Students speak out on social justice issues
At Upper Canada College, Kumail Nathoo is affectionately known as the social justice warrior (SJW for short). The grade 12 student is proud of the fact that he has gained a reputation for tackling many issues facing society today.
This year, as part of a film and international mindedness course, he wrote a script for a three-minute film called Park Bench, in which a teenage boy decides to tell his girlfriend he’s gay. Heartwarming and funny, the tale ends on an upbeat note, which, for Nathoo, was a way of normalizing conversations around the LGBTQ+ community.
“A lot of times people feel left out and are not represented enough. I felt it was important for the girl to have an open and accepting mind and show a positive response.”
Tackling social issues is second nature for Nathoo, who is also keen to address societal touch points such as racism, Islamophobia and feminism. “These are all huge issues that are so relevant to me. When I watch the news today, it makes me feel a certain urge to spark something new and challenge people’s ideas in accordance with my values.”
Nathoo is among a growing number of students who are intent on changing the status quo when it comes to societal values. “There has definitely been a shift for kids to join clubs and discussions around social issues,” says Kris Ewing, department coordinator for health and physical education at University of Toronto Schools (UTS).
Five years ago students from the school decided to get involved in social science-based research in partnership with a PhD student at U. of T. and OISE. “They wanted to look at the broader success of school beyond math and science to see other areas where interest was rising,” Ewing explains.
Many areas were identified that have shaped student activities since. One was mental health. Students have taken the reins in a number of ways, developing workshops and presentations to younger students on improving attitudes to mental health. “That’s been very powerful at our school,” Ewing says.
Another issue where students have increased their involvement is LGBTQ rights. “They’re talking about it a lot more and engaging in very impactful events,” Ewing notes. “Over time, celebratory events like Pink Day have gotten bigger and bigger.”
Truth and reconciliation has been a more recent addition, she adds. “A couple of years ago we brought in an elder to speak to our assembly about the work being done. Interest has expanded incredibly since then, and we have staff members developing programs to help students learn more.”
Judith Carlisle, principal at Bishop Strachan School in Toronto, says the girls at the school are not only interested in learning for learning’s sake. “They are particularly gripped by learning connected to something that has a social impact. They want to apply knowledge in order to make the world a better place.”
This applies to almost any area of study. Students have even leveraged the most technical of disciplines to help a social cause. For example, last year a group participated in a blockchain hackathon, where they were asked to apply the technology to a social issue of their choice. Their solution was a system to screen gun purchasers at the point of sale.
“That was a perfect case of students working with a typical technology in an innovative and unusual way to create a very useful end product that addresses a social issue,” Carlisle notes.
One telling sign of the BSS students’ interest in societal change happened last year when a senior team came forward with their own proposal for a five-step plan around diversity and inclusion in the curriculum. “When they were about to leave they said, ‘we think you need to look into the future so we are leaving you with some ideas,’ ” Carlisle says.
Ultimately, encouraging students to apply a social perspective to their studies allows them to gain a knowledge of education tools, and instils values on which to base their decisions, she notes. “With the internet connectivity they have today, students are able to research and find out much more about what is happening in the world.”
The uncertain future is not just of concern for students: It also weighs heavily on parents’ minds, Carlisle says. “Parents want and expect us to prepare their daughters with the attributes, skills and understanding to deal with the unknown, so they can make good decisions.”
The interest in social issues has also been a positive wakeup call for teachers, Ewing says. “In this digital world, it’s no longer the teachers who are the most knowledgeable. Students have a huge voice today. They are taking in a lot, and want to be part of the solution.”
In this digital world, it’s no longer the teachers who are the most knowledgeable. Students have a huge voice today. They are taking in a lot, and want to be part of the solution. — Kris Ewing, University of Toronto Schools