By Alexandra Adhikary (she/her), teacher, Fort St. John
Maybe you saw the call-out for participants to attend the trinational conference this year in San Antonio, Texas, and wondered what the trinational was? What I can tell you as a former participant is that attending the trinational conference is an incredible experience and it will fuel your passion for defending public education and advocating for students and colleagues across the globe!
The BCTF International Solidarity Committee has been a part of the Trinational Coalition in Defense of Public Education since the early 1990s. This coalition is formed between education unions from Mexico, Canada, and the United States. The trinational coalition was a response against the neoliberal attack on public education and formed as a result of NAFTA’s Free Trade Commission and defended public education against privatization arguments included in NAFTA. The BCTF has participated in the trinational conference from the very first conference in 1994. The central idea of the conference is to bring together union activists from Mexico, Canada, and the United States to develop a collective understanding of how things are similar or different in the three countries, and identify ways we can work together on defending public education.
These conferences have been a forum for intense exchanges on the different realities in our respective countries, and a place for reflection on our current and future actions. Participants work together in discussion-like workshops where they take time describing the problems faced in all three countries and share effective strategies to continue advocating for public education. The conference is held every two years, and each time there are several themes, based on current challenges public education is facing, that lead the discussions. This year the themes are the new right’s attack on public education, culturally responsive and sustainable teaching, and working and learning conditions.
I had the privilege of attending the trinational conference twice: Orizaba, Mexico, and in Oaxaca, Mexico. Not only was it an amazing opportunity to connect with other educators who are advocates for public education, but also, it gave me the chance to discuss the realities of public education in Canada, as well as in the US and Mexico. School visits are another component of attending the trinational conference. Participants get the privilege of visiting schools in the area that is hosting the conference. I had the opportunity while in Oaxaca to visit a school that focuses on teaching the local Indigenous language and culture. It was amazing to see students using both Spanish and the local Indigenous language in the classroom.
Participating in the trinational conference was an incredible experience. As a high school Spanish teacher, it provided me an opportunity for professional development as I was able to speak Spanish and learn more about the conditions and culture. I brought this learning back into my pedagogy and my classroom activities. For example, when I was in Oaxaca, I was inspired by their celebration of Indigenous languages and culture across their state. I created an assignment for my Spanish 11 class where students research history, culture, and other components, and then share with the whole class so that they understand the history of Mexico and are exposed to the many Indigenous languages and cultures across the country. I then have students reflect on their prior knowledge and what they learned from their research and peers. It is amazing to see the knowledge growth from this assignment. I run this project every year now and have continued to expand the work we do in my Spanish classes, all thanks to my incredible opportunities of having participated in the trinational conference.
The trinational conference is a wonderful experience and the continued advocacy work that the trinational coalition continues to do should be celebrated. I hope that more members are able to participate at the upcoming and future trinational conferences!