By Emily Chan and Crystena Parker-Shandal
“Wait, I know what needs to happen!” exclaimed a Grade 6 student named Dalia, who jumped up to the blackboard to erase a line on the Power Flower—a diagram showing how various social identities (such as race, class, gender, and sexuality) intersect to create experiences of privilege or oppression. Power Flowers illustrate how our identities position us within dominant or marginalized groups, highlighting the dynamics of social power.
The line Dalia erased separated one group with more power from another group with less. “Isn’t that what we want?” she asked the class, eyes wide with understanding. “To make sure everyone shares the power?”
Emily Chan is a public elementary teacher in Toronto. She is also a curriculum resource writer for Second Story Press and the Elementary Teachers’ Federation of Ontario.
Crystena Parker-Shandal is an educator, researcher, and writer based in Ontario. She teaches at the university level and works in collaboration with schools and communities to support equity-focused and restorative approaches to education.
