When I express my confusion at staff meetings, in core groups, or when mass emails reach me, I am not being touchy. I am seeking information: is this equitable, is this fair, is this just? Is this the promise of a civil society?
I write this with a heavy heart on a day that should have been allocated merely for celebration: today is the 10th anniversary of my family's move to Canada. I am aware that I, given my point of entry, am allowed to call myself a transplanted or relocated Canadian or an emigre from India.
Many of our parents are not given that freedom: they are immigrants, newcomers and perceived as somehow lacking in what they can do for their children.
I would like share my thoughts about the implied and perceived deficits in the schema of our students. Educational reform requires those of us who can, should try to bring our voices to inform decisions so that standardised tests reflect diversity, and not to insist overtly and subliminally, to assimilate rich cultures into a monochromatic vista. So if EQAO tests talk about portage and pucks, can that be changed? Instead of getting all 'newcomer' parents to pack off and head for the rink?
Even in 'our schools' there is a segment of parents who are more 'North American' (read professional, affluent, well spoken). We see them at school council meetings and they are vocal. They participate in discussions, they have professional degrees that are (finally) recognised in their adopted country. They can read the world that they inhabit.
Do all our parents know that the fact that they say 'tution' and not 'tutoring' is a source of ongoing amusement for many?
Do they know that they are sometimes packed into a labelled box because they are perceived to be alike?
Do they know that the fact that they dream of careers for their children, they are seen as anomalies by many?
Do they know that their knowledge of mathematics and science, those universal languages, in which the Ontario curriculum is way behind many other 'developing countries', is not valued by their project driven children?
Do they know that their ongoing support means driving their child to the library on weekends to get the books they need. It means talking to a tutor to get the extra help because they are working in the evening and cannot sit with their child. This means signing the permission form to let their child go to electives as going to the slopes themselves may invite raised eyebrows.
How do I know this? Because I too have been spoken to loudly so that I can understand. I too have been stared at, at the Markham Village rink. A student and her mother who has a degree in science and proudly wears her cultural clothes, have been told to 'go back' in no uncertain terms.
Yet, 10 years later, I am hopeful. As there are many who do not see these as deficits. Many who reach out and walk together. Many who care. For your presence in my life, I am thankful. I am thankful for my sisters and brothers who are my strength and my joy.
I usually photograph a sunrise every January 16th to remind myself of the new beginnings. Today I photographed a sunset.
I lived for 32 years in India, 4 overseas and 10 in Canada. I carry all those memories in every breath. I speak for myself, yet there are many who are unheard. Today, I dedicate my voice to those unheard ones.
And I firmly believe that I will continue to speak up with heart and integrity as long as I can, and for when I cannot, my children and my students will take my place. I am confident that this journey is not a wasted one.
