[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-582880-en":59,"doc-seo-582880-105":80},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":26,"preview_page_count":4},582880,687207024643,"Rhys","https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Policing in Schools Project","Report outlining the Policing in Schools Project conducted from February to April 2022 with 39 BCTF members who identify as Black, Indigenous, People of Colour (BIPOC). The work is guided by anti-oppression principles grounded in Indigenous sovereignty, power redistribution, reparations, and equity within a settler colonial context, using an intersectional lens. It presents participants’ experiences and perspectives on police presence in schools, emphasizing three dialogue themes: the ongoing impact of history, unmet student needs in a chronically underfunded system, and school environments rooted in care, community, and connection to families.","Poin Sicinhoolsg Project  \nReport to the Executive Committee December 2022  \nAcknowledgement of Traditional Territory  \nBC Teachers’ Federation members and staff live, teach, and carry out union work on the traditional and unceded territories of the many First Nations peoples of British Columbia. We specifically acknowledge the unceded joint territory of the xʷməθkʷə əm (Musqueam), səlilwətaɬ (Tsleil Waututh), and Sḵwx̱ wú7mesh (Squamish) Nations on whose land the BCTF building is located.  \nAnti-oppression guiding principles  \nThe following anti-oppression principles guided the work of the Policing in Schools Project Team. Before engaging with the report, they ask readers to reflect on the principles below, as a way to ground the conversation that is hoped will follow the report.  \nAs a starting point, this research is grounded in a critical interrogation of the ongoing project of settler colonialism, and the ways in which various institutions have and continue to uphold settler colonialism, including (but not limited to) those of policing and education. Further, it’s a project grounded inan intersectional lens (understanding that people experience simultaneous, interlocking forms of oppression) and is oriented towards making schools places that embody anti-oppression and decolonization. Thirdly, the research process design is one that meaningfully engages Indigenous perspectives, worldviews, and ways of sharing knowledge into all aspects of this project.  \nMore specifically, the above guiding principles mean that:  \n• anti-racism must be grounded in Indigenous sovereignty  \n• anti-racism must be about redistribution of power  \n• equity must be grounded in reparations to historically marginalized groups and a recognition of the social location of each one of us within a settler colonial context  \n• class (socio-economic status) is a reality in all communities and explains differentiated experiences and responses to policing  \n• public education is a public good. Any person should be able to access education free from harm, violence, and trauma.  \nContents  \nExecutive summary .............................................................................................. 1  \nThe Policing in Schools Project..........................................................................3  \nIndigenous-led Talking Circles...............................................................................................4  \nParticipant experiences and perspectives on policing in schools ............................ 5  \nHistory matters and continues to be lived ................................................................. 5  \nStudent needs within a chronically underfunded public education system cannot be met by funding School Liaison Officers (SLOs) ...................8  \nSchools that embody care and meet student needs are grounded in the community and connected to families.......................................................... 12  \nContinuing the conversation: Providing the space and support ............ 14  \nAppendix A: Project journey ........................................................................... 15  \nThe opportunities and limits of a virtual format.......................................................... 17  \nMeaningful engagement with First Nations on whose land the BCTF building is located ................................................................................................................... 17  \nReferences........................................................................................................... 19  \nExecutive summary  \nPolicing in Schools Project  \nFrom February to April 2022, 39 BCTF members who identify as Black, Indigenous, People of Colour (BIPOC) participated in the Policing in Schools Project. They discussed their experiences and perspectives on police in schools and shared their visions for creating and sustaining safe, healthy, and equitable schools for all students. The BCTF enga","cbCaikIUXTPkINJx","https://ap.wps.com/l/cbCaikIUXTPkINJx","pdf",812072,24,"English","en",105,"# Executive summary\n## Policing in Schools Project\n# The Policing in Schools Project\n## Indigenous-led Talking Circles\n## Participant experiences and perspectives on policing in schools\n## History matters and continues to be lived\n## Student needs within a chronically underfunded public education system cannot be met by funding School Liaison Officers (SLOs)\n## Schools that embody care and meet student needs are grounded in the community and connected to families\n## Continuing the conversation: Providing the space and support\n# Appendix A: Project journey\n## The opportunities and limits of a virtual format\n## Meaningful engagement with First Nations on whose land the BCTF building is located\n# References","[{\"question\":\"What was the Policing in Schools Project and who participated?\",\"answer\":\"From February to April 2022, 39 BCTF members who identify as Black, Indigenous, People of Colour (BIPOC) participated. They shared experiences and perspectives on police in schools and visions for safe, healthy, and equitable schools.\"},{\"question\":\"How was the project facilitated for participant engagement?\",\"answer\":\"BCTF engaged an external facilitator, Vanessa Tait, a two-spirit Cree woman from O-Pipon-Na-Piwin Cree Nation. She led Talking Circles with participants to elicit a range of stories, emotions, and perspectives.\"},{\"question\":\"What three key themes are meant to guide future conversation?\",\"answer\":\"The report highlights three themes: history matters and continues to be lived; student needs in a chronically underfunded education system cannot be met by funding School Liaison Officers (SLOs); and schools that embody care meet student needs through strong community and family connections.\"}]","Policing in Schools Project | PDF",1792044774,{"code":4,"msg":81,"data":82},"ok",{"site_id":75,"language":74,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"policing-in-schools-project","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":40,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/policing-in-schools-project/582880/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":74,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/policing-in-schools-project/582880.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":29},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What was the Policing in Schools Project and who participated?","Question",{"text":128,"@type":129},"From February to April 2022, 39 BCTF members who identify as Black, Indigenous, People of Colour (BIPOC) participated. They shared experiences and perspectives on police in schools and visions for safe, healthy, and equitable schools.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"How was the project facilitated for participant engagement?",{"text":133,"@type":129},"BCTF engaged an external facilitator, Vanessa Tait, a two-spirit Cree woman from O-Pipon-Na-Piwin Cree Nation. She led Talking Circles with participants to elicit a range of stories, emotions, and perspectives.",{"name":135,"@type":126,"acceptedAnswer":136},"What three key themes are meant to guide future conversation?",{"text":137,"@type":129},"The report highlights three themes: history matters and continues to be lived; student needs in a chronically underfunded education system cannot be met by funding School Liaison Officers (SLOs); and schools that embody care meet student needs through strong community and family connections.","https://schema.org",{"og:url":100,"og:type":140,"og:title":65,"og:site_name":111,"og:description":66},"article",{"robots":142,"canonical":100},"index,follow",{"doc_id":61,"site_id":75},1792165802]