I also went to high school in the 90s. We were always told that books were selected by the teachers; although, there was a specific list of books “not permitted” at each school. For example, for some reason unknown to me, OTHELLO was not allowed to be taught at our school. I was also told that Timothy Findley was not allowed at others.

PS: I’m just the messenger of this comment, so don’t everyone gang up on me personally….

The new curriculum document mandates that English teachers use text in all forms including oral language and visual and informational text, as well as literary text, and that we ensure that both aboriginal voice and Canadian literature are a part of every BC high school student�s studies. Teachers and school boards in BC play a key role in choosing literature, and in using both print and non-print text resources which reflect student and community interests and needs, and which engage the diverse range of students in our classrooms.

I am keenly interested in these progressive changes to the English Language Arts curriculum, and believe that the new English 8-12 IRP document provides a timely and visionary direction for education in the province, as well as reinforces good practice already evident in many BC classrooms. Core educational practices in the document such as �assessment for learning� exist in many schools across BC, but, as this is the one professional practice, that more than any other helps improve student learning, it is important that we all embrace the strategies that help our students learn. Likewise, though Canadian literature is commonly studied in many schools and classrooms in BC, by including the study of at least one work of Canadian Lit per year in the new IRP document, the new BC English 8-12 curriculum visions an educational system where all students will have access to Can Lit.

In his blog post on this site, Zach Wells alludes to correspondence on the �Can Lit in BC Schools� Facebook site from last fall. I was very surprised to find my name and my purported perspective mentioned in the blogs on the Quill and Quire site, as my thoughts have evolved since last fall when I first participated in the dialogue about including Can Lit in the new English curriculum. Last fall I argued that there existed many classrooms across the province where CanLit was already the norm, and wondered why mandating CanLit was necessary. Since then though, my views have altered. Although in the Quill and Quire blog posts there is a sense that I was consulted about the issue, this is not the case.

Let me clarify here then, and present a more accurate representation of my ideas at present. I have not written publicly since the initial Facebook group on the issue, but was interviewed by both the Vancouver Sun and CBC Radio�s Almanac in July 2008 on the new curriculum changes. My perspective presented in these media, and also on the Facebook site, identify my view that the inclusion of Canadian literature in all BC classrooms is congruent with current educational practices as practiced in many classrooms in the province. I also expanded on some of the innovative ways that teachers in our school and district, as well as in others in the province, are using to further embed Canadian voice in their classrooms: Lit Circles, online Lit Circles, Writers Festivals and residencies, You Tube, and so on.

Here�s why my position has altered since last fall in regards to mandating the inclusion of Can Lit in BC classrooms�

I have spent these past seven months looking deeper at the issue both through the lens of my own professional practices and those of my close professional colleagues. As part of my professional life, I attend and present at a variety of conferences which brings me into contact with a wide range of teachers from across the province. In my experience then, many BC teachers already include engaging Canadian content in their classrooms. The Canadian literature offerings may range from CBC Radio�s �This I Believe� website � a great source of podcasts and short narrative essays by both amateur and professional Canadian writers – to teachers using YouTube to showcase Canadian poets such as Al Purdy, Shane Koyzan, Stuart Ross. BC teachers use a lengthy list of contemporary Canadian short fiction, poetry and novels from local, regional and national writers.

In our school district, Arrow Lakes (SD 10), we hold an annual Writers Festival for all our students K-12, and invite writers living in our community and region as well from across Canada to work with our students in writing residencies and workshops. Likewise, many BC teachers engage in the practice of �literature circles�, an innovative literature study strategy pioneered by BC literacy expert, Faye Brownlie, where students choose from a range of six to eight novels that match their interests and reading levels. Gone are the days when it is adequate to teach a single novel to a whole class, as English teachers today strive to reflect local student needs and cultural diversity.

My original stance therefore, was that there was not a need to mandate Canadian content as this was common practice amongst BC English teachers already. Indeed, of the hundreds of teachers with whom I have spoken at conferences and at provincial exam marking sessions, most are innovative and excited about their use of good Canadian literature in their classrooms. Some use poetry anthologies with strong Canadian content, some teach Canadian novels to a whole class while others use Lit Circles to allow students to choose Canadian books. Some schools and districts share books to allow a wider range of literature than is possible with limited resource budgets.

However, some teachers also admit that there are bookrooms in their schools full of the �old nuggets� that we, as students, were schooled in decades ago � there is not much Can Lit amongst the dusty shelves of some schools in BC. Some of these novels are wonderful and still relevant and important for students to study. And � they are a great basis from which to grow a wider collection of more contemporary literature too..
In the Kootenays, where we often have had to be creative and innovative as a result of our rural isolation, the practice of using high quality Can Lit appears to be pretty widespread. Amongst my urban colleagues, there are patches of brilliance in the use of wonderful Canadian literature, and there is high interest in figuring out how to further increase Canadian content.

My perspective has therefore changed for three main reasons:

1) The practice of using Canadian literature is embedded in many teachers’ practice already – it is not an add-on, but a validation of already good practice for many teachers

2) Most teachers are keen to expand their use of at-level, Canadian and aboriginal text to meet the needs of their students. First Nations resources are being shared amongst school districts, as are multicultural Canadian voices.
Therefore, this change in the curriculum gives teachers the green light to continue and extend this wise practice. Choosing differentiated text through the lens of selecting books that include Canadian, aboriginal, multicultural and gender voice, is crucial to meet the needs of all our students in the diverse classrooms of today. Ensuring that students have books in their hands that they can read and understand, is essential for improving their reading skills and success in becoming lifelong readers. At-level text then, that reflects the composition, diversity, and interests of the learners in our classrooms our responsibility in the much more complex landscape of the classroom in 2008.
Teachers are eager to use text that works for kids and to expand the collections of good, engaging, interesting books for the learners in their schools. Indeed, one of the most significant professional aspects of connecting with other teachers at conferences and at provincial exam marking sessions, is the sharing of new literature that we have tried in our classrooms. The new BC ELA curriculum supports this practice.

3) One novel or one play or one collection of poetry is not an onerous amount of Canadian lit to include in every classroom in the province.

The conversation about how to support one another in identifying pieces of literature that resonate for students and how to better network to share best practices does need to happen though.. And – there are creative low or no-cost strategies such as Lit Circles or sharing resources within or across school districts that make the implementation of this aspect of the new curriculum feasible for all schools.

Truly this is where we ought to put our efforts � to make good things happen to meet the needs of students using the synergy, talents and positive CanLit experiences of our BC English teachers while pushing the envelope to extend our practice.

It�s almost September � an exciting beginning to another new school year. And BC has some great teachers who will make good things � Can lit and otherwise – happen for their students.

“What is the role of the Ministry of Education in curriculum development?

The Ministry of Education administers the system of publicly funded elementary and secondary school education in Ontario, in accordance with and under the authority of the Education Act.

The Minister of Education, through the ministry, issues curricula, sets diploma requirements and sets policy for student assessment.

What are curriculum documents?

Curriculum documents define what students are taught in Ontario public schools. They detail the knowledge and skills that students are expected to develop in each subject at each grade level. By developing and publishing curriculum documents for use by all Ontario teachers, the Ministry of Education sets standards for the entire province.”

It seems that private schools may have a little more leeway, which would not surprise me very much, otherwise what would be the point of spending all that money?