You might be able to align your teaching to this SDG if you want your students to be able to:<\/strong><\/p>\n\n<\/header>\n You might consider having your students reflect, share, act<\/a> in<\/span> some of these ways:<\/strong><\/p>\n\n<\/header>\n Some curricular connections and questions for students might be:<\/strong><\/p>\n\n<\/header>\n SDG 4 is ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. In many parts of the world, women, people with disabilities, Indigenous People and victims of conflict do not have access to quality education. Reflect on how, in Canada, \u201cgovernment-funded, church-run schools were set up to eliminate parental involvement in the intellectual, cultural, and spiritual development of Aboriginal children.\u201d[i]<\/a> This goal aims to ensure that by 2030 everyone has access to equitable basic education so we can understand the world around us, critically reflect on what we see, do, and hear and make informed choices about our health and well-being. When people are able to access quality education, they are able to begin breaking the cycle of poverty, learn about sustainable living, make healthy choices and inform themselves and their communities about important issues. Education unlocks the potential for many other SDGs to be achieved. \u00a0Improving the quality of education needs to include education about sustainability and our environment. Engaging students to think critically about the world around us and how our practices and policies have an impact on the environment will help sustain the momentum for change. When we don\u2019t include aspects of environmentalism and sustainable development in education models and systems, we miss the opportunity to educate future generations on the important issues of our time. Our ability to pass on important knowledge to improve how we engage with our environment and resources is then limited, hindering future generations. Additionally, it is important to inform students about their rights to accommodations<\/a> based on disability, religion, family status, and gender identity.<\/p>\n You might be able to align your teaching to this SDG if you want your students to be able to:<\/strong><\/p>\n<\/header>\n <\/p>\n <\/p>\n You might consider having your students reflect, share, act<\/a> in<\/span> some of these ways:<\/strong><\/p>\n<\/header>\n <\/p>\n Some curricular connections and questions for students might be:<\/strong><\/p>\n<\/header>\n Media – What are the big issues being reported in your community about education?<\/p>\n Environment – How can we turn education about the environment into action?<\/p>\n Poverty, wealth, and power – How is access to education related to poverty?<\/p>\n Peace and conflict – What is peace and global citizenship education about?<\/p>\n Indigenous Peoples – What are the barriers and opportunities for Indigenous Peoples in education?<\/p>\n Oppression and genocide – How do conflict and oppression impact education?<\/p>\n Health and biotechnology – What can education do for health promotion?<\/p>\n Gender politics – How is education a gendered issue?<\/p>\n Social justice and human rights – How are social justice opportunities and human rights impacted by education?<\/p>\n<\/div>\n<\/div>\n <\/p>\n\n \t
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