, the Independent School Act and also by collectiveagreements.12BC Ministry of Education

Diversity in BC Schools“The principle of inclusionadopted in British Columbiaschools supports equitable accessto learning by all students andthe opportunity for all studentsto pursue their goals in allaspects of their education.”Special Education PolicyFrameworkSpecial Education Services:A Manual of Policies, Proceduresand Guidelines (2002) p. A2“Children and youth must beencouraged to voice theirconcerns through an appropriateand constructive process.”Fair Schools: Respect, Listening,Advocacy, Participation, InclusionThe Office of the OmbudsmanPublic Report No. 35/ May 1995Social Justice is a philosophy that extends beyond the protectionof rights. Social justice advocates for the full participation of allpeople, as well as for their basic legal, civil and human rights.The aim of social justice is to achieve a just and equitable society.It is pursued by individuals and groups – through collaborativesocial action – so that all persons share in the prosperity of society.The goals or purposes of Social Justice include: ensuring that socioeconomic background does not precludeany person from achieving the full benefits of participationin society working in a way that acknowledges the complexity of socialissues and the need for collaborative action engaging individuals and groups who have historically beenexcluded either from full participation or the sharing of powerGuiding LegislationSocial justice is not legislated in Canada, but its principlesare supported by the Canadian Charter of Rights and Freedoms,specifically the following: “In fact our greatest challengenow is to find meaningfulways to engage students ina cooperative sharing of theresponsibility for bringingabout change in schools andin society.”Darren E. LundNurturing Democracy in theSchools: Engaging Youth inSocial Justice Activism section 15 refers to equality rights and protectionssection 27 refers to the preservation and enhancementof multicultural heritagesection 28 refers to the rights and freedoms that areguaranteed to both male and female personssection 35 recognizes and affirms existing aboriginaland treaty rightsThe School Act – Part 6, Division 2, Section 75 Provision ofeducational program (1) requires that, subject to the otherprovisions of the Act and the regulations and to any orders ofthe minister under the Act, a board of education must makeavailable an educational program to all persons of school ageresident in its district who enroll in schools in the district.BC Ministry of Education 13

Diversity in BC Schools: A Framework14BC Ministry of Education

P r o v i n c i a l Po l i c i e s , S t r a t e g i e s a n d I n i t i a t i v e sSection Two:Provincial Policies, Strategies and InitiativesThe Ministry of Educationprovides overall educationleadership in British Columbia.The Ministry of Education has been guided by legislation in settingstandards and articulating policy for the school system. Thesestandards and policies provide guidance to boards of education andschools for addressing diversity as they deliver education programs.Purpose of the British ColumbiaSchool SystemThe purpose of the BritishColumbia school system iscontained in the School Act.The purpose of the British Columbia school system is to enable alllearners to develop their individual potential and to acquire theknowledge, skills and attitudes needed to contribute to a healthy,democratic and pluralistic society and a prosperous and sustainableeconomy.Continued progress toward our social and economic goals as aprovince depends upon well-educated people who have the abilityto think clearly and critically, and to adapt to change.Progress toward these goals also depends on educated citizens whoaccept the tolerant and multi-faceted nature of Canadian societyand who are motivated to participate actively in our democraticinstitutions.Attributes of the BC GraduateThe Graduation Program 2004BC Ministry of Education (2003)The attributes of the BC graduate describe the knowledge, skills,attitudes and competencies that young people need to succeed asindividuals, and as members of our society. In some ways, theseattributes have remained constant over the years. They havealso evolved to reflect our changing world, and th

Diversity in BC Schools: A framework. - Rev. ed. Also available on the Internet. ISBN -7726-5157-4 1. Education and state - British Columbia. 2. Multicultural education - British Columbia. 3. Multiculturalism - Study and teaching - British Columbia. I. British Columbia. Ministry of Education. Standards Department.

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