Many educators are choosing to engage students in addressing diversity through antiracist and multicultural education. Broadly framed, multicultural education in Canada has been informed to some degree by federal policies on cultural pluralism; Canada remains the only nation with multiculturalism formally entrenched in its constitution. Those educators with an eye to more critical considerations of systemic racism and the variety of students’ complex identities will find a wealth of multicultural research and academic writing to support their planning. For example, Banks (2002) offers a multidimensional view of multicultural education that encompasses teachers’ efforts in prejudice reduction, designing equity pedagogy, and fostering an empowering school culture and social structure (pp. 13-20). He argues for conceptualizing the school as a “unit of change” and for “restructuring the culture and organization of the school so that students from diverse racial, ethnic, and social-class groups will experience educational equality and empowerment” (p. 17). In this light, teachers and students working together toward equality can be viewed as important change agents, both locally and beyond school walls. [paragraph 2]

For students or educators wishing to mobilize a coalition to address equity concerns, there are a number of accounts in the educational literature of activists who have had success with promoting social responsibility in US schools (Nieto, 1999; Sleeter, 1996). Nieto writes about creating multicultural learning communities using recent research and teachers’ narratives, while Sleeter emphasizes social activism as a means of addressing diversity issues in schools. In addition, Canadian school activists and scholars offer similar success stories of teachers and students promoting multiculturalism and pluralism (e.g., Berlin & Alladin, 1996; Corson, 2000; Dei & Calliste, 2000; Smith & Young, 1996). [paragraph 3]

Each of these writers addresses cultural pluralism within the broader context of a growing recognition of the need to understand and respect diversity while acknowledging a broader, global picture. Global education is arguably a separate field from multicultural education, but there are many ways in which the two overlap in schools. Banks (2002) argues that educators must “help our students attain the knowledge and skills they need to function in a culturally diverse future society and world” (p. 23). By gaining understandings of the interconnectedness of all peoples living on the earth, students are likely to gain empathy for the lives of others. [paragraph 4]

Learning how to begin to take multicultural action in a particular school or community can seem a daunting task. Below I offer a brief overview of the formation and activities of one particular student action project and offer some suggestions from my experiences and research for forming and sustaining such coalitions to address diversity issues on local and global levels. [paragraph 5]  
 

Students Taking Action on Multicultural Issues  
 

The STOP (Students and Teachers Opposing Prejudice) group formed spontaneously in an unlikely nonacademic literature class during my rookie year of teaching high school English at Lindsay Thurber Comprehensive High School that is located in Red Deer, a small city (population about 70,000 people) in the province of Alberta in western Canada. It remains a popular extracurricular school program and has been widely recognized for leadership in innovative approaches to challenging racism and other forms of discrimination (i.e., Alberta Human Rights and Citizenship Commission, 2000; Canadian Race Relations Foundation, 2001). In addition, STOP was honored with a 2001 Award of Distinction from the Canadian Race Relations Foundation, and was named “Freedom Fighter of the Month” for March 2000 by the rock band, Rage Against the Machine (see <www.ratm.com>). [paragraph 6]

In what could be considered a volatile social climate, the STOP program actively engages students, teachers, parents, administration, other school staff, government, media, and community agencies in a collective effort to promote fairness through socially responsible action. More detailed information about the STOP group’s efforts appears in other sources (e.g., Lund, 1998; 2000). The intense initial national media interest in the group was most likely due to central Alberta’s unfortunate national reputation for extremist hate group activity (Kinsella, 2001). The STOP actions began at the local level and expanded to encompass global issues. [paragraph 7]

Students who formed STOP realized that they could take proactive steps toward educating others on the dangers of discrimination and the value of diversity, rather than confronting right-wing extremists. When the Central Alberta town of Provost endured a publicized cross-burning at a hate rally, STOP members volunteered a weekend to work with students there. STOP members became aware that in the early 1980s, two homes in Red Deer had been targets of cross-burnings, later reported in Baergen (2000) and Kinsella (2001). Together the students shared ideas and resources in a collective effort to counter hatred. When a Sikh man was denied entry into Red Deer’s Royal Canadian Legion meeting room because he was wearing unauthorized “headgear” (his turban), STOP members wrote compelling letters to the parties involved and to the media. STOP also invited the victim to address a group of about 300 high school students and shine light on Sikh faith. [paragraph 8]

STOP laminated a set of Holocaust posters given to the group by the Simon Wiesenthal Centre in Toronto and donated them to the school district for educational use by teachers and community agencies. The group also purchased additional archival material on the Holocaust from the U.S. National Archives and often shares these resources with the local museum. Student interest led STOP to organize an annual Holocaust Awareness Symposium in conjunction with the Calgary Jewish Centre. Since 1994, several actual survivors of Nazi concentration camps have spoken to thousands of high school students. [paragraph 9]

Many activists show openness to taking on global projects that may not seem on the surface to be multicultural issues, but have a fairness component at their core. One example from STOP’s experience is its protesting of Shell Oil’s ongoing mistreatment of the Ogoni people and their land in Nigeria. On the surface it appears to be a situation better addressed by an environmental issues club but, upon closer examination, is really about what Dr. Owens Wiwa--brother of slain writer-activist Ken Saro Wiwa--calls “environmental racism.” Inviting both Dr. Wiwa and a high-ranking Shell Oil official to the school to speak to hundreds of students, and organizing a well-publicized legal protest of a local Shell gas station, helped expose students and others in the community to the brutal oppression of a community of people by a multinational corporation that apparently values its own profits over the health and well-being of those people (Lozeron, 1999). In a community where the predominant livelihood is based on the oil business, this was risky school activism, but the students insisted on analyzing the situation in a country halfway around the globe to reveal the social justice concerns at its core. More importantly, they decided to take positive action toward social change. [paragraph 10]

Other international awareness campaigns for the STOP group have included fundraising for overseas earthquake relief, supporting community development in Honduras by sponsoring a child through Foster Parents Plan, raising local concern for sexual victimization among street children around the world, and helping to promote the message of Canadian child rights activist, Craig Kielburger (Kielburger & Major, 1998). STOP has also supported our school’s international and immigrant students, helping organize intercultural events and awareness programs. In addition, student members also volunteer their time to local refugee committees and immigrant serving agencies. [paragraph 11]

In 1999, two STOP student leaders initiated and organized an ambitious project on human rights issues in Tibet. Their efforts involved participation by local and national politicians, organizing and sending petitions, showing videos, booking guest speakers, mounting local protest events, holding a symbolic flag-raising ceremony, and inviting other students to get educated and involved (Srubowich, 1999). The students’ efforts caught the attention of local and national media, and the students saw their concerns raised formally in the Canadian Parliament. They also received an official response from our country’s Minister of Foreign Affairs. [paragraph 12]

Additional STOP activities have included awareness campaigns on violence against women, including annual “white ribbon” campaigns and a gender-inclusive “Take Back the Night” event that features films, speakers, a march to City Hall, and a candlelight vigil for all victims of violence. In 2000, STOP formed Alberta’s first-ever Gay/Straight Alliance program to raise awareness and prevent discrimination against gays and lesbians in the school and community (Kennedy, 2000). Specific student and teacher activism has included the interrogation of school policies and curriculum materials, presentations to government officials, drama presentations to children, organizing local protests, international human rights advocacy, and public debates with political leaders. [paragraph 13]

 In each of these activities, students and teachers have found a way to work together to address needs in their school, community, and around the globe in a manner that models the cooperation and respect the STOP group seeks to promote. So many students have a strong sense of social justice and the energy and idealism to seek to make progressive changes in our society, and all they need is a vehicle to channel their ideas and energy. [paragraph 14]
 

Suggestions for Forming a Multicultural Action Group  
 

 The following suggestions are intended to offer other educators, students and community activists some helpful encouragement to initiate or extend their own activism. Social justice coalitions could be based in a school, across several schools, in a non-governmental agency in the community, under the umbrella of an existing organization, or as part of a college or other institution. These suggestions are derived from my own experiences informed by insights from other educators I interviewed for an AERA award-winning research study (Lund, 2001). My own experience has been in a large public high school in a small western Canadian city, but these starting points may have relevance across a variety of other settings. [paragraph 15]

1. Establish a guiding principle for the project

Like many of the participants I interviewed for my doctoral research, the STOP group formulated a vision for its activism at the outset that would let all interested staff and students know what it was about. As an example, a guiding principle could be to promote the belief that people should be judged based on their own merits, rather than on characteristics like age, gender, religion, “race,” ethnic background, physical appearance, sexual orientation, or other factors unrelated to the quality of their character. [paragraph 16]

In the case of STOP, its brochure and other literature stresses education over confrontation, but members are not afraid of challenging racism, sexism, homophobia, and other various forms of narrow-mindedness and discrimination that exist. Addressing systemic inequities and other hidden barriers can also be stated explicitly in a statement of principles or goals. A solid basis for any group concerned with social justice in the world can be found in the first article of the United Nations’ Universal Declaration of Human Rights: “All human beings are born free and equal in dignity and rights.” [paragraph 17]

2. Organize and promote an initial meeting

The lessons from the most successful and longest standing social justice groups--along with those whose efforts did not materialize into a lasting program--point to the importance of early efforts to mobilize like-minded friends and peers to help organize the group. Activists are advised to set a meeting time and place and spread the word any way possible. It is important to establish a meeting spot that is easy to find and accessible to the widest variety of people possible. I recommend using word-of-mouth, flyers, e-mail, web sites, school bulletins, posters, signs, or whatever other ways that might be effective to inform and mobilize interested people. [paragraph 18]

STOP usually announces in the school’s printed school bulletin in September. Even if only a few people show up, the publicity may have already signaled a new focus on diversity in the school, and it only takes a few committed people to start to make a difference. The group can use its early meetings to brainstorm on new ways to recruit other members, including creating eye-catching posters, using the school’s audiovisual equipment to produce promotional ads, creating a permanent school display, or even handing out flyers. Maintaining a regular meeting time and date helps establish stability in the program through a consistent routine for its members. [paragraph 19]

3. Become—or find—an enabling adult facilitator

 If you are a teacher or administrator who wishes to start an activist coalition with students in the school, you may wish to offer to serve as the group’s advisor. Achieving a balance of having meaningful input into the group’s direction and sitting back to allow young people to take ownership of the group is a difficult task. Other teacher activists with whom I have spoken talk of mediating this constant tension. Student activists seem especially aware of the potential value to a group of a respectful adult who can perform the role as liaison with the school’s administration, while allowing enough room for autonomy and the students’ agency in the organization. [paragraph 20]

4. Find relevant issues on which to focus

With a guiding principle in mind, activist groups need to sharpen their focus. Finding specific issues to tackle may require some flexibility and negotiation, but this step will provide a useful starting point for possible activities of a fledgling group. Members of activist groups such as STOP and the others whom I interviewed all admit sometimes to wanting to do too much, to spread themselves a bit thin, but there are endless justice issues across the planet that need addressing. The prevailing attitude seems to be, “If we don’t address this issue, who will?” A good starting point would be to brainstorm a list of “hot issues” surrounding diversity and the acceptance of differences and try to set priorities for each action based on that particular community’s greatest needs, considered in light of the group’s resources and members’ individual interests. [paragraph 21]

These are just a few of the possible areas of interest for activist groups just starting out: (a) countering organized hate group activity in the school or community; (b) addressing human rights issues on a national or international level (capital punishment, government torture, political prisoners, rights of children, child labor, oppression of women, and the like); (c) dealing with racist or sexist humor in the school; (d) confronting and understanding injustices faced by Aboriginal peoples at home and in other countries; (e) addressing the discriminatory treatment of young people by the media or local businesses; (f) exposing and eliminating discrimination based on sexual orientation; (g) critiquing hiring policies of local school districts, city staff, and corporations; (h) examining gaps in human rights legislation and enforcement; (i) uncovering historical examples of racism from the local community and nation; (j) exploring cultural or ethnic diversity in the community and nation and making links to the countries of origin of its citizens; (k) examining the divisions between cliques or peer groups in a school; (l) monitoring local, national, and international news coverage of diversity, immigration, human rights, discrimination; and (m) eradicating sexual harassment, gender inequities, and gender discrimination. [paragraph 22]

5. Find reliable sources and do the necessary homework

Student and teacher activists alike remind us of the importance of researching one’s topics well. Since each activist group will likely be consulted as a source of reliable information on social justice issues, it seems reasonable to wish to consult as many resources as possible. There is a wealth of relevant information on a wide variety of topics, available through reputable web sites, local experts, government and non-government diversity-serving agencies, local and national news media sources, the public library, magazines, newspapers, and professional videos on the topics. [paragraph 23]

 In addition, some activists regularly consult scholarly sources in planning and situating their own work. Local colleges and universities have an abundance of resources, both academic and professional, for educators and students to utilize. As shown in the example of the STOP group above, school activists can choose to take action on any number of issues in their local community, region, province, country, or on a global scale. A warning from some students with whom I have spoken advises seeking a balance in sources of information consulted. They also recommend developing and using critical skills to recognize the biases in all reporting and specific techniques used in propaganda as well as to see what the core issues are in apparently complex situations. [paragraph 24]

6. Become organized

Volunteer activist programs seem to work best when specific roles and responsibilities are designated. Even those groups whose members are reluctant to set up a hierarchical structure with official titles have found it useful to have a lead person or team on a specific event. In this way, one person becomes identified as a source for coordinating tasks and timelines so that plans get made and activities organized. Groups that attempt to involve as many of the members as possible in each event or undertaking tend to encourage a higher level of commitment and ownership in the group. It seems apparent that maintaining an egalitarian and consensus seeking framework within such groups helps to model the cooperation and harmony that it seeks to inculcate in the broader society. [paragraph 25]

7. Seek administrative approval and support

 It seems a prudent idea to inform the central office staff and principal’s secretary once an activist group has been organized in a school. School diversity activists may be amazed at the volume of materials received annually by each school around social justice, diversity, and cultural issues, so many of which typically may get filed or discarded. Founding a program that addresses these issues also means that there is now a central clearinghouse for all social justice materials. [paragraph 26]

With the administration’s support, many of the excellent resources that become available to a school-based group can be purchased by the school itself, the students’ council, the parent or school council, or the school district, as well as through the group’s own fund-raising. Winning over a reluctant administration through strategic framing of initiatives—using terminology such as promoting fairness, building harmony, reducing violence, maintaining safe and caring schools, or celebrating diversity—can invigorate the membership and relevance of a coalition that can then continue its work toward challenging racism and other systemic forms of oppression within a supportive environment. [paragraph 27]

8. Strengthen existing social justice networks  

The overwhelming consensus from research participants and my own years of activism is that the work seems more rewarding when other agencies and groups are involved. Many activists speak of an additional layer of coordination required when an outside group joins in the planning or implementing of a specific undertaking, but they recognize the many benefits of organizing joint projects with groups with similar goals. One benefit is that each group gains new perspectives on the issues being addressed, as its members learn to work across differences in approach and priorities. Often other people have done similar work or addressed related concerns, saving the other partner valuable time and energy. When organizing work on international issues, this partnership building with reputable groups is especially beneficial. [paragraph 28]

Some possible community contacts include offices of international aid and human rights agencies, local immigrant/refugee serving agencies, women’s shelters and crisis centers, service clubs, youth associations, police race relations and community relations committees, antiracist and multicultural community and school committees, gay and lesbian support groups, and teacher association committees on diversity, human rights, and social justice. [paragraph 29]

9. Get attention and raise awareness in a variety of ways  

 Members of groups that reported the highest rate of success—in attracting new members and maintaining continuity from year to year—recommended that new groups try to create a positive stir in the community. Members of activist programs can use all kinds of ways to share their message and attract attention to these social justice issues. Suggestions for creative ways to garner this awareness raising include drama presentations, interactive theatre, street protests, awareness events in relevant and legal public places, musical concerts, comedy, posters, puppets, face-painting and costumes, petitions, public debates, charity fund-raisers, and participation in community forums. [paragraph 30]

 Many activist group members will issue press releases and regularly write letters to the editor and even guest editorial opinion columns on issues of relevance. Even after an awareness event has taken place, groups may consider sending a few good photos with a detailed commentary to a local newspaper outlet; they often appreciate the information and may decide to provide coverage even as a light feature, another small step in helping to share key messages. [paragraph 31]

10. Have fun

A final note must include recognizing the sense of optimism that seemed to pervade each of the thriving groups with whose members I spoke. Even though this work takes its members into the ugly and often discouraging underbelly of human cruelty, hatred, and apathy, it also offers great promise for a better future. There is also the potential for some serious community and political backlash to organized diversity work, no matter how careful the activities have been planned (Lund, in press). Some activists see this as a good sign that their efforts are making a positive difference, but the resistance or hostility can be demoralizing nevertheless. Those activists who seem to enjoy the greatest rewards from this struggle somehow manage to strike a balance—between facing the unpleasant realities of racism and other oppression and sustaining the shining hope of achieving a more equitable and fair world as an end goal. [paragraph 32]
 

Conclusion
 

The ten points above are not intended to be an exhaustive or prescriptive list of foolproof ways to foster multicultural activism, but rather, are suggestions that have emerged from the lived experiences of veteran and rookie activists alike. As in my experiences with the STOP program, each can be adapted as it suits a particular school or community setting. I hope these suggestions offer a starting-off point for those who seek to initiate projects in their community or abroad or simply provide a boost for more experienced activists already working in coalitions. We can all be encouraged by the words presumed to be said by Margaret Mead: “Never doubt that a small, group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.” I would strongly recommend to young people with an interest in social justice to begin immediately to take individual and collaborative action in their schools and communities. As today’s leaders, they can teach us adult activists a great deal about commitment, enthusiasm, and relevance in our collective efforts to make the world a better place. [paragraph 33]  
 

References  
 

Alberta Human Rights and Citizenship Commission. (2000, May). Tools for transformation: Human rights education and diversity initiatives in Alberta. Edmonton, AB: Government of Alberta.

Baergen, W. P. (2000). The Ku Klux Klan in central Alberta. Red Deer, AB: Central Alberta Historical Society.

Banks, J. A. (2002). An introduction to multicultural education (3^rd ed.). Boston, MA: Allyn and Bacon.

Berlin, M. L., & Alladin, M. I. (1996). The Kipling Collegiate Institute story: Towards positive race relations in the school. In M. I. Alladin (Ed.), Racism in Canadian schools (pp. 131-146). Toronto, ON: Harcourt Brace.

Canadian Race Relations Foundation. (2001). CRRF 2001 Best practices reader. Toronto, ON: Author.

Corson, D. (2000). A pan-Canadian research program for more inclusive schools in Canada: The diversity and equity research background. In Y. Lenoir, W. Hunter, D. Hodgkinson, P. de Broucker, & A. Dolbec (Eds.), A Pan-Canadian education research agenda (pp. 167-191). Ottawa, ON: Canadian Society for Studies in Education.

Dei, G. J. S., & Calliste, A. (2000). Mapping the terrain: Power, knowledge and anti-racism education. In G. J. S. Dei & A. Calliste (Eds.), Power, knowledge and anti-racism education: A critical reader (pp. 11-22). Halifax, NS: Fernwood.

Kennedy, C. (2000, November 20). New student group fights anti-gay bias at local high school. Red Deer Advocate, p. A1.

Kielburger, C., & Major, K. (1998). Free the children. Toronto, ON: McClelland & Stewart.

Kinsella, W. (2001). Web of hate: Inside Canada’s far right network (2nd. ed.). Toronto, ON: Harper Collins.

Lozeron, J. (1999, May 1). Activist leads protest against Shell activity. Red Deer Advocate, p. A2.

Lund, D. E. (1998). Social justice activism in a conservative climate: Students and teachers challenging discrimination in Alberta. Our Schools/Our Selves, 9(4), 24-38.

Lund, D. E. (2000). Young people mobilizing on human rights issues. In G. S. Bhatia, J. S. O’Neill, G. L. Gall, & P. D. Bendin (Eds.), Peace, justice, and freedom: Human rights challenges for the new millennium (pp. 199-206). Edmonton, AB: University of Alberta.

Lund, D. E. (2001). Social justice pedagogy and teacher-student activism: A collaborative study of school-based projects. Unpublished doctoral dissertation, University of British Columbia, Vancouver, B.C.

Lund, D. E. (in press). Rising to the challenge: Student antiracist activists counter backlash and stereotyping. Teaching Education Journal.  

Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York, NY: Teachers College Press.

Smith, J., & Young, J. (1996). Building an antiracist school: The story of Victor Magel School. In K. A. McLeod (Ed.), Multicultural education: The state of the art national study, Report #4 (pp. 57-66). Winnipeg, MB: Canadian Association of Second Language Teachers.

Sleeter, C. E. (1996). Multicultural education as social activism. Albany, NY: SUNY Press.

Srubowich, S. (1999, October 27). STOP stands up for Tibet. Red Deer Express, p. 3.

Darren Lund, Ph. D., is past President of the Alberta Association for Multicultural Education. He has received several honors for his work, including the first Alberta Human Rights Award (1987) and 1996 Reader’s Digest National Leader in Education.  (Contact the author at dlund@ucalgary.ca; contact the editors of EMME at emme@eastern.edu.)