Foundation for Child Development’s Post

This is a must read. The blog concludes with a charge! “What will be your contribution?” We give land acknowledgments while presenting, how could we incorporate language acknowledgments? 🤔💭 After you’ve read this informative blog, share how you are thinking to contribute. 🫶🏾

🌟 **Nurturing Open Minds and Hearts: Teaching Religion to Our Kids** 🌟 As a tutor, I believe in the power of education to shape open-minded, compassionate individuals. Teaching religion to children isn't just about imparting beliefs; it's about fostering respect, understanding, and empathy for diverse perspectives. In our sessions, we explore various religious traditions and practices, emphasizing the values of kindness, respect, and community that are common across many faiths. By creating a safe space for questions and discussions, we encourage children to think critically and empathetically about the world around them. Here are a few tips for fellow educators and parents: 1. **Diversity and Inclusion:** Introduce children to a variety of religious beliefs and practices. This broadens their understanding and appreciation of different cultures. 2. **Open Dialogue:** Encourage questions and discussions. Creating an open dialogue helps children form their own informed opinions. 3. **Values and Morals:** Focus on the universal values present in all religions, such as kindness, empathy, and respect. 4. **Respect:** Teach children to respect others' beliefs, even if they differ from their own. This is key to fostering a harmonious and inclusive environment. Let's guide our children to become open-hearted and open-minded individuals who appreciate the beauty of diversity. 🌍❤️ #Education #Diversity #Inclusion #Teaching #Religion #Compassion #Empathy #Tutoring #ChildDevelopment

Celebrating Differences: Wisdom from Parwaz ECD As my one-year-old son, Shazil Noor, inches closer to completing his Parwaz Early Childhood Development (ECD) classes, a series designed for children from new-borns to 5 years old, I reflect on the rich themes explored in this three-month journey. Conducted once a week, these thirteen classes each unfolded with a distinct theme. One theme that left a lasting impression on me was the exploration of “Acceptance.” In a particular session, the Urdu story, titled “Lambi Patli Kitab” (Long Thin Book), initially failed to capture my interest. However, as the book’s pages turned, it revealed a tapestry of diversity. What hit me profoundly was the emphasis on the diversity in people’s appearances—skin colors, religions, wealth, and more. The book’s powerful message resonated: It’s not just acceptable to be different; diversity is something to be embraced and celebrated. Celebrating our diversity becomes imperative, transcending fear or hatred. It’s not just okay to be different; it’s beautiful to have diversity! You can find the whole article about the Book and the Theme in my Medium Article , here is the link: https://lnkd.in/dPyCD7y4

Important work being done to counter anti-semitism and Islamophobia, both heightened right now and both with long histories. Here’s a piece by DEI expert, Amer F. Ahmed, Ed.D., who works to educate campuses about Islamophobia. Appreciate this dialogue highly. https://lnkd.in/gFRiRMtQ

June is Indigenous history month. Do you have any ways that you plan on incorporating Indigenous themes or content into your curriculum? For me, I am also teaching a theme about Canada in June in my LINC classes. Today, I started, as I always do, with a land acknowledgment. I also shared the importance of keeping Indigenous Peoples, places, histories and cultures at the forefront of our thinking about "Canada." One student asked, "How long have Indigenous people been here?" I taught them the idea of "since time immemorial." We looked at maps with different representations of Canada. Good discussion came out of that, too. We are reading about Truth and Reconciliation for newcomers. We will discuss what they can do as newcomers to participate in this important part of life here in this place. They have lots of questions already, and that is good. Can you find some videos to share with Indigenous voices and perspectives? Can you get outside and be on the land with your students this month? Can you find a short reading or story by an Indigenous author to share with your class? If you have some ideas about how we can guide our students in this important month - and beyond this month! - please share in the comments below. Let's use our collective energy to make positive change together💚 Map below from: https://lnkd.in/gEyAzP8Q #curriculum #decolonize #antiracism #indigenize #Indigenoushistorymonth #esl #eal #englishteacher #englishlanguageteacher #bcteal #atesl #tesol

As we enter Indigenous History Month, let's take a moment to honour and celebrate the Indigenous peoples. It's not just a month to acknowledge, but an opportunity to deepen our understanding and commitment to reconciliation.     📚 A crucial starting point is the Truth and Reconciliation Report, where we can delve into the profound experiences of residential school survivors. Understanding the impact of the Indian Act and reflecting on the findings of the Murdered and Missing Indigenous Women and Girls Report are also essential steps toward building a more inclusive society.     Let's not forget the '60s Scoop children whose stories deserve recognition and acknowledgment. It's time to listen, learn, and unlearn.     🌱 This Indigenous History Month, let's embrace the spirit of learning and growth. Together, we can move forward with compassion, empathy, and a Reconciliation. #IndigenousHistoryMonth #Reconciliation #DEIA 🍁 

https://lnkd.in/gc5yqGTa How can religious tolerance be fostered in multicultural societies? By Hugo Keji Fostering religious tolerance in multicultural societies is crucial for maintaining social harmony, reducing conflict, and promoting mutual respect among diverse communities. Here are several strategies that can help achieve this goal: 1. Education and Awareness Inclusive Curriculum: Schools and educational institutions should include comprehensive religious......

In the realm of English grammar, the uppercase letter serves as more than a mere stylistic choice—it is a beacon of significance. It heralds the presence of proper nouns, casting a spotlight on the names of people, places, and, notably, ethnicities and nationalities. When we write "British" instead of "british," we're not just following a rule; we're acknowledging a collective identity, rich with history and culture. The term "native," when not capitalized, generally describes flora, fauna, or objects inherent to a certain area. It's descriptive, yet devoid of the weight of human identity. However, when we elevate "Native" with a capital 'N', we transcend the general to honor the specific. This distinction becomes crucial in the context of Indigenous peoples, whose histories are steeped in resilience against forces of colonization and cultural obliteration. Recognizing Indigenous individuals with "Native" is a conscious act of respect. It's an acknowledgment of their enduring heritage and a stand against the historical injustices they've faced. It's a declaration that they are not relics of the past, but vibrant communities with rich traditions and aspirations. Embracing inclusive and racially-aware language is a step towards healing and unity. It's an invitation to elevate our discourse and recognize the dignity in each other's identities. Share this message and join in fostering a world where language bridges gaps and celebrates every heritage. Credit: Our friends over at Native Americans In Philanthropy. #Respect #Recognition #Inclusivity #CulturalAwareness #Empowerment #IndigenousPride #StandWithNativeCommunities

INDIAN EDUCATION American Indian boarding schools, also known more recently as American Indian residential schools, were established in the United States from the mid-17th to the early 20th centuries with a primary objective of "civilizing" or assimilating Native American children and youth into Anglo-American culture. In the process, these schools denigrated Native American culture and made children give up their languages and religion.[1] At the same time the schools provided a basic Western education. These boarding schools were first established by Christian missionaries of various denominations. The missionaries were often approved by the federal government to start both missions and schools on reservations,[2] especially in the lightly populated areas of the West. In the late 19th and early 20th centuries especially, the government paid religious orders to provide basic education to Native American children on reservations, and later established its own schools on reservations. The Bureau of Indian Affairs (BIA) also founded additional off-reservation boarding schools based on the assimilation model. These sometimes drew children from a variety of tribes. In addition, religious orders established off-reservation schools. Pupils at Carlisle Indian Industrial School, Pennsylvania, c. 1900 Children were typically immersed in European American culture. Schools forced removal of indigenous cultural signifiers: cutting the children's hair, having them wear American-style uniforms, forbidding them from speaking their mother tongues, and replacing their tribal names with English language names (saints names under some religious orders) for use at the schools, as part of assimilation and to Christianize them.[3] The schools were usually harsh, especially for younger children who had been forcibly separated from their families and forced to abandon their Native American identities and cultures. Children sometimes died in the school system due to infectious disease.[3] Investigations of the later 20th century revealed cases of physical, emotional, and sexual abuse.[4] Summarizing recent scholarship from Native perspectives, Dr. Julie Davis said:#snsinstitutions #snsdesignthinkers #designthinking

Recently I have learnt the term "Situatedness" in religious literacy: Situatedness is a simple concept that can also be complex in application. In religious literacy, It assumes that to better understand our world it is important to learn about many different kinds of religious worldviews, and the contexts from which they arose. However, we also believe that education and literacy should serve to build a more just world. While we seek to identify and understand many different worldviews, Situatedness in our frameworks help to understand power, peace, and violence are equally important lenses for analysis. As a reader what do you think about the term situatedness, do share!