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“The Institute for Sexual Minority Studies and Services (iSMSS) stands with the Alberta Teachers’ Association (ATA) and its call for a halt on the implementation of the proposed K to 6 Alberta curriculum. As an institute grounded in research, we echo the concerns addressed by nearly 30 school boards across Alberta regarding the content and the development process of this curriculum. We also join the list of equity-seeking groups who do not see themselves adequately or accurately reflected in this proposed curriculum.”
Dr. Glynnis Lieb, Executive Director of iSMSS [via Twitter, @iSMSS_Ualberta, April 21, 2021]
“For there to be true inclusivity in the curriculum, representation from many voices must exist at every level of the curriculum-making process and that includes Métis voices… Our citizens were shocked, and we are disheartened, to see our input and collaboration reduced to nothing more than a side-note in the draft that was presented to the public. …The tone of the curriculum carries a Eurocentric-American point of view that effectively eliminates the voice and history of the Métis Peoples in Alberta.”
Audrey Poitras, President, Métis Nation of Alberta [via Global News, March 31, 2021]
“Comme la communauté francophone, le CSNO déplore le manque de perspectives francophones dans le curriculum. Le CSNO croit que le nouveau curriculum ne respecte pas l’arrêté ministériel sur l’apprentissage des élèves, notamment en ce qui concerne la perspective et l’histoire francophones, surtout dans les programmes de Français et d’Études sociales, car celui-ci n’est pas à la hauteur de cet énoncé de l’arrêté : « Tous les élèves, ainsi que leurs familles et leurs communautés, se verront dans le curriculum, avec des occasions dans le curriculum, réservées à l’étude des traditions, de l’histoire et de la géographie locales, y compris l’histoire francophone de l’Alberta ».”
Conseil scolaire du Nord-Ouest, News release, April 13, 2021
“The proposed curriculum is grounded in a flawed assumption that before students can engage in critical and creative thinking, they must first accrue a massive body of knowledge. Knowledge is, of course, important. However, learning hundreds of discrete facts disconnected from larger ideas makes it extremely difficult for students to make meaningful connections to their own lives and to broader understandings of concepts such as democracy, human rights, and social cohesion – ideas that help us live well together.”
Cory Wright-Maley (St. Mary’s University), Carla Peck (University of Alberta), David Scott (University of Calgary), and Amy von Heyking (University of Lethbridge) on behalf of social studies professors from across Alberta. [Edmonton Journal, April 6, 2021]
“An overly political remaking of Alberta’s now-strong school system is galvanizing parent groups who are against the changes. A big fight over the base curriculum for the youngest kids is not only bad for the province, it could make potential newcomers – and even the companies and investors Mr. Kenney’s government has spent two years trying to entice – less enthusiastic about coming to the province.
Politics will be part of any new curriculum. But Mr. Kenney’s UCP is, as often, in danger of letting politics take over.”
Kelly Cryderman, The Globe and Mail, April 3, 2021
