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I had the honour and privilege to collaborate with the well-respect sexual health educator Nadine Thornhill on her #SaveSexEd series on YouTube. Check out the video she put together so brilliantly, helping break down the myths and misconceptions of the 2015 human development and sexual health curriculum in Ontario!
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Thank you to Larry Fedoruk and the CKTB 610 Radio team for having me on the show again to discuss sexual health education in Ontario and Doug Ford's "Snitch Line".
You can download the episode as a podcast by clicking here! Best of luck with the 2018/2019 school year ahead! “[Consent is the] permission for something to happen or agreement to do something.” - Oxford Dictionary Everytime you read or watch the news, chances are you will hear a horrific story about sexual violence (assault, harassment, rape, emotional abuse). Sexual violence is a rising problem across our country (and around the world). You can read more about this on the Canadian Women’s Foundation website. There has also been ongoing discussion over the past few years about the issues about sexual violence on Canadian post-secondary campuses. Consent is a very basic, explicit concept that can be taught from a very young age. To instill a sense of respect, and being able to understand and communicate boundaries at a young age is an essential part of a proactive, rather than reactive, measure to combat (sexual) violence. One of the biggest drawbacks of the re-implementation of the 1998 health curriculum in Ontario is the absence of any explicit reference to consent. As I continue to read (and reread) the 1998 sexual health strand of the Ontario curriculum, it becomes progressively apparent how this curriculum lacks the depth it requires to meet the needs of 21st century learners - the depth and robustness that is found in the 2015 curriculum. When you look through the 1998 curriculum, this is as close as you’ll get to finding roundabout learning expectations (i.e. specific expectations) about consent: Grade 4: “Identify the characteristics of healthy relationships (e.g., showing consideration of others’ feelings by avoiding negative communication)” Grade 6: “Identify strategies to deal positively with stress and pressures that result from relationships with family and friends” Grade 7: “Use effective communication skills (e.g., refusal skills, active listening) to deal with various relationships and situations” which is definitely better than nothing, but is not as explicit and direct as the learning expectations from the 2015 curriculum: Grade 6:  Grade 8:  We need to have conversations about consent with students starting in kindergarten. I don’t suggest starting to talk about consent with grade 1 students in the same way you’d talk to a grade 12 students, but there are ways to scaffold:
Primary grades (1-3)
Junior (4-6)
Intermediate & Senior (7-12)
Having specific lessons about consent is helpful (such as this lesson plan I created for grade 3-12 students about effective communication skills), but I also encourage you have these conversations as they come up. You’ll notice students trying to hug each other when it’s clear it is unwanted, or hear students talking in the hallway about their new partner. Don’t be afraid to introduce the concept of consent in these situations as they will be personally relevant to your students, and will resonate with their real life experiences. There are some amazing resources online you can share with your students or use to plan your lessons about consent: Primary/Junior Grades: Consent for Kids (YouTube video) No Means No (Picture Book) My Body Says What Goes (Picture Book) Create a poster in your classroom about appropriate consensual behaviour Intermediate/Senior Grades: Consent Tea (YouTube video) All About Consent (Planned Parenthood) How To Talk About Consent (Planned Parenthood) Ask. Listen. Respect (YouTube Video) Dancing, Project Consent (YouTube video - cartoon graphic content) Teaching Sexual Health, Consent (website) Sex And U: What is Consent? For Parents: 5 Ways To Teach Your Children About Consent (Huffington Post)  Now that the Ontario Ministry of Education has repealed the 2015 sexual health education curriculum, teachers in Ontario will be mandated to teach the 1998 sexual health education curriculum. This means students will be learning from a curriculum that was introduced over 2 decades ago. If you read any article online that is covering this unfortunate controversial decision, you’ll know that the following topics are the primary areas that are missing from the 1998 curriculum:
If you take a look at the actual curricula themselves, while some of the learning expectations (or, as teachers call them, specific expectations) are similar, it’s pretty clear the 1998 curriculum is lacking detail (due to lack of detailed curriculum content and missing teacher prompts/student responses). For example, here are the grade 1 learning expectations: While sexual orientation and gender identity are missing from the 1998 curriculum, they are both recognized and protected by our Ontario Human Rights Code and Charter of Rights and Freedoms. Regardless if these identities are present in the curriculum, teachers have an ethical duty to discuss and protect the rights and laws of our province and country. So, how does a teacher actually talk about sexual orientation and gender identity without any guidance from the curriculum? I have some suggestions! Start early Both with respect to age and timing during the school year. Conversations about identity should start in young grades, as early as preschool and kindergarten. The earlier students are exposed to these identities, the more comfortable they will be as they get older and develop their own identities, and/or meet people with different identities. Teachers should also initiate conversations about gender and sexuality early on in the school year and not wait until the last week of June, as many people do! See below for ways to start these conversations. Don’t make it a “big deal” Calling too much attention to sexuality and gender is unnecessary, and inadvertently may cause extra pushback or controversy from parents, other staff, and community members. Is it important to talk about? Absolutely - but do so with intention and purpose. Instead of singling out a conversation about different sexualities and gender identities/expressions, have conversations about differences more holistically. Ask your students:
Talk about it when it comes up, don’t avoid it I find some of the most powerful teachable moments I have had with students in the past are unexpected, casual conversations walking down the hall on the way to phys ed, during recess on the playground, or in non-health lessons. Perhaps you’re doing a media studies or literacy project involving analyzing a movie, music lyrics, or television shows. If you introduce different artists, actors, or leaders in our communities, bring in a variety of examples that can naturally lead to conversations about sexuality and gender. For example, different family types (e.g. same-sex couples) are present in Modern Family, a kid-friendly show:  Laverne Cox is an openly trans actor:  Or think about musical lyrics, like Lady Gaga’s Born This Way: “No matter gay, straight or bi Lesbian, transgendered life I'm on the right track, baby I was born to survive. No matter black, white or beige Chola or orient made I'm on the right track, baby I was born to be brave!” which is a perfect way of discussing the acceptance and celebration of many different types of identity.
Be mindful of language Many teachers often default to calling their class by “boys and girls,” “ladies and gentlemen,” “princesses and princes,” and so on. We should move away from polarizing, gendered names to be sensitive to students who may not fit into one of those two gendered “categories” (also, what happens if you divide your class based on gender, but you have a student who is not openly trans? How do you think that would make them feel?) If you do need to separate your class into two, or call them to get their attention, try using gender-neutral names like “scientists and mathematicians,” “folks,” or “students”. Conclusion There is opportunity all around to talk about sexual orientation and gender identity. I have created a lesson plan using the grade 6-12 specific expectations from the 2015 curriculum, to talk about gender identity and sexual orientation. You can use this lesson plan for younger grades too! If a parent comes to you and says "I don't want my child learning sex ed," start by asking "Why? I would love to hear more about your concerns so we can work through this together."
I also suggest reminding them, "Would you rather your child learn from a trusted adult, or would you rather they get information from their friends or from the internet - which does not guarantee the content is accurate or safe?" Make it a discussion, don't shut it down. Let's have collaborative conversations, even if we don't see eye to eye at first. Teachers have an obligation to ensure family values are respected and upheld - teachers are encouraged to acknowledge that families and individuals have different beliefs and values that we should respect. Teachers also have an obligation to ensure their students are safe and healthy, which means discussing subjects that are based on the laws, rights, and human rights in Canada (e.g. marriage equality). This is outlined in our Ethical Standards by the Ontario College of Teachers (OCT). Today will be marked as a day in history - the Ontario Ministry of Education has officially retracted the Human Development and Sexual Health (i.e. sex ed) curriculum.
This is devastating news to students, educators, and other supporters of the curriculum. I was interviewed by Harper's Magazine to talk a bit about what the 2015 curriculum is actually about: harpers.org/blog/2018/07/northern-disposure-ontario-sex-ed-curriculum/ As you know, there are a lot of misconceptions about what is discussed in Ontario classrooms during the 'sex ed' unit, or officially the Human Development and Sexual Health strand in the Health and Physical Education curriculum.
Did you know that sex ed only makes up 10% of the entire Ontario Health and Physical Education curriculum? Did you know that over 4,000 stakeholders (including parents) were consulted before the release of the new 2015 Health and Physical Education curriculum? I have had the privilege to clear up some confusion and misconceptions about Ontario's sex ed and act as an advocate to keep sex ed alive in Ontario. You can see me featured in the following articles: What does Doug Ford's plan to scrap the sex-ed curriculum mean for queer kids?, NOW Magazine, June 16 2018 The facts about Ontario's sex ed curriculum, CBC, April 18 2018 I had the absolute honour to be the guest host on CBC's Ontario Today to talk about Human Development and Sexual Health (or, better known as the 'sex ed' curriculum in Ontario. You can hear the radio episode here, or download it to listen on your commute to work!
Title: Podcast URL: https://www.cbc.ca/listen/shows/ontario-today/episode/15536701 www.cbc.ca/listen/shows/ontario-today/episode/15536701 I'm downloadable! I had the pleasure to be a guest on the new podcast Sex Ed Before Bed. I spoke about the Ontario sex ed curriculum and sex education in general. You can listen to my podcast about sex education in Ontario here (episode 4): https://itunes.apple.com/us/podcast/id1265551689  Earlier this week I had the honour to be interviewed on Sex City Radio! The episode has been transformed into a pod cast, which is available here. The description of the episode is:
Cordelia interviews three local women doing innovative (radical!) things in the world of sex education: -Carly Basian is teaching teachers how to teach sex education in Ontario! -Ola Monica Skudlarska holds workshops and talks about sex and mental health, and we'll be talking primarily about sex as a coping mechanism, and -Tynan Rhea is facilitating workshops on sex during and post- pregnancy. Hope you enjoy! |