What Does Hate Look Like?
We use the word hate all the time--"I hate vegetables" or "I hated that movie!"--but what about the hate that actually hurts someone? There are words, symbols, ideas, beliefs, and actions that cause pain--to us, our friends, family, neighbours, and school mates.
What if you've caused that kind of pain yourself? Or what if you, or someone you know, has been the victim of hate so scary it made you want to cry?
Real kids from real classrooms share their stories here to help us to see the bias, prejudice, violence, discrimination, and exclusion around us--what hate looks like to them. Why? So we can stand against hate and never be the cause of it. And to show us how to cope and get support if we have been hurt.
By sharing our stories, we all become stronger. Our schools, neighbourhoods, and communities become safer and more kind, and hate doesn't win.
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Sameea Jimenez is an elementary educator in the Toronto District School Board. Her teaching is rooted in anti-oppression and anti-racism and is committed to challenging social norms and paradigms. Sameea specializes in social justice education and is an advocate for systemic change within educational institutions. She has created and facilitated professional development around anti-racism and anti-discrimination for educators.
Larry, a native of Toronto, holds degrees from York University and the University of Toronto, where he earned his master and doctor of education degrees. He has been a classroom teacher, literacy consultant, and drama consultant for twenty five years in the Peel District School Board, Mississauga, Ontario.
He is currently an instructor at the Ontario Institute for Studies in Education at the University of Toronto and principal of continuing education courses and dramatic arts at OISE.
"Following a degree in art history, I chose to enter the teaching profession and began my career as a visual arts and language arts teacher. I continued my studies and received specialist qualifications in reading as well as dramatic arts. My doctoral research in the world of written and oral response has framed my values about personal responses to literature as well as the need to build active and interactive literacy communities.
"As a classroom teacher I have worked in all grades at the elementary level and in particular had a strong literature-based program where a wide range of picture books, novels and poetry anthologies filled my classroom. Over the years I have enjoyed sharing my interest in literacy programming in courses and in professional development sessions throughout Canada; the United States; Beijing, China; New Zealand; and Austria.
"I have been fortunate to enrich my practice by being surrounded with a community of experts who have like-minded goals. I have been mentored through courses with David Booth and Gordon Wells, through rich conversations with colleagues such as Shelley Peterson, Franki Sibberson, and Jennifer Rowsell; and by the words and stories shared by authors such as Lucy Calkins, Shelley Harwayne, Chris Tovani, and Debbie Miller.
"Professional development arises out of a need to question our practice and pay attention to events and data that can informï¿1/2and changeï¿1/2that practice.
"As for authoring a book, I would say that the best approach is to start with a strong table of contents; to revisit, reshape, and revise the outline many times; and then just get down and write. I do keep the classroom teacher in mind at all times when I am writing, hoping that the strategies I suggest and stories I tell can inspire them to reflect on their own practice and to consider alternative strategies for engaging all learners in literacy development."
