Activity 1.1 | Thinking About Inclusion

How do we see ourselves in our work

Activity 1.1 | How do we see ourselves in our work 

In this first activity, you are asked to think more deeply about the idea of Inclusion and then document your thoughts in your reflective journal. 

“Equity and inclusion are central premises of a child’s right to quality education, as outlined in the United Nations Convention on the Rights of the Child and Sustainable Development Goal #4. UNESCO (2020, p.1) defines inclusion as ‘actions and practices that embrace diversity and build a sense of belonging, rooted in the belief that every person has value and potential and should be respected" 

(UNESCO, 2020)

Revisit this quote by Jo Chrona (2022): 

"We need to remind ourselves to come to this work with the whole of ourselves.To do otherwise diminishes the work and diminishes us. In coming to know each other, we learn about how we each approach our work and frame the knowledge that we share." (p.217)

Reflect in your journal

What does this quote mean to you as you think about the idea of Inclusion?  

We will revisit your reflections later in the course. 

References

Chrona, J. (2022). Wayi Wah! Indigenous Pedagogies: An act for reconciliation and anti-racist education. Manitoba: Portage and Main Press.

UNESCO (2020). Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris: UNESCO 

United Nations (1989). United Nations Convention on the Rights of the Child, http://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf

United Nations (2022). 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. https://sdgs.un.org/goals/goal4 

Creating a Personal Definition of Inclusion

Consider how you would define the terms inclusion or inclusive. 

As managers or directors of ECE programs, we should be able to define what we mean when we use words or concepts. When we think about inclusion and begin to create our understanding of what this concept means, we must use our words carefully. When we say we want to be fair, what do we mean? Let’s challenge ourselves to think more deeply about our understanding of inclusion and examine how we might be open to all families and children. 

Fairness

Fairness is difficult to define. What is fair to one person may not seem fair to another. 

We have a bag of cookies, and we give everyone one, and that seems fair, but perhaps one child is two and happy with one cookie while the five-year-old wants another as she did not have breakfast. If we had another, maybe we would give her one. The two-year-old does not necessarily mind, especially if we explain. 

It might be unfair to allow one child to have a longer turn on the swing, but you realize he needs the time. Sometimes, we use fairness to excuse ourselves from making a difficult decision to allow something for a child who needs it when we would normally not do that for other children. This is an interesting conversation to have with your co-workers.

Reflection

Think back to a time when you had to make a decision that felt "unfair" to some but necessary for the well-being of an individual. How did you navigate that situation, and what did you learn about fairness from the experience? How might you approach discussing these decisions with colleagues or others involved?

Capture your reflection in your journal. 

Equality

We do want to treat each other equally, not discriminate against certain people. Surely, we live in a system that says all are equal under the law–everyone must stop at the red light, or pay their city tax. But we all know we do not all have equal opportunities or equal abilities. Despite that, we should at least be treated fairly and equally by the law.

Reflection

• How do you see the difference between equality and equity showing up in your work with children and families? Can you recall a time when "equal treatment" may not have led to fair outcomes for a child or family in your program?
• How might your leadership decisions, whether in staffing, programming, or family engagement, help move your program toward more equitable practices?

Capture your reflection in your journal. 

Equity

Equity looks at both fairness and equality. We want equal opportunities for children, for each other but we also want fairness. We want our programs to welcome everyone which may mean that we support people at the level that works for them and us. Stopping a child from eating something from their lunch because snack only happens at a certain time may penalize a child who does not have time for breakfast in the morning and is truly hungry. Knowing that a family newly arrived in Canada may need time to settle in and help them to understand how child care works and provide extra support to their child who may not understand English.

Figure 1

Distinguishing between equality and equity, a misleading representation

Note. Figure 1.9 Global education monitoring report, 2020: Inclusion and education: All means all (UNESCO, 2020, p. 11). 

Reflect

Take a moment to study Figure 1, which shows the difference between equality and equity.

Now, think about a time when a child in your program needed something different to thrive, perhaps extra emotional support, food outside of designated times, or help understanding classroom routines.

How does this figure help you reflect on your role in removing barriers for children and families?

What is one small shift you could make in your practice or program that would move you from "equal" treatment to more equitable support?

Reference

UNESCO (2020). Global education monitoring report, 2020: Inclusion and education: all means all. CC-BY.  https://unesdoc.unesco.org/ark:/48223/pf0000373718