ETFO Protocol Concerning Members Self-Identification
1. Current practice
Equity
Supporting Member in their Equity Work (Equity and Women's Services)
To engage in social justice advocacy and activism we must first acknowledge that inequities exist. To work for equality means that we question why things are they way they are, why some people hold power and others don’t, why some can have their voices heard while others are silenced.
Violence Against Women Also Affects Children (Equity and Women's Services)
Teachers play a critical role in the socialization of our children. It is nearly impossible today to be an effective teacher without knowing about violence against women and the impact it has on children.
A Time for Reflection (CTF Report)
The Canadian Teachers’ Federation provides a vast array of programs, services, and resources to educators in Canada and around the world.
ETFO Helps Set Standards (Disability Issues)
Members who self-identify as living and working with a disability – whether it is visible or nonvisible – are becoming more active in ETFO, and it is therefore important that our organization continues to raise awareness about issues of accessibility and inclusion. One way in which we are do
Local Works Create Global Awareness
Members of the Halton ETFO local have helped develop a curriculum resource that teaches students about human rights in Afghanistan and here at home.
Celebrating Pride (Equity and Women's Services)
Many identify the Stonewall Riots as the beginning of political organization by the gay community in North America. In June 1969, the patrons of New York’s Stonewall Bar, several of them persons of colour, rose up to protest police harassment, arrests, and humiliation.
Part IV of It's Elementary: A Brief History of Ontario's Public Elementary Teachers and Their Federations
Although the 1960s and 1970s were the years of consciousness-raising, the rise of teacher militancy, and the beginnings of many social justice movements, it was during the 1980s that progress on equity issues was made in policy, legislation, union structure, and collective agreements.
The Grade 6 Heritage Project
As an anthropology graduate I have always enjoyed learning not only about other cultures but about my own as well. I was keenly interested in finding a way to pass that curiosity on to my own students in a way that engaged them in significant discussions about racism, tolerance, and identity.
Imagining Leadership: Working Together to Promote Inclusion
My experiences as a teacher from a minority culture pushed me to become an activist in my school. The result has been a change in our school culture and an improved learning environment for our students.