EDID Resources

Truth & Reconciliation Resources

MET Land Acknowledgement

MET Land Acknowledgement

The Master of Educational Technology (MET) Program at the University of British Columbia is situated on the unceded traditional territories of the [xʷməθkʷəy̓əm (Musqueam) hən̓q̓əmin̓əm̓ speaking People. With the release of these resources in recognition of Orange Shirt Day and to support our commitment to the process of truth and reconciliation and moving toward what is beyond, we wish to acknowledge that UBC is on land stolen from the Musqueam, land stolen as part of 170 years of colonization and cultural genocide that places an obligation on all of us who live, work, and study at UBC to seek the flourishing of the Musqueam in their own land. We are grateful to the Musqeuam for their willingness to seek justice and reconciliation together and for their stated support of our learning here.

At MET, we are committed to ongoing research and self-education about Indigenous ways of learning, knowing, and doing and are diligently and humbly doing the work of decolonizing our personal and professional practice. Through the design of these resources, it is acknowledged that the profession of education has profound roots in colonial violence and it is the responsibility of all uninvited settlers to meaningfully engage in the ongoing process of disrupting Eurocentric, hegemonic and colonialist norms, systems, and structures by enacting values of decolonization and anti-racism in support of Indigenous flourishing. We do this through combating the systemic erasure of Indigenous Peoples’ values, ways of life, and knowledge/ways of knowing. Decolonization takes time and effort. The goal of these resources is to share ways to decolonize the work we/you are doing and to implement practices that push back against colonialist messages, power dynamics and institutional structures, and give priority to Indigenous ways of knowing.

All MET students, staff and faculty are encouraged to make it their profound duty to reflectively consider the choices that they are making and the resources being used, with the intention to be more sensitive, responsive, and adaptive in their practice. With us, embrace the First Peoples Principles of Learning and engage in culturally responsive practices.

Land Acknowledgement Tasks and Activities

Land Acknowledgement Tasks and Activities

CBC put together an article named, What’s wrong with Land Acknowledgements, and how to make them better. This article highlighted the thoughts, advice, and expectations from five First Nations individuals to debunk the notion that land acknowledgements have become a tokenism and performative task rather than a deeply reflective and immersive experience and process of reconciliation. Share how you might use this article in your own professional learning environment in this Padlet.

Explore these resources below to help design authentic and reflective land acknowledgements:

Activities

Activities

Learn the community protocol for inviting and Elder to participate in your class.

Indigenous Storytelling & Sharing Circles

  • Invite an Indigenous elder or knowledge keeper to lead a storytelling and sharing circle. In this circle, participants can listen to traditional stories, personal experiences, and perspectives shared by Indigenous community members.
  • Encourage open dialogue and questions, but ensure that the conversation is respectful and sensitive to the experiences and emotions of the Indigenous participants.
  • This activity can promote a deeper understanding of indigenous culture, history, and contemporary issues while fostering empathy and cultural sensitivity among participants.

Land-based Learning and Traditional Activities

  • Resource: BC First Nations Land, Title, & Governance
  • Organize a guided outdoor experience on Indigenous lands, where participants can engage in traditional activities such as plant identification, foraging, or cultural practices like drumming, smudging, or making traditional crafts (only to be guided by Indigenous knowledge keepers if willing).
  • During these activities, emphasize the importance of respecting the land and its resources, as well as the connection between Indigenous peoples and the environment.
  • Encourage participants to reflect on their relationship with the land and how it has evolved over time, fostering a personal commitment to environmental stewardship and reconciliation.

Interactive Workshops on Colonial History and Systemic Issues

  • Facilitate workshops or discussions that delve into the history of colonialism in your region, its impacts on Indigenous communities, and the ongoing systemic issues faced by Indigenous peoples.
  • Utilize multimedia resources (see below), guest speakers, or documentaries to provide comprehensive insights into the historical and contemporary contexts.
  • Encourage participants to explore their own biases (inherent and external) and privileges, fostering self-reflection and a commitment to supporting Indigenous-led initiatives and advocating for change.

Survivor Stories

Critical Questions and Considerations

  • Who is telling the story?
  • From whose perspective is the story being told?
  • Why is the story being told?
  • How are stories being rewritten?
  • What are the next steps?
  • From what you viewed in the videos, what do you see, think, wonder? (use the template in the link here to record your ideas).

Informational Videos

Informational Videos

Residential School Survivors on the Scars of Abuse

Stolen Children: Residential School Survivors Speak Out

Canadian Residential Schools: The Survivors and their Descendents

MET Anti-Racism Speaker Series - Understanding and Coming to Terms with Historical Trauma: It's a Lifelong Journey!

Orange Shirt Day Resources

Orange Shirt Day Resources

  • Raven: Includes the origins of Orange Shirt Day and a list of events to attend according to province.
  • Orange Shirt Day Society: A collection of activities that honours Orange Shirt Day and Truth and Reconciliation.
  • Canada.ca: Commemorating National Truth and Reconciliation Day
  • Facing Canada: Engaging Community in Truth and Reconciliation

Chief Robert Joseph's Story

Chief Robert Joseph's Story

Len Pierre's 2023 Lunch & Learn Series Webinars

Len Pierre's 2023 Lunch & Learn Series Webinars

Len Pierre is a Coast Salish traditional knowledge keeper from the Katzie Nation. He is also a professor and TedX speaker.

Indigenous Cultural Appropriation vs. Appreciation with Marissa McIntyre

Transformative Territory Acknowledgements Webinar

Indigenous Allyship with Len Pierre

Anti-Racism Tools

Respecting Indigenous Youth

Resources from BC Campus

Resources from BC Campus

Pulling Together Indigenization guides for post-secondary education:

Books

Books

Anti-Asian Racism Resources

Culturally Responsive Bookmark - Dr. Keri Ewart

This document, which can be printed and used as a bookmark, consists of a number of questions that help guide professional practices, particularly educational pedagogy as a means to ensure such practices are culturally sensitive, appropriate, responsive, and immersive. As such, these questions are to be used as a guide when creating content, and activities, curating and utilizing resources, and sharing information.

View the bookmark.

Anti-Asian Racism: Roots, Impacts, and the Role of Educational Technology - Dr. Cary Wu

Guiding Questions for Consideration when watching this video with Dr. Cary Wu

  1. What is the origin of Asian racism in Canada and how has it influenced today's socio-political environment?
  2. How has the increase in attitudes towards certain Asian communities during the Covid-19 pandemic worsened existing discrimination and what steps can be taken to effectively address this issue?
  3. What are the institutional structures and systems that contribute to the persistence of Asian racism, in Canada?
  4. How might educational technology tools be leveraged to dismantle discriminatory practices?
  5. What is the impact of anti-Asian racism on the mental health and well-being of individuals within Asian-Canadian communities?
  6. What support structures and strategies can be put in place by educational institutions to combat the rising mental health issues in Asian-Canadian communities?
  7. What role can educational technology play in promoting intercultural understanding and inclusivity to effectively combat anti-Asian racism?
  8. What steps can be taken to ensure that the curriculum and pedagogy are culturally responsive and sensitive to the experiences of Asian communities?
  9. How might the First Peoples Principles of Learning be utilized as a framework to create a more inclusive learning environment, while addressing both anti-Asian racism and broader systemic issues?

Asia Pacific Foundation of Canada and UBC Resources

The Asian Pacific Foundation of Canada has curated and created a plethora of resources with the goal of combating Anti-Asian Racism and helping Canadians learn about Asian descent and the wrong-doings experienced by Asian Canadians throughout history.

The Department of Asian Studies at UBC has an incredible assortment of resources including new stories, opinion pieces, and scholarly articles that highlight race in Asian or Asian diaspora communities.

Books

South Asian - Canadian Resources (Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, Sri, Lanka)

Central Asian-Canadian Resources (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan - The Silk Road Countries)

Silk Road Cultural Diplomacy Project (aimed at promoting cultural understanding and diversity with a specific focus on the historical significance of the Silk Road Countries of Central Asian communities)

Central Asian Studies Association (CASA)

Global Centre for Pluralism (emphasizes the importance of fostering respect and diversity while combating discrimination- not solely focused on Central Asia but includes resources and educational materials promoting an understanding and appreciation of cultures including those of Silk Road Countries)

East Asian-Canadian Resources (Mongolia, Taiwan, China, Japan, South Korea)

East Asian Studies Centre- (lectures, seminars, workshops focused on East Asian-Canadian experiences related to racism and discrimination)

Chinese Canadian National Council (CCNC)

Korean-Canadian Cultural Association

Chinese-Canadian Resources

Japanese-Canadian Resources

South Korean-Canadian Resources

West Asian-Canadian Resources

South-East Asian-Canadian Resources

Anti-Asian Racism Activities for K-12 Classrooms

Creating inclusive and culturally sensitive learning environments is imperative in addressing issues related to systemic racism and oppression. Educating students about the experiences and challenges faced by marginalized communities including Asian Canadians, is an important step towards fostering empathy and supporting critical change. Below are a list of activities that can help to promote this change.

Note: it is important to consistently assess the inherent biases that you bring to the learning experience and the impact these activities have on student learning and engagement. Seeking feedback from the Asian-Canadian community members to ensure that these initiatives are respectful, accurate, and appropriate is necessary.

  1. Storytelling and Literature
     
    Introduce literature and authentic first-person stories (see the list of resources above) that highlight the experiences of Asian Canadians, including narratives of immigration, cultural identity, challenges, successes, and the impact the Asian community has had on Canadian history and current Canadian culture, policy, social, and economic realms.

    2.  

  2. Historical Analysis
     
    Historically, Canadian history of Asian immigration and involvement has been taught from a very colonialist viewpoint and as such, suffered the dangers of the single story. Instead, you might consider presenting the history of Asian Canadians, including the challenges they faced during the construction of the Canadian Pacific Railway and the discrimination policies they encountered (i.e., Chinese Head Tax and the Exclusion Act) by providing opportunities to hear first-person accounts and utilize primary resources designed with Asian community representation of these events in times in history.

    Have students analyze the impact these historical events had on the Asian Canadian community and discuss the ongoing implications of these policies in contemporary society.

    Students can also conduct a curriculum jam using the Canadian Encyclopedia with a specific directive being on Asian Canadian events and involvement in Canadian History. Have students examine the history and identify of Asian Canadians' involvement in history and consider from whose perspective this history was written. How might it be re-written?

    3.  

  3. Intersectionality and Identity
     
    It is important for students to create intersectional understandings through the exploration of the intersection between race and identity. It is recommended at all age levels to facilitate inclusive discussions on the intersectionality of race, gender, and other identities within the Asian Canadian community, highlighting the unique challenges faced by individuals at these intersections (see Kimberlé Crawford). Students should critically reflect on their own identities and privileges and connect these with the intersectional experience for Asian Canadians.

    4.  

  4. Media Representation and Stereotypes- Cultural Jamming
     
    In this lesson(s) students can analyze the way in which Asian-Canadians are portrayed in the media through the examination of stereotypes, biases, and their impact on public perceptions with a directive being on Asian Canadians' past and ongoing contributions to society. Students can create a cultural jam and create their own media projects to showcase the authentic and diverse experiences, events and individualized intersectional personas of Asian Canadians.

    5.  

  5. Allyship and Solidarity Opportunities
     
    Including students in the process of building collaborative partnerships of allyship and solidarity with Canadian communities including Asian Canadian communities is a means of combating racism and discrimination. Brainstorm with students, ways to create actionable steps toward becoming active allies (within and between) Asian Canadian communities both within their school and in the larger local, provincial, and national community. In a harmonious partnership, Asian Canadian students and their non-Asian Canadian peers are encouraged to collaborate to create innovative approaches for sharing teachings, cultures, languages, and traditions to foster strong partnerships.

    If you have ideas or lessons to share that help to address systemic racism and oppression in Asian-Canadian communities for the purpose of enacting change, please share them in this Padlet.

Culturally Responsive Resources

Overview

Welcome to the Master of Educational Technology Program’s curated collection of Multimodal Culturally Response and Social Justice-focused resources, thoughtfully assembled for the use of the MET community members and beyond. The resources available on this site, embrace diverse perspectives and are intended to enrich your educational journey with a dynamic presentation of visual, auditory, and interactive materials. These resources were selected from a culturally sensitive lens and are designed to foster inclusivity, relevance, and responsiveness, empowering educators and leaders to create engaging and equitable learning environments and tackle difficult topics in culturally responsive ways.

Please take some time to explore the intersection of technology and culturally responsive education, while embracing the richness of global perspectives. You will find critical discussion prompts below to ignite meaningful professional learning conversations. The goal in sharing these resources is to inspire a new era of inclusive and critically responsive pedagogy. MET intends on cultivating an educational landscape that celebrates the diversity of learners and supports the development of a deeper understanding of the world around us. This section also includes a “Special Inclusion” segment that provides resources specifically catered to providing culturally responsive resources in a time of conflict.

We encourage the MET community to share your own culturally responsive resources and responses to the resources and ideas presented to the Padlet as a means to create an inclusive and connected network of learners.

Critical Discussion Prompts for Educators/Leaders to Ask of Students/Learners

  1. How do you think our classroom/learning environment can better reflect and celebrate diverse backgrounds and perspectives of all students?
  2. How can “we” ensure that discussions about sensitive social justice topics in our classroom/learning environment are respectful, inclusive, and allow all perspectives and voices to be heard?
  3. What role do we play (and does education play) in challenging and addressing systemic inequalities? How can we collectively contribute to positive change within our classroom/school community/locale?
  4. How can we support students who are impacted directly or indirectly during times of conflict?
  5. How can we discuss times of conflict (i.eUkrainian-Russian conflict, Gaza conflict, etc.) in a way that promotes peace, empathy, and understanding of all perspectives? What steps can we take to ensure that our discussion, words, and actions are respectful and inclusive?
  6. In what ways can we connect our discussions about times of conflict to the values of fairness, justices, kindness, and the Geneva Conventions humanitarian laws?

Critical Questions to Ask Yourself as a User of These Resources

Also see: Considerations for Culturally Responsive Pedagogy

  1. How can you foster an inclusive learning environment that embraces diverse perspectives and backgrounds, particularly during times of social, political, and cultural conflict?
  2. In what ways can you integrate culturally responsive teaching practices to ensure that curriculum reflects the diversity of experiences, narratives, and histories of your students/learners?
  3. How can you navigate discussions about sensitive social justice issues to ensure safe and constructive learning environments for all students/learners, while still addressing the complexities of the topic or issue?
  4. What role do you play in helping learners develop critical thinking skills to analyze and challenge systemic inequalities, both in and outside of the learning environment?
  5. How can you support students in translating their understanding of social justice into meaningful action and advocacy within their communities?

Digital Technology Resources

  1. Learning Justice League
  2. Cult of Pedagogy - Provides various resources, including podcasts and articles, on inclusive teaching practices.
  3. Edutopia - Offers articles and videos on implementing culturally responsive teaching strategies.
  4. iCivics - Provides digital resources and games to educate students about civic rights and responsibilities in a diverse society.
  5. National Geographic Education - Offers resources and activities to promote global awareness and cultural understanding.
  6. Smithsonian Learning Lab - Provides access to a wide range of digital resources, including images, videos, and lesson plans on social justice topics.
  7. StoryWeaver - Offers a diverse collection of digital storybooks in multiple languages to promote literacy and cultural awareness.
  8. PBS Learning Media - Provides multimedia resources, including videos and lesson plans, to promote cultural understanding and diversity in the classroom.
  9. Facing History and Ourselves - Offers resources and professional development for educators to promote the understanding of historical and contemporary issues.
  10. Common Sense Education - Provides a collection of digital resources on digital citizenship and cultural awareness for students and educators.
  11. Four Literacies For Responsible Global Citizenship provides an array of resources, strategies, and goals for culturally responsive and social justice education and collective digital citizenship.
  12. We Need Diverse Books - Offers resources and reading lists to promote diverse literature and culturally-diverse representation in the classroom.
  13. Global Oneness Project - Provides documentary films and lesson plans to promote cross-cultural understanding and global awareness.
  14. Education Week - Offers articles and resources on cultural diversity in education, including strategies for creating inclusive classrooms.
  15. National Education Association - Provides resources and tools for educators to create inclusive and equitable learning environments.
  16. ReadWriteThink - Offers culturally responsive lesson plans, activities, and educational resources for language arts instruction.
  17. World Digital Library - Provides access to a wide range of cultural materials, including manuscripts, maps, and photographs from around the world.
  18. Google Arts & Culture - Offers virtual tours of museums, historical sites, and cultural landmarks to promote global cultural awareness.
  19. Global Digital Citizen Foundation - Provides resources and lesson plans to promote global citizenship and cultural understanding.
  20. Open Culture - Offers a collection of free cultural and educational resources, including language learning materials and culturally diverse content.
  21. Adobe Spark for Education - Provides tools for students and educators to create multimedia presentations and projects that celebrate cultural diversity and inclusion.
  22. Cultural Diversity Support Office for International Graduate Students- Provides support to International students to ensure equity, diversity, and inclusion for all students.
  23. Equity, Diversity, and Inclusion Resources for Students- This is a UBC website that offers a plethora of resources available to students and faculty that supports inclusion and allyship for all.
  24. Educational Resources on Anti-Racism and Anti-Oppression

English Language Learning Resources

  1. Bilingual Education and ELL- Offers a variety of information and resources for Bilingual Education.
  2. Bilingual Education: National Association for Bilingual Education (NABE)- Is a professional organization representing English Language Learners and Bilingual Education Professionals. This organization advocates for bilingual education and supports English Language Learners.
  3. Teachers of English to Speakers of Other Languages- This is a global education association, TESOL produces and provides a wealth of events, resources, and publications.

Cultural Responsive and Intersectionality Video Series

  1. Canadian Geographic. (2019, October 22). GeoMinute: 50 years of Canadian multiculturalism [YouTube].
  2. CBC News. (2016, November 16). Is Canadian multiculturalism a myth? [YouTube]
  3. PBS Wisconsin Education. (2022, January 18). Anti-racist education [YouTube]
  4. Ryan, D. (2019, November 7). Affinity bias exercise [YouTube]
  5. TedX Talks. (2022, March 9). Tahir Aslam Gora: Multiculturalism flourishes when cultural values are accepted [YouTube]
  6. TedX Talks. (2021, June 25). Taryn Coe: How to be an anti-racist teacher in a mostly white school [YouTube]
  7. The Diversity Movement. (2020, August 25). 10 inclusive language blunders and how to correct them [YouTube]
  8. TedX Talks. (2020, November 19). Tsandlia Van Ry: Culturally responsive education:What’s in a name? [YouTube]
  9. TedX Talks. (2019, May 16). Is multiculturalism the future? [YouTube]
  10. TedXOttawa. (2019, December 6). Amira Elgahwaby: Canada’s multiculturalism–Worth defending [YouTube]
  11. TedX Talks. (2018, August 22). Shaun Flores: The failures of multiculturalism [YouTube]
  12. TrillEdu. (2018, May 8). Jeffrey Dessources: Culturally responsive pedagogy [YouTube]

Reading List: Diverse Cultural Perspective

Culturally Responsive Book and Resource Finding Sites

Additional Resources

Anti-Black Racism Resources

Overview

In the Master of Educational Technology Program, we recognize the urgent need to address and dismantle systemic issues, particularly those related to anti-Black racism. Our commitment to equity, diversity, inclusion, decolonization, and anti-racism is unwavering, as we believe in fostering an educational environment that empowers all individuals, irrespective of their background or identity.

Acknowledging the historical and ongoing impact of anti-Black racism, we strive to create a learning community that actively works towards dismantling oppressive structures and promoting inclusivity. We understand that technology plays a crucial role in shaping educational experiences, and it is our responsibility to ensure that these tools are used to amplify marginalized voices, challenge stereotypes, and promote justice.

Our goal is to cultivate a learning environment where marginalized and oppressed individuals feel heard, valued, and supported. We stand firmly against all forms of discrimination and bias, actively seeking opportunities to engage in dialogue, promote awareness, and advocate for positive change.

By embracing the principles of equity, diversity, inclusion, decolonization, and anti-racism, we aim to empower our students to become advocates for social justice, both within the field of educational technology and in broader societal contexts. Our commitment extends beyond rhetoric to tangible actions, as we work collaboratively to create an educational landscape that fosters true equality and opportunity for all. For additional content, please refer to the ARIE Task Force; Anti-Racism and Inclusive Excellence at UBC: Anti-Racism Speaker Series; Goal 4-Implementation of Inclusion Action Plan at UBC; and a new podcast, When the Hood Comes Off: Racism and Resistance in the Digital Age presented from the lens of anti-black racism and empowering Black youth and communities.

Please note that this list of resources is not exhaustive but rather the start to the development of a rich and inclusive set of resources that we hope will be used and revisited by our MET community. We are continuing to add to this list of resources and other culturally responsive resources on our site. Please check back regularly for the most updated list.

Remember, it's not the responsibility of Black, Indigenous, and people from other marginalized or colonized groups to educate others or do the groundwork for those tasked with developing, sharing, and implementing EDI (Equity, Diversity, and Inclusion) activities and materials. The cumulative effects of both overt and subtle forms of aggression and discrimination are already a heavy burden. I encourage you to utilize the vast array of resources available online, created by numerous organizations and individuals for Black History Month, before requesting the unpaid and often emotionally demanding labour of your colleagues of colour.

Black History Month recognizes that individuals of African descent have diverse backgrounds and varying experiences with oppression, discrimination, racism, and colonization. This month is about honouring these varied experiences and actively seeking ways to foster and participate in a future that respects and values everyone's humanity, dignity, and contributions equally. This period offers us a chance to learn, reflect, and commit to actions that promote a more inclusive and fair society. When exploring these resources, keep an open mind, be ready to listen, and aim to grasp the nuanced histories and current realities faced by Black individuals. The essence of Black History Month extends beyond merely learning about historical events; it's about being inspired to effect positive change now and in the future. Let's embrace this time to enhance our understanding, question our biases, and wholeheartedly support efforts toward creating a world where all individuals can flourish, free from discrimination and injustice.

Critical Guiding Questions

As you explore the resources presented below, the MET would love for you to engage in discussions about anti-Black racism, examine ways in which your curriculum is representative, identify support systems that are available to black students and colleagues, explore ways to create opportunities for community involvement, and ensure that you are consistently accountable to continuous improvement in your own practice. Please use the questions below as a guide to examine these resources and engage in these discussions.

Note: these questions and resources were designed in collaboration with BC’s Anti-Racism Data Committee and several contributing scholars including Dr. Carl James, (Anti-Black Racism MET Bio); Dr. Camille Rutherford (Anti-Oppression in Educational Technology) and Dr. Arifa Ryan Charles.

Engaging in discussions about anti-Black racism

  • How does you/your institution or organization acknowledge and address systemic barriers that contribute to anti-Black racism, both historically and presently?
  • What specific initiatives, policies, or programs are in place to promote inclusivity and diversity within your learning/working community?

 

Curriculum and Representation:

  • How inclusive and diverse is your curriculum/workshops/project, etc, particularly in terms of authors, perspectives, case studies and representation related to anti-Black racism?
  • In what ways do we ensure that Black scholars/individuals and their contributions are adequately represented in materials and aspects of your work environment?

 

Support Systems:

  • What support systems are in place for Black students/colleagues/individuals in your work environment including mentorship programs, counseling services, and professional development opportunities?
  • How do you address microaggressions and discriminatory practices and what measures can be taken to create a supportive and inclusive atmosphere?

 

Community Engagement:

  • How does your learning/working community actively engage with local Black communities, and in what ways does it contribute to dismantling stereotypes and promoting positive change?
  • Are there partnerships or collaborations with external organizations focused on addressing anti-Black racism, and how can you amplify these efforts within your own learning/working setting?

 

Accountability and Continuous Improvement:

  • What mechanisms are in place to monitor and evaluate progress in combating anti-Black racism within your learning/working environment?
  • How do we involve the entire community in ongoing conversations and initiatives to address anti-Black racism, and how can we adapt and improve our strategies over time?

Anti-Black Racism Resources Collections

Book Lists:

Resources:

Anti-Black Racism in Health Care

Black Community

Grants and Funds for Black Scholars

Netflix Specials - Anti-Black Racism

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Classroom Activities and Workshops

Activities for K-12 Classrooms to Support Anti-Black Racism

Activities for Higher-Education Learning Environments to Support Anti-Black Racism

Workshop Support Resources for the Corporate Sector