In Brett Dibble’s Grade 12 social studies classes, students delved into Alberta’s 10 fall referendum questions early in the school year. The Calgary high school teacher guided his social studies 30 students through the wording of each question, discussed the practical implications of each outcome, and presented arguments for both sides.
Critics have raised concerns that some of the referendum questions, particularly those related to immigration, constitutional powers, and a potential future independence referendum, may be fueling division and exacerbating discrimination against marginalized communities.
Despite his experience in handling controversial topics, Dibble has adjusted his teaching approach due to the newly enacted legislation, which has heightened scrutiny on classroom discussions. Bill 25, officially known as An Act to Remove Politics and Ideology from Classrooms and Amend the Education Act, was passed earlier this year. It mandates that school divisions and staff refrain from taking stances on political, social, or ideological issues.
This legislation was introduced following Premier Danielle Smith’s disappointment over a teacher’s negative portrayal of conservatives in a secretly recorded conversation. The suspicion surrounding teachers in the current political climate has instilled fear among educators, with concerns about potential abuse or harassment.
Dibble expressed concerns that some of his colleagues are avoiding or altering their approach to teaching the referendum topics to prevent misunderstandings. He emphasized the importance of students understanding the complexity of the issues at hand and expressed worries that an overly cautious approach may result in lackluster lessons.
Dimitri Pavlounis, the director of research for CIVIX, a non-partisan organization focusing on democracy education, highlighted the importance of engaging students in constructive and respectful discussions about democratic processes. He emphasized that such conversations can lead to increased openness to diverse perspectives and enhanced civic engagement among students.
Hannah Lucas, a Grade 10 student at William Aberhart High School, emphasized the significance of learning about the referendum in the classroom. She stressed the importance of developing independent opinions based on a wide range of perspectives, rather than relying solely on social media or parental views.
Margie Patrick, an education professor at The King’s University, emphasized the value of discussing controversial topics in the classroom. She highlighted the need for teachers to carefully plan lessons to include diverse perspectives, age-appropriate content, and encourage critical thinking among students.
Education and Childcare Minister Demetrios Nicolaides emphasized the importance of teachers presenting multiple perspectives on referendum issues without revealing personal biases. He clarified that Bill 25 was intended to guide how sensitive subjects are approached in classrooms, rather than discouraging teachers from discussing contentious issues.
John Hilton-O’Brien, executive director of Parents for Choice in Education, underscored the importance of teachers facilitating discussions on the referendum to explore concepts such as western alienation, independence movements, and the division of powers. He acknowledged the challenge teachers face in preparing comprehensive lessons given the limited time available.
Overall, navigating the teaching of the referendum questions poses challenges for educators, but the focus remains on providing students with a balanced and informative learning experience to foster critical thinking and civic engagement.
