This week, in the midst of one of the most powerful and disturbing moments in recent American history, I decided to start an examination of why we study history.
This is the first blush at a longer project where I will be looking at how we teach history in our schools and what is the purpose of teaching history.
I am starting with Teaching History for the Common Good, Barton, K. C., & Levstik, L. S. (2004). Lawrence Erlbaum Associates Publishers. As I work through this and other texts, I am going to record what I am learning here, the place I go to sort out my ideas. I think this is going to take some time.
It is never been enough to teach history as a series of events with no overview of why we choose these particular events. Why do we study the First World War? Have we always done this? Does it teach us anything? What, if anything does it say about us and our national journey?
In 1962, Alan Griffin wrote this in the World Book Encylopedia:
Everyone knows what history is until he thinks about it
When you start thinking about why we teach history and how we teach the subject, this quote rings true. If we want to go beyond a recitation of facts, names, and events, we need to understand why we are doing what we are doing. Not so much of the what, but much more of the why.
I was faced with this when I taught preservice teachers a course in Intermediate History last year. I have written about this before and I will eventually look in more detail about some of the key themes in history as current writers see them. They include ideas like historical perspective, continuity and change, cause and consequence, and a number of other themes chosen to help students and teachers grapple with important issues.
But even before we choose the themes that are meaningful, we need to pause and think more about the why. Why these themes, why these events?
Before answering this, I want to return to this week in Washington.
When we witness events like this, we have to find a way to start making sense of what is going on. I am not going to try to do this here, but we do have the tools to do this important and really necessary work.
Now, if you haven’t, take a look at the photo essay at the beginning of this post.
The challenging point in the essay is this: we have always been like this. Saying ‘this is not us’ is not accurate. Actually, for most of our history, this is exactly what we have done. Whether we look to the Roman mob, the Parisian mob attack on the Tuileries, or the Montreal Richard riot, we have a long history of losing control.
We know this. But listen to the New York Times.
American is a nation built on stolen land, by stolen people
Of course, so is Canada.
Listen to the narrative. It is all about our history. We can really only come to terms with what happened this week if we are able to see ourselves in our own story, that all of us come from a violent past where force made things right. Where when the mob held sway there was no justice and no peace, especially for the marginalized.
This is why we study history. Barton and Levstik write that at its very base, we study history to engage in discussions about the common good. We need to look at issues surrounding justice and we need to allow students to make their own considerations and “reason deeply about important human matters” (pg 37).
If I had a history class right now, I would show this short piece first thing on Monday morning. While this is a condemnation of present-day America, it is a condemnation rooted in history. We here in Canada do not get a pass on this either. Our own purposeful study of our own story reveals the same level of violence and hypocrisy.
So when we study history it has to be with a purpose. The New York Times piece is all about history. It is a considered examination of how we got here. It is related to so much that we all should know about. Saying, we are better than this, this is not us is missing a really important historical point. If we don’t see ourselves in these rioters we are making a fatal mistake.
How would the national conversation change if we took the longer view and say – yes this is us, now what?
I have been following an issue in Ontario education for over a year now. I have to say right at the start that I have been following this because of a very brave Catholic educator Paolo De Buono. He is brave in a way that I never was. I was a Catholic educator for 31 years. I sat on the governing board of the Canadian Catholic Organization for Development and Peace – the Canadian Catholic development organization – for 6 years. But in all that time, I never spoke truth to power like Paolo does. He is noble and brave, he is attacked for advocating for LGBTQ students in Catholic schools. He is in my opinion, a true Catholic educator.
I am writing now because I have followed Paolo’s tweets for a long time. In November of 2019, he started writing about an incredibly bizarre meeting of the Toronto Catholic School Board where one trustee, Michael Del Grande, in a motion to the board compared a variety of ghastly and illegal sexual practices to those of the LGBTQ community. The Board had been discussing changes to their code of conduct to include the terms gender expression and identity, a request made of all boards by the Ministry of Education to align with human rights legislation (Toronto Star, October 29, 2020).
For over a year, De Buono publicly advocated for LGBTQ students in Toronto Catholic schools against Del Grande. His tweets appeared daily, but it looked like the board and the Toronto Cardinal Collins just wanted him to go away.
Finally, after a report conducted by Michelle Bird of Rubin Thomlinson LLP, the board was obliged to deal with the incident. In the report, Del Grande was found to have violated the Trustee’s Code of Conduct:
She said “while Mr. Del Grande’s choice of words alone would be sufficient to find that he violated the Trustees’ Code of Conduct, I note that Mr. Del Grande’s actions are exacerbated by the fact that he chose to suggest that including criminals — such as cannibals and rapists — in the Code of Conduct was somehow similar to including members of the LGBTQ+ community … In choosing the words that he did, he created an unwelcoming and harmful environment for certain members of the Catholic school board community.”
The problem with all this goes well beyond the trustee. To me, this looks like a systemic failure of the Toronto Catholic Board’s ability to protect the rights of minorities in their schools. After the report was completed, with everything that had happened, four trustees still supported Del Grande at an August meeting called to consider whether he had violated their own code of conduct.
Finally, on November 11, 2020, after what the Toronto Star called a “tense seven-hour meeting”, Del Grande was found in contempt of the code of conduct. He will be required to make a public apology, is barred from being elected to any representative position or role on the board for three months and will need to complete an equity training program within a month (Toronto Star, November 12, 2020).
But the story is far from over. A week after the November meeting, Cardinal Collins, head of the Archdiocese of Toronto publicly criticized trustees for stopping a meeting delegate from reciting from the Roman Catholic Catechism, specifically the sections on chastity and homosexuality that characterizes homosexual acts as acts of ‘grave depravity’ that are ‘are intrinsically disordered’ (Catechism of the Catholic Church, Article 6).
This would have been a great opportunity for the Cardinal to applaud the work of the trustees who did sanction Del Grande. An even better time to demand an apology from Del Grande, instead, he sided with those at the meeting who defended the trustee. This shows an incredible lack of leadership by a Cardinal and shows how out of touch Cardinal Collins is with mainstream society.
In a great article by Rev. Michael Coren, Debate about Toronto Catholic District School Board is overdue, Coren rightly, in my opinion, challenges the Cardinal and others who ” judge, are legalistic, and ignore the central call to love.” The Catholic hierarchy is clearly in favour of those like Collins and Del Grande do not want to grant equal rights to LGBTQ students as they are obliged to do according to Ontario human rights legislation.
The point is you can’t have it both ways. You can’t take money from Ontario taxpayers and at the same time say that you don’t have to follow the rules and social norms of that society. You cannot exclude some because you are not comfortable with them, not in a democratic society.
This leads inevitably to the question – again – why are we still funding school systems that think it is ok to discriminate because of a set of beliefs most Catholics do not even agree with? I was a Catholic educator for 31 years, and I was mostly happy working for Catholic institutions. However, this has to stop, we are long past the time where the Catholic minority in Ontario needs special constitutional protection.
Reverend Coren says it best:
The truth is that many if not most Catholic schools are progressive and inclusive in their teaching, with teachers more concerned with the well-being of their students than some of the harsher beliefs of their faith. But there are still school trips to anti-abortion events, cases of LGBTQ students feeling isolated and insecure, and genuine questions about duplication of spending and the need for a separate, Catholic system in the modern age — especially as other religions do not receive the same privilege.
Cardinal Collins’ letter may have the opposite of its intention, but perhaps an open and informed debate is long overdue. Just don’t expect Jesus to attend the meeting.
It is a good thing that we have educators like Paolo De Buono taking a public stand. There are very serious problems however with a system that has such difficulty sanctioning outright discrimination. A democratic society is sustained by its public institutions. When one of those institutions fails in its public mission it is time for that informed debate. This would the sign of a society ready and willing to look at itself and contemplate some important changes.
This is my second year teaching at the University of Ottawa. We work with students both in the first and second year program. In a year that is fraught with troubles due to the pandemic, there are, I think, some great opportunities to really focus on what we are teaching our students in the Faculty of Education.
Here we work in cohorts and we are the Urban Communities Cohort (UCC). There are fewer distractions this year as everything we do is online. I really believe that what we are focusing on this year is truly essential to the formation of new educators here in Ontario.
This is an essential pause at the beginning of a career, a chance to reflect and ponder before actually diving in.
In both years, we are focusing our work on anti-racism, diversity, and inclusion. In the first year program, we are studying Is Everyone Really Equal by Özlem Sensoy and Robin DiAngelo. In second year we continue to work on How to be an Antiracist by Ibram X. Kendi.
Along with this, we have had a series of excellent panel discussions from leading urban educators here in Ottawa. The panels and the books are challenging our thinking about what it means to teach in an urban school.
This year we are doing something very special, something that we were not able to do last year. It is a bit like starting our own school of urban education. By starting with Sensoy & DiAngelo and Kendi and the panel of education leaders, we are truly grounding our students in a social justice framework – something that I have not seen before.
People like to talk about social justice, but it is not very often that it is practiced in our schools. The discussions with local leaders really brought this home – as urban educators, we need to ground our teaching in social justice first, everything flows from this. It is one thing to say that social justice is important to your teaching, it is a very different thing to make this the basis of your practice.
And what will this look like in your school? What will this look like in your classroom? How will you be challenged if you put social justice first?
Teaching from a social justice perspective means that you need to challenge societal norms and practices that are invested in protecting the status quo. A school board by its very nature is designed to protect itself from any radical change. In many ways seeing the world from a social justice perspective calls into question the very existence of large institutions like our school boards. How well do our schools cater to Indigenous students or students from different ethnic minorities?
Through the work in this program, we have been introduced to the works of Dr. Bettina A. Love and the Abolitionists in the United States. Her work is compelling and we focused one of our online discussions on what she teaches and how it can apply in the Canadian context. Dr. Love and others advocate for a system of education that breaks down barriers for children and where social justice is the guiding principle.
The education survival complex mirrors the prison industrial complex. Both industries are making money off these narratives about Black and Brown children—that we’re defiant, violent, thugs—and it’s just not true. This is about racism and how it plays out on Black and Brown bodies. The complex doesn’t want to remove any barriers, it’s just going to try to measure how well you can jump over them.
We watched a long interview with Dr. Love and other Abolitionists educators and I have included an excerpt below. The original is 90 minutes long and is really worth watching. Even this short segment is liberating and talks about how the impossible became possible at the beginning of the pandemic.
It is a bit crazy to think about now. We had computers, but kids couldn’t bring them home. We had testing, then EQAO stopped. Teachers became the center of everything. We need compassion over compliance!! Why did it take a pandemic to see what really is possible?
These ideas are new and liberating to me. How appropriate for new educators to be exposed to these ideas at the beginning of their career. Education should be about liberation, educators need to lead and not comply with what the conventional practices of the school board dictate. New teachers really need to question who our schools are really for. They need to critique the public school system and look for ways to change that system when it does not serve their students.
By giving our students this framework, they will be able to question more and push the limits of a system that really needs to be pushed. Teaching from a social justice framework is the opposite of supporting the status quo. This is certainly what our schools and our students need right now.
Some of these ideas are making it into our own school systems. Just last week, the Peel Board announced changes to entry requirements for Black and Indigenous students into specialized programs:
Faced with continuing criticism of its failures to address issues of equity and systemic anti-Black racism in its schools, Peel’s interim education director told trustees on Tuesday evening that giving access to groups that are underrepresented in programs, such as arts and technology, strings music and the International Baccalaureate, is a “necessary action.”
“They have a right to be there. If our random selection process was working well and we were encouraging students from these identities to apply, we wouldn’t need this step,” Colleen Russell-Rawlins said in an interview earlier on Tuesday.
Peel board changing specialty program criteria to increase access for Black, Indigenous students
Maybe this is why the abolitionist approach is so interesting – the only way to actually provide BIPOC students with a safe and caring environment is to create new structures that do not rely on a school model designed for Industrial Age Great Britain. The Peel approach is a good one and one that should resonate with our students.
At a time where the education of our children is so important when we need to question how we serve all of our students, these questions and discussions are essential to the development of the next generation of teachers. As they learn to challenge the way things have been done in the past I am confident we will build a better way forward.
The modern school system has, for all intents and purposes, come more and more to resemble and function much like what German sociologist Max Weber called the “Iron Cage” – a bureaucratic structure that traps individuals in a world driven by technological efficiency, rational calculation and control.
I worried most about this third article in my series Living in the age of incivility. I worried about this because I was going to take things personal, talk about a situation that occurred while I was a principal in the Ottawa Catholic School system five years ago.
In a tweet I never put out I wrote this:
In 2015, I was unjustly suspended by a school board I had worked for for 27 years. A disgruntled employee brought a whole host of false accusations against me. I have never written about this. In a time of such incivility, is it now time to expose the injustice of what happened?
Yes, it is time, but how do I make this a useful article? It would be very easy to become the victim in my own story or for the reader to think – maybe these accusations were not false, maybe he got what was coming for him.
If you keep the story as personal, if you hold on to the anger, the message gets lost, the story is blurred, people turn away.
Even a few years ago, I couldn’t write this story. I was too caught up in anger and shame. I have avoided any occasions that involve the OCSB for years now, including, to my shame, the retirement of a good friend, and my own board retirement party. But enough with that now.
What has given me the context for this third article is an opinion piece by Paul W. Bennett in today’s Globe and Mail. He is writing a summary of some of his ideas in his new book – The State of the System: A Reality Check on Canada’s Schools. I don’t have the book yet, but I will be reading this soon.
In his article, he starts out by writing how the pandemic has really exposed the inadequacies of our public school system, a system that has maintained the same structure for well over 100 years.
Beyond this crisis however, the pandemic has exposed a more fundamental problem. It has lost its connection with students, families and the wider community.
Our public schools, initially established as the vanguard of universal, accessible, free education, have lost their way and become largely unresponsive to the public they still claim to serve. Those voicing concerns about early reading, mathematics scores or school closings find the system resistant to change and regularly hit brick walls and glass ceilings, particularly when trying to access the points of decision-making.
What they are very good at is shutting down innovation and smothering dissent.
Now, I enter the personal, but I do it briefly, because I am not the story here.
In 2015, I was the principal of a small urban school in the Ottawa Catholic School Board. We had a great school with wonderful children, mostly new to Canada. Our school had served immigrant communities for decades and this meant going beyond the prescriptive norms to give them the opportunity to thrive in a brand new world.
At the time, we had one employee who worked closely with me who used their position to create tension and strife amongst the staff. I was unaware of this situation until the staff member began to poll staff about their attendance in a board-wide PD day. This is something you just don’t do in a school – the principal can do this, but I would never take a step like this – I trusted the people I worked with.
I did call the employee out on this behaviour, but I did not know at the time it was just one in a series of ‘aggressions’ the staff member had taken out on the rest of the staff.
While generally we could have moved on from this incident we didn’t. The employee went directly to the head of HR for the board, brought in their union representative and left the school when I asked why they were escalating the issue.
This was a time of high tension in the school board. The employee’s union was on work to rule and incidents like this were happening in other schools as well.
Still, nothing really to worry about here. In the ensuing weeks, without my knowledge, the employee with their union rep held a series of meetings with the superintendent of HR and others and in those meetings a long history of my supposed infractions were laid out out. It must have taken hours and hours to come up with this list.
It was fanciful, but it was damming. When the list was complete and the meetings were over, I was called in to hear the whole story. I brought our association rep, a fellow principal. As principals in Ontario, we don’t have a union which means we are exposed and unprotected. Most principals have no idea how precarious their position is.
A meeting that I thought would be a 15-minute conclusion to a strange affair turned into a two-hour grilling that only ended when I had had enough. I told them this was ridiculous and I left.
There is a nine-page summary of the meeting written by my representative. Even now I can’t read it and my hands actually shake as I pull it up again on the computer. I also produced a 22-page document in my defence. I really don’t know if anyone actually looked at it.
As a principal, you get accused of all sorts of stuff. This is part of the job, but you do expect your supervisors to support you and believe in you.
Mine did not. A few weeks after this meeting I was suspended pending an investigation.
I don’t know if an investigation ever took place. Three weeks later on the last day of school before Christmas, I was reinstated with a hastily written disciplinary letter added to my file.
There was no explanation about what their findings were or if they had actually conducted an investigation. To this day I don’t know the results, but apart from the letter, there were no consequences. The employee was relocated and later it turned out that this person had done similar things at another school, but in the earlier case the principal was told to keep quiet. There has never been an explanation or an apology.
This is my story of the Iron Cage. A school board totally out of touch with their staff more than likely doing its utmost to stay clear of a strong union in a time of labour strife. A school board that placed little value on a loyal employee.
There is no question in my mind that the system of centralized power and incompetent managers needs to be reworked. The pandemic has exposed all of this, but I experienced this gross misuse of authority and power over five years ago.
In his article, Paul Bennett calls for a humanizing of the education system. We need to turn away from big schools that dehumanize relationships between educators, children and parents. We also need a system that has some real oversight so that power can no longer be abused by those who want to sanction others who do not follow the script.
One board official once told me I deserved what I got because my views on education were unconventional. With attitudes like this how can we not want to rework our system? How can someone think it is OK to say things like that?
My situation remains unresolved because I never received an explanation and certainly not an apology. I am retired now – writing this while working at a school would certainly lead to grave consequences.
Now I want a better system. Not for me, but for all those who work in schools, for all children and families and their communities. These old institutions need to go and we need to start considering alternatives. As paul Bennett writes:
A new set of priorities is coming to the fore: put students first, democratize school governance, deprogram education ministries and school districts, and listen more to parents and teachers. Design and build smaller schools at the centre of urban neighbourhoods and rural communities. It’s not a matter of turning back the clock, but rather one of regaining control over our schools, rebuilding social capital, and revitalizing local communities.
This is what we really need to do. Humanize education, give power back to parents and communities, get rid of the bureaucracies that do everything in their power to protect what they have.
Education should be about people, it is not about power and institutions. When abuse of power happens so easily with no consequence for the abusers it is time to rework the system.
Everything we do these days needs to be seen through the lens of justice. In this second article on living in the age of incivility, I want to focus on the tools we use in our schools to deal with injustice.
One of the main tools for many years has been the WE Foundation. Fortunately, the days of WE dominance seem to be coming to an end. Unfortunately, this is not happening because people, educators finally saw through the mist of corporate charity but because they got caught in a national scandal.
I was always quietly appalled by the spell WE held over our schools. WE was always about making us feel good, making us look like we were doing something to roll back poverty in the Global South. To my mind, that was never the case. WE never questioned the imbalance that exists in the world and they certainly never exposed the incredible role we have played as settlers and exploiters here in Canada and in the Global South.
They were the good story. That is why boards like my own (Ottawa Catholic) were happy to sign up with WE and why they encouraged participation in their extravaganzas for students and even booked them for one of our annual staff conference days (Christian Community Day).
We never questioned their lack of analysis or their unwillingness to talk about the root causes of poverty and injustice in our world. As Catholics with a rooting in social justice, we should have known better, but how many Catholics have ever examined the social justice roots of our faith? In the vast majority of cases, it was more important to make sure our students felt good about themselves. Rarely did educators and administrators take the next step to challenge the roots of injustice, racism, poverty, and inequality that are endemic in our society.
Look at the quote by Pope Francis below – this is what we should be talking about in our schools – it is not about feeling good about yourself, it is all about becoming uncomfortable with your wealth and privilege and recognizing how we have been the designers of an unequal, unjust world.
… the mere fact that some people are born in places with fewer resources or less development does not justify the fact that they are living with less dignity. It must be reiterated that “the more fortunate should renounce some of their rights so as to place their goods more generously at the service of others.” To speak properly of our own rights, we need to broaden our perspective and to hear the plea of other peoples and other regions than those of our own country. We need to grow in a solidarity which “would allow all peoples to become the artisans of their destiny,” since “every person is called to self-fulfillment.
White saviourism is not simply a personality trait that critics can attribute to the Kielburgers or voluntourists alone. In his explanation of the “white savior industrial complex,” Teju Cole does not distinguish between genuine humanitarians and self-seeking ones, but focuses on the construction and material causes of global poverty. Cole explains that the white saviour looks at places like Africa and sees only desperation, consequently failing to understand why the misery exists in the first place.
This is an important article and it would be a good one to read to get a sense of how we have been taken in by WE. We have been lazy and we have not wanted to think things through. We don’t really want to examine the roots of poverty, racism, inequality, and injustice. We certainly do want to become uncomfortable.
Corporations have adopted We to acquire a ‘brand halo‘, a way to attach any the company on to the coattails of WE at rallies that focus mainly on intermediate aged school kids. The WE rallies have been a great way to encourage brand loyalty, sell more soap. As Vice writes:
A page of WE’s website, advertising Marc Kielburger as a paid speaker, touts his insights into “purposeful and profitable business strategies.” The page, which has since been updated to remove that language, boasts that Marc can help teach strategies to “inspire brand fanatics to stay loyal to you, your company, and your cause (and) add a halo effect to your product.”
WE has nothing really to do with changing our mindsets. It is a cynical organization that believes the only way to talk about the Global South to students is by putting on a rock show. Bring out the celebrities and we will change the world. After the show, you can go home, feel good and forget about the global imbalance that grows every day. No need to question the status quo, you just got a t-shirt.
Next, incivility in the school system – don’t ever rock the boat.
In this series, I am writing about incivility, injustice, and in this case racism in our local community. This article has a lot to do with racism – a word we don’t like using in Canada. But when you enact a policy that negatively impacts young racialized people that is racism and it needs to be called out.
It is hard to write about stories where poor, racialized communities are forgotten in a time where their needs are not seen as important or even relevant.
The story. In the east end of the city, a community rink was converted into a homeless men’s shelter at the height of the pandemic. As parents and community members began to organize protest against the usurping of their place for hockey and pickleball, the City of Ottawa Housing Department looked for a new location.
They fixed on Dempsey Community Centre.
Dempsey Community Centre in the heart of social housing in the near-by Alta Vista neighbourhood was chosen as a replacement. You can read about this here in the only article written about all this in Ottawa. The article makes no comment, no editorial, no judgment on the move. The article misses the important fact that local families were not consulted even though they had signed their kids up for recreational programs with Christie Lake Kids, a city-wide foundation that runs recreational programming in low-income neighbourhoods.
In better days, Dempsey was a place for Russel Heights youth to play and take part in important community partnerships. Here is an example from two years ago where the Ottawa Police played basketball with Russel Heights youth at Dempsey.
The beauty of Dempsey is that kids could walk over from their homes and participate in a wide variety of programming through Christie Lake Kids – all that programming is now gone.
Understandably, Christie Lake Kids has been silent about the loss of one of their key centers for community programming. What can they possibly do? For them at this point to advocate for their youth would risk losing more programming from the City of Ottawa.
This is one of the essential problems with programs based on charity. It is always a handout. We do this because we are in power and we can – but don’t ever challenge us. Don’t ever question our decisions.
The City Councillor Jean Cloutier has defended the move saying all the right people were consulted, no one objected. His level of advocacy for marginalized youth in his own community is a disgrace. When contacted he assured us that he had followed all the requisite steps. His conscience is clear.
These are racialized youth, these are underrepresented families. These are people with no power. This is a racist act made by people who have nothing to fear – no one speaks up for these people. They know they don’t have to worry about decisions that affect people in this neighbourhood.
A few weeks ago there was a huge furor on the local Ottawa CBC when a backyard youth Shakespeare group was shut down by local by-law officers for making too much noise. We heard about this story every second day. A quick Google search turned up 18 separate articles about this! Through the advocacy of people with power, the troupe was moved to one of the premier theatres in Ottawa to complete their performances.
Good for them but there were some big differences between the troupe and Russell Heights. They came from a well-off mainly white neighbourhood. They got the support of local (CBC) media because it was a ‘good’ story. They had an effective voice. They had real power.
The kids and families have none of these advantages. CBC showed very little interest in the story – who cares about poor neighbourhoods in Ottawa. The press coverage was minimal – again who cares?
Situations like this make me angry. The injustice and overt racism in this story are incredible. This is tragic.
Yes, this is an example of the growing incivility of our times. Should the men’s shelter exist – of course. Did it need to displace fully enrolled children’s programs at Dempsey – of course not.
This is a case of inattention by City staff and a City Councillor who really didn’t care. Why should they? They knew no one in Russel Heights would protest. These people are used to stuff like this, why would they object?
No one sees them.
If people don’t start caring in the times of COVID when will they start caring? Why can’t we be understanding and compassionate for all communities, not just the rich, white ones? Why does no one seem to care?
Like many, I watched the first American debate last night. It was deeply disturbing and it is still resonating today. This is the quote that comes to me this morning.
But nothing worth having comes without some kind of fight / Got to kick at the darkness ’til it bleeds daylight.
— Bruce Cockburn
For me, it is not an option not to write right now, but I don’t want to focus on the trainwreck that is Donald Trump. I want to write about incivility – much of what is concerning me has gone on for a long time – Trump is just a symptom of a larger problem.
incivility towards myself from my employers who suspended me unjustly in 2015 – I have never written about this before, do I risk it now?
I take a risk by doing this. I do not live on some remote island. I work for a local university and I have lots of social contacts. It pains me that I need to be so careful in what I write so as not to ruffle the feathers of people in power. People in power do not think or worry about abusing that power or affecting people who do not share their power or influence.
In the first two cases, I will anchor my post to an article – one on the Dempsey Community Centre here in Ottawa, the second, a great article by David Jefferess a university professor at UBC’s Okanagan campus.
In the third instance, there is no article. My story is hidden mainly because when a person is the victim of incivility and a power imbalance they do not want to talk about these things. The overwhelming emotion that comes from being at the sharp end of a power imbalance is shame. To talk about these situations, even in my case four years after the incident is very hard to do. However, in an age of incivility, you really do need to kick at the darkness.
It is OK to do this. I hope it will do some good somewhere.
Next week, I will start with the loss of the Dempsey Community Centre here in Ottawa.
These graphs put out by science teacher and biostatistician, Ryan Imgrund are something I am going to watch closely over the next month.
‘On August 2, in Ottawa there is a 4.8% chance you’ll encounter an individual who can transmit COVID-19 in a group of 27.’
This is actually a statement put out on Ryan Imgrund’s Twitter feed. You can fill in the blanks for your region if you would like. How’s it going for you?
What this means should startle everyone. There is a significant risk of COVID-19 spreading in classrooms this fall. There is no hard cap for kindergarten classes or grades 4-8. Kindergarten classes can still be as high as 29 students, classes in grades 1-3 are capped at 23 (90% of classes must have 20 or fewer students).
The only meaningful caps that exist right now are in grades 9 – 12 where students will attend in groups of 15.
Not to sound overly critical, but I am not sure how this is going to work.
I am going to stop at four, but I could add many more stories. My point here is to state the obvious, this virus is not under control. Reopening is fraught with danger and in many cases leads to more outbreaks.
The great thing about daily statistics is that we can track the daily spread of the virus against significant changes in behaviour.
While we all should be concerned as Minister Lecce is for the emotional well-being of students, is sending them back into a very risky environment the best way to do this?
Should we not be trying to reimagine what school could look like if we were not so tied to an industrial era school model? We could be asking – what was so good about how we did things in the past? What could we do better? Why are we so tied to tradition at the risk of our student’s and teacher’s health?
Schools support the economy, there is no question about that. When kids are in school people can go back to work. If we truly were concerned about the well-being of staff and students we would be looking closely at the statistics and we would be using this time to reimagine school.
Are the people in charge of our school systems motivated to do this? People in senior positions traditionally want to protect the status quo. It is in their self-interest to do this. There is nothing amazing in this – all large corporations act in the same manner.
But what should we be doing?
Should any grouping of students be above 15?
Could we be using facilities like community and health centers to spread out our teachers and students?
Could we develop more robust video conferencing tools to make the online experience more meaningful (is there life after Zoom??)
Is five days a week, 6 hours a day really meaningful? Can we develop a community-based model for education that makes parents active partners?
We do ask these questions in countless blog posts and podcasts, but are these questions ever taken seriously? If not now, when? How tied are we really to an old model that really doesn’t work well for many kids?
I really want to see what happens in the next 30 days. Will there be meaningful debate about what education in Ontario will look like this year? Do we realize that we are in this for the long haul? There is no returning to school until there is a vaccine.
I will be working with teacher candidates in first and second year so I will certainly have lots of opportunities to see how we protect our students and staff. I will continue to look at the stats – we are very fortunate to have this daily reminder about what we are heading into.
Will we invest in real change or will we just hope for the best?
I woke up this morning to a startling note. I was being chastised and I guess I deserved it. I had made a snarky comment on a public Facebook post that celebrated someone’s generous idea of social distancing.
I have seen other posts like this. From this person and others. Here I just let things slip. I really should have kept my mouth closed, even though the behaviours of others has an impact on all of us.
So people are interpreting our new social rules in a way that is making more people sick. No, it is not people in their 20’s although this is a useful stereotype, it is people like my former friend above who feels that they can socially distance using their own rules. I hope they read this article. Today, over 30% of new cases in Ontario were reported in Ottawa. But let the summer roll on.
I apologized to this person. Then I told her that we can’t do multiple bubbles as some people seem to be doing. Most of our children and their partners work in health care, some in very high-risk communities. We have elderly mothers in residences that both have had outbreaks.
Our social bubble consists of three people and it has to stay that way.
This is the thing. If you are going to flaunt our new social conventions, if you are going to do whatever you want because you can somehow justify this please keep it to yourself. When you post on Instagram or Facebook, you are making your actions public. If someone makes a comment maybe you should think about that. Maybe you can take some direction from what people are saying.
We now all live in the same backyard. You no longer get to do what you want. Your actions can certainly have an impact on others. We are all trying to stay safe while we wait for a vaccine or treatment. Once you tell people what you are doing you are opening yourself up to public comment or in some cases censure.
The pandemic is tough. I am finding that social media has more of an edge to it now. People take offence easily, people strike back quickly. We don’t have the normal face-to-face relationships to tamper down this negative energy. We are all in our homes writing and commenting furiously.
I have had my share of dustups in the past few months, some pretty upsetting. We all have to be so careful in what we say and write, but the blow-ups will continue to happen, sometimes when you least expect it.
In some cases, I am sorry for the disagreements. In some cases, I am happy to be free of some people. We will continue to tear up relationships online as the pandemic continues. In most cases, this is just part of the shedding that probably should have happened anyways.
We all probably need to cull the annoying people who still don’t seem to understand that we are in a pandemic. But for the ones we keep, people need to realize we are living in a closer world. We really have to think about how we present ourselves and what we say.
This is a brittle world and it will be difficult to put back the pieces.
I will be putting out a day-by-day post for the next eight days outlining what we would have been doing if this had been a normal year. Today we start the journey from the Ottawa train station.
This post will grow each day as we go through the days of our Kilimanjaro trek.
Departure date: 25 July – arrival Kilimanjaro: 26 July
bus Ottawa-Montreal + flight Montreal-Paris-Nairobi-Kilimanjaro
Departs with the whole group at 3:00 pm, we arrive at the airport in Montreal at 5:00pm. Around 10:00 pm, we board the plane for Paris and arrive around 10:30 am on Sunday, July 26. Soon after, we leave for Nairobi, Kenya, then on to Kilimanjaro International Airport
Day 2 is really a transit day. We are in the air for 15 hours, with stops in Paris and Nairobi. We will arrive very late at the airport in Arusha.
Day Two – in transit
CDG PARIS DE GAULLE, FRANCE 10:45 am.
Arrive NBO NAIROBI KENYATTA, KENYA 20:55 pm –
Arrive JRO KILIMANJARO, TANZANIA 23:50pm (7-hour difference) – 15 hours flying time
We advise group members to wear their trekking boots on the flight over – if luggage is lost it is difficult to replace your boots. That is a long time in your boots!
We have added in a rest day so we can start to recover from any jet lag and hopefully spend some time getting to see Arusha. It will be good to arrive.
Always with the mountain at our back.
Day Three – July 27th, a rest day in Arusha.
This is a good day to take it easy and get your gear together. You will have to weigh your gear to make sure you are not over what you are allowed to bring with you. Extra luggage will be left at the lodge.
The rest of the day will be yours to relax, maybe go into Arusha and we will have our team meeting.
A tour of Arusha
Team Meeting – There will be a trip briefing this afternoon/evening. Please bring with you your passport and insurance details, and your air ticket details. The briefing will cover all aspects of your trip and will include the distribution of any hired equipment you have booked.
Tomorrow we start for the beginning of the Lemosho Route!
First day on the trail
To Londorossi; begin ascent to Lemosho Forest (2650m).
In the morning we transfer to Londorossi (2250 m), passing between the slopes of Kilimanjaro and the horseshoe-shaped volcanic crater of Mt. Meru
(a distance of about 120 km).
After completing the necessary registration formalities, we drive on for a short distance through farmland and plantations to reach the Lemosho road head. The last 5 km of the road to the park gate is of poor quality, particularly after rain, and the drive there should be considered part of the adventure.
We often have our lunch in the glades before starting to walk. It is an easy day of walking up a small path through beautiful and lush forest, this area has a variety of game including buffalo. We camp at Lemosho Forest camp (2650 m). Approx 3-4 hours walking.
a video of the first day showing the weighing of bags at the trailhead and the beautiful vegetation at the beginning of the trek
July 29 – Day Two
Explore Shira Plateau; camp at Shira One (3550m).
The trail starts out in the lush rich montane forest before ascending into the moorland zone of giant heather. The trail climbs steadily with views across
the plains opening out as we reach the rim of the Shira Plateau. There is a tangible sense of wilderness especially if the afternoon mists come in. We camp in the centre of the plateau at Shira One (3550 m). Approx 6-7 hours walking.
If you take a look at the altitude at Shira One, you will see it is over 3000m. Once you get over that boundary, you really begin to feel the altitude. Every effort becomes a challenge and you really need to take things slowly and be mindful of what you are doing. This is the world you live in for the next week.
These short videos give you a sense of what it is like on each stage of the Lemosho Route – no commentary, just the trail.
July 30 – Day Three
Walk to the summit of Shira Cathedral to camp at Shira Hut (3840m).
A day to help acclimatization and to explore the grassy moorland and the volcanic rock formations of the plateau. We walk to the summit of Shira Cathedral, a huge buttress of rock surrounded by steep spires and pinnacles.
The views from our camp near Shira Hut (3840m) of Mt. Meru floating on the clouds are simply unforgettable. The afternoon is free to relax. Approx
4-5 hours walking.
This is a good short video for you to watch. You will notice that the trekkers are going very slowly along the caldera, but all the time the altitude is increasing. By the end of the day, you will be over 3800m. A short, gentle day like this will help you to acclimatize for the journey ahead.
July 31 – Day Four
Descend to camp at Great Barranco Valley (3900m).
A morning of gentle ascent and panoramic views, walking on lava ridges beneath the glaciers of the Western Breach. After lunch near the Lava Tower junction (4550m), we descend to the bottom of the Great Barranco valley (3900m), sheltered by towering cliffs and with extensive views of the plains far below. Approx 5-7 hours walking.
This is a very long day. I remember this day very well as I went through bouts of altitude sickness throughout the day. Next time, I will be sure to take Diamox, something I didn’t do in 2017!
The guide says 5-7 hours walking, but I think it is longer than that. Remember, you are walking very slowly at this point, so taking your time is really important.
Day 4 up to the Lava Tower at 4,600m and dropping down to Barranco camp at 3,850m is one of the harder days. It can take between 6 and 8 hours depending on the group. It’s for days like this that we train so hard for this trek!
August 1 – Day Five
Over the Barranco Wall to Karanga (4000m).
A short steep climb up the famed Barranco Wall leads us to an undulating trail on the south-eastern flank of Kibo, with superb vistas of the southern icefields. The terrain changes to volcanic scree, with pockets of lush vegetation in sheltered hollows, and a powerful sense of mountain wilderness.
video footage from the Barranco Wall 2017. This is a tricky section where you have to hug the wall closely to get around a protruding rock
Our next camp is at Karanga (4000m) a short distance away. The valley floor has the last water point on the approach to Barafu and we camp on the higher sides of the valley with views towards the glaciers of the southern icefields. Approx 4-5 hours walking.
We are now sleeping at high altitude with one more camp to go before we make our summit attempt. The landscape now is barren, but beautiful. For me at least, the altitude sickness has calmed down. All I need to do now is breathe and keep moving one step at a time.
August 2 – Day Six
Steep ascent to Barafu campsite (4600m), with optional afternoon ascent to the bottom of S.E. Valley (4800m).
The trail follows a path on compacted scree with wide views ahead including the Barafu Ridge where our camp lies. The trail climbs unrelentingly to reach the Barafu campsite (4600m) for lunch, after which there is a short acclimatization walk to the plateau at the bottom of the southeast valley (4800m). The remainder of the day is spent resting in preparation for the final ascent and includes a very early night.
Approx 3-5 hours walking.
In honour of this day and to walk under the same moon, we will be doing a night walk tonight around the time we would be getting up for the summit attempt. This will be part of the Kilimanjaro Challenge put together by Nathalie and Remi Roy.
Heading from Karanga Camp to High Camp at Barafu. This is a slow and steady hike which takes 3/4 hours to get to high camp. Take your time as you ease your way to high camp.
August 3 – Day Seven
An early start to reach Stella Point in time for sunrise; on to Uhuru Peak (5895m), the highest point in Africa; descend to Millennium Camp (3800m).
We will start our ascent by torchlight around midnight so that we can be up on the crater rim by sunrise. The steep climb over loose volcanic scree has some well-graded zig-zags and a slow but steady pace will take us to Stella Point (5735m), in about five or six hours.
We will rest there for a short time to enjoy the sunrise over Mawenzi. Those who are still feeling strong can make the two hour round trip from here along the crater rim to Uhuru Peak (5,895m), passing close to the spectacular glaciers and ice cliffs that still occupy most of the summit area.
The descent to Barafu is surprisingly fast, and after some refreshments, we continue to descend to reach our final campsite (3800m) at Millenium camp. Most of us will be too tired to notice the beauty of the forest surrounding the crowded campsite. This is an extremely long and hard day with between 11 and 15 hours of walking at high altitude.
Once we had all gathered at Stella Point, I actually turned off my tracker. To my oxygen-starved brain, I was done. To people back home, it looked like I had fallen off the edge of the world.
Finally, a great video taken at sunrise going up towards the crater. Look at how slowly these climbers are going! At sunrise, they are at Stella Point. The group makes it to Uhuru – a beautiful series of shots. You can actually see the curvature of the Earth! I really want to make it to Uhuru next time!
August 4 – Day Eight
To Mweka Gate; transfer to Arusha.
This day is a sustained descent on a well-constructed path through lovely tropical forest alive with birdsong and boasting lush undergrowth with considerable botanical interest. Our route winds down to the national park gate at Mweka (1650m); and on through coffee and banana farms to Mweka village. The shower, the beer, and the swimming pool are tantalizingly close! We return by bus to Arusha (a distance of about 100 km). Approx 4-6 hours walking.
The final day coming from Mweka camp 3,100m and exiting the national park at 1,900m. These last two days are tough going up to the summit at 5,895, to 1,900m do not underestimate this challenge.