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Curriculum Framework

IDENTITIES

OVERVIEW

The linguistic proficiencies and literacies of learners are supported and highly valued. Cultural heritages are visible and action is ongoing to build increased understanding of and sensitivity to the diversity of cultural backgrounds, histories, and traditions in New Brunswick. Communication and multimodal literacies in all their forms are present, and the importance of learning the official languages of Canada is evident. Learning environments strive to be culturally inclusive and responsive. These identity-affirming learning environments respect multiple worldviews and represent the diverse heritages and cultures of the learners.

Some aspects of identity may be invisible at first glance; language, faith, sexual orientation, family heritage, and other aspects of identity are not obvious unless they are shared. The invisible aspects of identity are just as important as the visible ones. New Brunswick learning communities prioritize building trust with learners to learn more about these invisible aspects of identity and to personalize learning to facilitate learner success. To consciously deny or ignore invisible identities is a form of oppression.

ENACTED IN THE CURRICULUM

Research shows that when learners express their identities and the school system recognizes and values them, they are more likely to develop strong well-being and lifelong career and academic success. Families want their children to be seen and nurtured for who they are. For this reason, many organizations, including the New Brunswick education system, have created policies to ensure that identity is respected and valued. In practice this:

  • looks like learners and families seeing themselves and their heritages reflected in classroom materials and school spaces;
  • sounds like home languages being spoken in class, in the hallways, and by guest speakers; and
  • feels like welcoming, respectful, and curious schools and school community members.

COMMON MISCONCEPTIONS

Though we teach about identities in New Brunswick schools, identity is not just a unit that is taught and then finished. Learners’ identities are a core component of how they learn and interact with the world around them so we consider identity as a part of every learning experience.

Alignment with New Brunswick Global Competencies

The tenet, Identities, is closely aligned with three of the New Brunswick Global Competencies:

  • Collaboration involves using inter- and intrapersonal skills to learn from and with diverse groups of individuals. This tenet plays a crucial role in the success of this competency in building positive and respectful relationships and promoting the well-being of all.
  • The capacity for Self-Awareness and Self-Management is centered on identity. This tenet, as well as identity-specific sources of support, facilitates the development of this competency through growth of positive identity, self-efficacy, and self-regulation.
  • Sustainability and Global Citizenship requires an understanding of identity in order to reflect on and appreciate diverse worldviews and perspectives.

Tools

Multimedia Resources

Resources to Read

Resources to Browse