Culturally Responsive Practice in Nova Scotia’s Early Learning and Child Care Settings is a 12-hour module developed in response to the ongoing enhancements to Nova Scotia’s Early Learning Curriculum Framework (NSELCF). Three (3) sub-modules have been designed to create a safe and ethical space for examining the nature of biases, prejudice, and assumptions. The modules unpack privilege and encourage participants to reflect on the historical and systemic roots of discrimination and racism. The modules reflect on the lived experiences of people who face these challenges in Nova Scotia. Each module is accompanied by home learning that will continue the conversations between modules.

Through a reflective approach, participants will become deeply aware of their own identities and the identities of the children, families, and communities they serve.

Disclaimer: The modules have been developed for synchronous learning. Participants are required to move through each of the modules in sequence, and with the same cohort. The inability to commit will result in a “restart” of the entire training. The objective of the modules is to demonstrate cultural responsiveness, thus, participants must demonstrate this understanding throughout. To do so, participants scheduled for online learning must work from an operational computer, with a working mic and camera.

Module 1: Laying Face and Foundation

Module Objectives:

• Understand who the Mi’kmaq are

• Understand who the Acadians are

• Understand who the Gaels are

• Understand who the African Nova Scotians are

• Explore and contextualize our understanding of culture

• Explore and contextualize our understanding of intersectionality

• Explore and articulate the intersections of race, nationality, gender, and sexuality

Module 1 provides space for the four (4) historical cultures of Nova Scotia to share themselves in a meaningful way. Participants will better understand the four (4) historical cultures, languages, and beliefs. Participants will explore and contextualize specific intersections and how they relate to culture and themselves.

Module 2: Faces of Discrimination

▪ Explore and contextualize our own privileges, biases, and opinions

▪ Explore and contextualize discrimination

▪ Explore and contextualize racism

▪ Explore and contextualize systemic racism

▪ Explore the Indian Act, Residential Schools, Africville, Racialized Policing, “All lives Matter” and, Social Determinants of Health

▪ Explore and contextualize micro-aggression

Module 2 requires participants to explore and contextualize their own privileges, biases, and opinions. Participants will explore how these interrelate with discrimination, racism, and moreover, systemic racism. Participants will specifically explore contemporary racism in Nova Scotia.

Module 3: Faces of Reconciliation

▪ Explore and contextualize reconciliation

▪ Explore Truth and Reconciliation

▪ Explore and review Education Calls to Action

▪ Explore Black Lives Matter

▪ Explore and review United Nations Rights of the Child

▪ Explore Educator’s role in the classroom

▪ Explore 7 Sacred Teachings as a tool

▪ Explore racism from birth onward

▪ Explore Nova Scotia’s Early Learning Curriculum Framework

▪ Explore and articulate culturally responsive practice

▪ Explore and contextualize Allyship

Module 3 provides space to explore the different types of reconciliation while acknowledging the need to act now. Participants explore their own roles in this work; specifically exploring cultural responsiveness as it relates to Early Learning and Child Care Settings and moreover the Early Learning Curriculum Framework.

Facilitators: B de Guzman and Liz Hicks

B obtained his Bachelor’s Degree in Social Work at Miriam College, in the Philippines in 2003. For eight years he worked as a Social Worker in various sectors. In February 2012, B immigrated to Halifax, Nova Scotia. He graduated from the Nova Scotia College of Early Childhood Education in 2016 and promptly began his career as an Early Childhood Educator at Point Pleasant Child Care Centre. B also became a Canadian Citizen in 2016, and published a chapter in the textbook titled Inquiry-Based Early Learning Environments: Creating, Supporting and Collaborating by Susan Stacey, where he began to be recognized for his work in raw documentation. In 2017, B transitioned as transmale and began his journey to physical transition. His valuable experience paved the way to his advocacy work around Gender Inclusion, hence started co-presenting workshops on Gender Inclusion with Sexual Health Expert – Emily Martinello. Currently, he continues his advocacy work in Inclusion and Diversity, at the same time exploring avenues to continue pursuing Social Work, while he continues to work with children and families.

Liz Hicks, elementary teacher from England, ECE diploma, 39 years in early childhood, in various capacities, and at present a private consultant working in early childhood education in NS, providing professional development in a variety of topics, and consultations and program coordination, plus delivering modules for the NS Early Learning Framework. I believe children are capable, curious and have an innate need to connect with people and the world around them, which is also a belief I have for the educators that work with the children.  

*All sessions are from 6:30-8:30*

Thursday February 9

Thursday February 16

Thursday February 23

Thursday March 2

Thursday March 9

Thursday March 16

Link to register:  https://www.eventbrite.ca/e/nscc-burridge-culturally-responsive-practice-tickets-510623959007