Demonstrate awareness that divergent viewpoints may lead to conflict as part of group interactions, and assess various means of conflict resolution.
| (a) |
Inventory situations in which divergent viewpoints exist within the classroom and school. |
| (b) |
Solicit the opinion of several persons about a current issue of concern in the school. |
| (c) |
Categorize viewpoints as likely or unlikely to create conflict and explain why. |
| (d) |
Construct a list of reasons why groups and communities may experience conflict, and identify ways in which conflict is resolved and harmony is restored. |
| (e) |
Respond to the following question: "Why might people be in favour or against a particular project or issue (e.g., fear that it might cost too much or that it might be too much work, one's own idea was rejected, desire to contribute to the community, desire to beautify the community)". |
| (f) |
Paraphrase orally and in writing a favourable opinion and an unfavourable opinion about an issue of concern in a community studied. |
| (g) |
Simulate one or more conflict resolution models as a means of resolving an issue in the school or community. |
| (h) |
Research different laws and rules in communities studied, and speculate upon the reasons for such laws and rules. |
This document will assist individuals and communities to engage in meaningful discussions and actions to respond to the experiences, perspectives and needs of students and families who are gender and/or sexually diverse (GSD).
Content includes:
- Gender and Sexual Diversity
- First Nations and Métis Ways of Knowing
- Assumptions, Privilege and Oppression
- Comprehensive School Community Health (CSCH)
- CSCH Approach to Creating Inclusive Schools