Sudbury Catholic District School Board

Month: November 2024

Honouring Justice Murray Sinclair: A Leader in Truth and Reconciliation

Posted on by Erin Kendall

November 4, 2024, was a sad day for First Nations, Canada, and the world. Justice Murray Sinclair, former Senator, Midewin Lodge Member, Father, Grandfather, Teacher, and Reconciliation Leader known to Spirit as Mazina Giizhik, passed away at age 73.

ABOUT JUSTICE MURRAY SINCLAIR

As an esteemed Anishinaabe leader, Justice Murray Sinclair leaves behind a remarkable legacy of advocacy for Indigenous rights, justice, and reconciliation in Canada. His dedication to truth and healing was exemplified through his role as Chair of the Truth and Reconciliation Commission, where he worked tirelessly to expose the injustices of the residential school system and promote a path toward reconciliation.

Throughout his career, Mr. Sinclair’s commitment to reconciliation has left a lasting impact on our Nation’s legal system and Canadian society. His wisdom, resilience, humility, and determination will continue to inspire generations to come. Murray Sinclair not only helped the Anishinaabek, but also shared a vision of what justice could be for all peoples of the world.

As we remember Senator Murray Sinclair and his significant contributions, let us reflect on the importance of education and understanding in building a more equitable future for Indigenous peoples. In the spirit of reconciliation, we encourage our Sudbury Catholic District School Board community to learn more about Murray Sinclair’s contributions, the history and impact of his work in healthcare, law, and politics, and to engage in open dialogue about our shared journey and responsibility towards reconciliation.

In his words to educators, Mr. Sinclair said: “It’s very much about ensuring that the human beings you are educating are given the opportunity to be the best human beings they can be.”

Our thoughts are with Murray Sinclair’s family, friends, and all those who have been touched by his life and his work. May we honour his memory by continuing to work towards justice, healing, and reconciliation in Canada.

Baamaapii Kaawaabmin Murray Sinclair, Chi Miigwech, for your Service.

2024 Student Census Question Guide

Posted on by brooklyn

Collecting identity-based information will help the Sudbury Catholic School Board identify groups of students who may be treated unfairly or may not be receiving the best services our schools have to offer. The data collected could inform new policies, procedures, or teaching practices that promote a better school environment.

Why is this asked? — As mandated by the Anti-Racism Act, school boards must collect information about Indigenous identity to help identify, understand, monitor and address Indigenous people’s unique experiences of systematic racism and marginalization resulting from a history of colonialism and the impact of generational trauma.

This question refers to Indigenous people of Canada who have ancestors who have lived here for thousands of years before the first European settlers arrived.

Why is this asked? — As mandated by the Anti-Racism Act, school boards must collect information about ethnic origin to help identify, understand and monitor systemic racism, marginalization and disparities in outcomes that people may experience based on ethnic origin.

 

Why is this asked? — As mandated by the Anti-Racism Act, school boards must collect information about racial identity to help understand and monitor systemic racism, marginalization and disparities in outcomes that people may experience based on race.

Race refers to the way society organizes people into groups, based on how you look. Race does not have to be related to your Country of origin. The examples provided are simply a guide.

Why is this asked? — Students who are newcomers or immigrants often face different challenges accessing education. Collecting student information on their status in Canada and how that may intersect with their experiences in school helps to identify, monitor and address systematic discrimination and disparities in services and outcomes that students may experience of the basis of immigration status and place of birth.

Why is this asked — Students with disabilities can face challenges accessing education. Collecting information about disabilities helps to monitor and address discrimination and disparities in services that students may face as a result of their disabilities.

A disability may be physical, mental, behavioural, developmental, sensory, communicational or a combination of any of these.

Why is this asked? — We ask about students’ first languages to identify program needs and to ensure that information from schools is communicated in languages that are understood at home. The languages listed in the question are provided in order of more reported languages from the 2016 Census.

Why is this asked? — Stereotypes and prejudice based on gender and gender identity are common and contribute to negative and discriminatory outcomes in schools. Collecting information about gender identity helps to monitor and address discrimination and disparities in outcomes student may experience on the basis of their gender, gender identity or gender expression. Gender identity is different from, and does not determine, a person’s sexual orientation.

Why is this asked? — As mandated by the Anti-Racism Act, school boards must collect information about religion to help identify, understand and monitor and address systemic racism, marginalization and disparities that people may experience based on religion.

Your faith/religion/creed is a system of beliefs that you and/or your family follow. This may involve certain special practices and celebrating special holidays. You may also visit a place of worship. “Atheism” refers to a lack of belief in any god or higher power. “No religion” refers to not following any religious practice.

Register Now! E-mail Copied to Clipboard