Blog Posts

Rick Hansen Secondary would like to wish everyone in the community a happy Pride Month! As we navigate this month, we would like to recognize historic injustices and celebrate the growth within the 2SLGBT+ community. We celebrate our individual differences and take a stand to prevent discrimination based on sexual orientation and gender identity.

Aldous Huxley said that “words can be like rays. When they are used properly, they are able to get through anything.”

At Rick Hansen Secondary, I have had the great privilege of working to develop new Creative Writing courses that satisfy English credits for grade 11. For those students who love to read, are curious about writing and publishing, and need a creative outlet to express their thoughts, worries, and experiences in ways that are not visual—photography, visual art, theatre—Creative Writing 11 has become a haven.

In previous posts, I have shared my perspectives on the spectre of systemic racism in education, particularly in relation to Indigenous Peoples. I highlighted two interrelated constructs related to this issue: epistemic racism (the idea that there is only one form of true knowledge) and the related “racism of low expectations” highlighted in the 2016 Auditor General’s Report.

_{O wonder!
How many goodly creatures are there here!
How beauteous mankind is! O brave new world,
That has such people in't.}

_{— William Shakespeare, The Tempest}

When asked to reflect on a classroom, most of us will envision rows of desks facing a blackboard where a teacher stands. For decades, this image has represented the learning space for millions of students and yet excludes how we learn naturally and daily in non-school environments. True knowing and understanding mean being able to transfer knowledge from one setting to another. This requires a varied approach to teaching and learning, ultimately creating the opportunity for our students to explore their passions.

Earlier this school year I made the commitment to report back on what I had learned as a consequence of my “shadow a student” experience.  Listening to students has been a key part of my practice over the last few years, and shadowing a student is the most recent iteration of this learning journey.

Over the last six months, our secondary schools have launched B.C.’s first-ever Student Community of Practice for Equity (SCOPE). Fifty-two grade eleven students, with teachers and school administration, are exploring a fundamental inquiry: What does it look like to center student voice and leadership through ongoing cycles of listening, uncovering, reimagining and, ultimately, moving forward with action?

Earlier this school year, leaders in our organization had the opportunity to learn from renowned psychiatrist, Dr. Shimi Kang on the subject of mental health and wellbeing.

“Now let us begin. Now let us re-dedicate ourselves to the long and bitter, but beautiful, struggle for a new world.” -- Dr. Martin Luther King Jr.

Our secondary schools in the Abbotsford School District are in the initial stages of reimagining how high school should look and feel. Robert Bateman Secondary School has been working through a process with two student groups. Six grade twelve students started our student voice work last spring.  We have a second group of six grade eleven students working on this project this year, with teaching staff joining.