Editorial

You have a democratic right to do nothing

Donna Swiniarski

Stimulating, challenging, energizing and, at times, exhausting—these are a few adjectives that come to mind when I reflect on the 84th Annual Representative Assembly (ARA) held May 19–21.

More than 400 dedicated teacher delegates representing the 32,000 teacher members of the Association gathered in Edmonton to chart the course for the coming year. Over a period of three days, delegates received information, debated resolutions, set the Association's operating budget, disagreed, agreed and shared in the big picture of where our profession is headed.

The Assembly opened Saturday morning with the singing of the national anthem. As I glanced around the room I couldn't help but feel a sense of both pride and belonging in this very important democratic proceeding. Throughout the year, it is easy to become caught up in the immediate day-to-day challenges. ARA always helps me refocus on the big picture and consider where I and others stand on critical issues. It is when I look out over the Assembly that I feel a connectedness and purpose to the work that the Association does during the days between ARAs.

I'm reminded of a recent conversation with a colleague in which she spoke of the uniqueness of ARA and how much we take democracy for granted. She talked about teachers in northern Africa who are prevented by law or persecuted for gathering with other teachers. It is common for teachers to receive death threats. For these teachers, gathering together as a profession to participate in professional development activities, let alone to make collective decisions about the quality of education, is dangerous. Teachers in many countries are regarded as subversives because they are educated about the issues and take leadership roles in many political and social movements. We take for granted that we can formally request, urge or demand that our government take action on issues. That is why 450 teachers assembled on the steps of Alberta's legislature on May 20 to pass a resolution challenging our government's underfunding of public education.

Paradoxically, just as we have a right to express our thoughts publicly, we have a democratic right to do nothing at all. And many may choose to do so just that. But we also have the right to fight for classroom conditions that allow teachers to meet the learning needs of all children, and the right to fight for teacher salary increases that reflect the value of the contribution made by the profession. In standing up for these beliefs, we not only look out for the present system of public education and the teaching profession but we are active in securing the future by attracting and retaining highly qualified professional teachers for generations to come.

Public education and the teaching profession will face tough choices in the months ahead, but these are choices we can make. Are we going to sit back and watch the future of classroom conditions and the respect for the teaching profession erode under a majority government because we choose to feel helpless? The decision is up to us. Success cannot be achieved unless each one of us chooses to take the time to talk about the issues with our colleagues, our neighbours and our MLAs.

The 450 delegates attending this year's ARA set the course. Now it is up to each of us to do our part.