Scott Luck has been named as one of just seven recipients across Canada for the National Award for Teaching Excellence in Physical and Health Education presented by Physical and Health Education Canada

Whether it’s leading high-energy gym classes or helping students discover their passion for physical activity, PhysEd Specialist at École Central Middle Scott Luck has always focused on getting kids moving – and now, he’s being recognized for his efforts on a national level.

Scott has been named as one of just seven recipients across Canada for the National Award for Teaching Excellence in Physical and Health Education presented by Physical and Health Education Canada. The award honours exceptional teaching and leadership in promoting wellness and physical literacy in schools.

“I didn’t know that I was being nominated – I was extremely surprised when I was told I was a recipient,” said Scott. “I just go about doing my day-to-day and for others to consider me in that type of category is a big honour.”

While he had not met the other recipients before the awards ceremony, Scott said he was humbled to be in their company.

“To be grouped together with the other recipients is such an honour. They are all amazing individuals who do amazing things,” he said.

Scott’s journey to education wasn’t typical. Initially being accepted into a combined PhysEd and Education degree right out of high school, he was steered away from the field. Years later in his 20s, he returned to his calling and earned his After Degree in Education from the University of Alberta. He landed his first teaching job at the age of 28.

He began his career in Edmonton and quickly came to Red Deer teaching at Hunting Hills High School before joining École Central Middle, where he’s spent the past eight years helping students discover the joy of movement.

“I love being active. I love seeing kids be active, and figure out what they are good at. It’s extremely rewarding,” said Scott.

He believes physical and mental wellness are key to student success. “In order for a student to excel academically, they have to be well. Wellness for me is all about the balance between being physically active, mentally well, and the pursuit of happiness,” he said.

Amanda Wilson, Principal at École Central Middle, said Scott is an exceptional Phys Ed teacher who creates inclusive, high-quality programs that cater to widely diverse student needs.

“He adapts lessons using translation tools, tactile clues, auditory signals, and specialized equipment, ensuring all students, regardless of ability or challenges, can participate and experience success,” she said. “Scott goes above and beyond regularly for his students and for our school in the classroom as well as with extracurricular activities. He is instilling a lifelong love of physical activity, and transforming his students’ lives with his dedication and creativity and we are incredibly fortunate to have him at CMS.”

By Peter MacKinnon

The program is part of an ideological crusade within our universities, one that includes identity-based admissions and faculty appointments, and discourages those who differ from speaking out or taking issue with its direction.

It needs to end

I must disclose my background here; I was employed by the University of Saskatchewan for 40 years including 13 years as president. The institution’s distinctive origins combined the development of liberal education with a responsibility to build the province’s agricultural industry, and it did the latter with world-class agricultural programs and research institutes, and with faculty and students of many backgrounds from around the globe.

Now, we are told, the academic personnel in this worldly environment require mandatory training on racism: an Anti-Racism/Anti-Oppression and Unconscious Bias Faculty Development Program. It is compulsory; those who decline its offerings will be shut out of collegial processes previously thought to be their right as tenured faculty.

It was earlier reported that the program emerged from collective bargaining at the initiative of the university’s faculty union; if so, this does not relieve the administration from responsibility; it signed the collective agreement.

“Program” is a euphemism. It is a propaganda module in which scholarly expertise and balance will not be found. It does not appear that the instructor has a university academic post and the program’s ideological hue is revealed in the two required readings, one by Idle No More co-founder Sheelah McLean whose theme is that the success of Saskatchewan’s white people is built on “150 years of racist, sexist and homophobic colonial practices.”

The second is by five “racialized” faculty who claim that Canadian university systems are rigged to privilege white people. Dissent, contrary views or even nuance are neither expected nor tolerated here. Opinions that are different are not on the reading list.

One participant, a law professor, was invited to leave after 30 minutes because he did not lend his voice to its purpose and orientation; he revealed that he was present because it was required. The purpose of the program is indoctrination and there is no room for dissent.

The program is part of an ideological crusade within our universities, one that includes identity-based admissions and faculty appointments, and discourages those who differ from speaking out or taking issue with its direction.

It is not present to the same degree in all of these institutions, but it is visible in most and prominent in many. It disparages merit, distorts our history and rests on the proposition that a white majority population has perpetrated a wide and pervasive racist agenda against others. It takes its conclusions as self-evident and not requiring evidence. It is authoritarian and intolerant, and should have no place in institutions committed to excellence and the search for truth.

The question, of course, is what is to be done. There is a view that “this too shall pass;” it is a fad that will recede in time.

But we must note, these are public institutions supported by tax dollars, and by the contributions of time and money by alumni and supporters. We should not tolerate their politicization and sidetracking of the academic mission in favour of the ideology on display here. The pushback should begin with governments and extend to others who care about these vital institutions.

But first the ideology must be recognized. There is no public uproar and little clamour from within the institutions; dissenting professors and students fear that negative professional and personal repercussions may follow. University-governing bodies stand down or away, not wanting to be involved in controversy. Resistance must come from outside the institutions: governments must insist that the propaganda must end, and they should be joined by alumni, supporters and the general public. The credibility of our universities depends on their willingness to say no.

Peter MacKinnon has served as president of three Canadian universities and is a senior fellow at the Aristotle Foundation for Public Policy. Photo: WikiCommons