Candidate Replies – Richmond School Trustee

Campaign website: Advancerichmond.ca

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

As longtime resident of Richmond, I always take a walk from the wharf to the Britannia Shipyard. I also have the opportunity to see the historic site on August 23, 2026 during the 23rd Annual Richmond Maritime Festival. Richmond is enriched by the history and culture of the city.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

I see Richmond heritage as part of Richmond’s economic strategy. There are tremendous economic and cultural opportunities that we can have by promoting the heritage. Entertainment, business, tourism, festivals and social connections among the few that I could think of that will help promote our economy and our community.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

With the help of our community partners , the city and the school district could provide help to students to support their learning in their own community by funding some of the cost and transportation needs of the students. Schools could develop a heritage program and field trip program under school supervision and guidance to reduce the barriers.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

The City can support telling those histories by providing information of the histories and events including the difficult parts in the libraries, museums, cultural centres, city hall and other public places of significance. The school district can also provide support in this regard by promoting the history and support of the events in our school system.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

We can help Richmond Teachers bringing local history into the classroom, including in-school programs led by museum interpreters by providing greater collaboration and meaningful engagement with the help of technology, AI, school programs and support including professional development.

Campaign website: advancerichmond.ca

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

I visited the Britannia Shipyards at the Richmond Maritime Festival and the Westcoast Work Boat Weekend this year. I enjoyed seeing the old technology and how much my son can learn from non-digital technology.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

Most directly, heritage locations can be a tourist attraction. Heritage locations can be used to create interesting places, attract visitors, support local businesses and give residents a stronger connection to the community.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

Allowing visits by Museum staff or permitting Richmond museums space to share their collections with students.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

No answer provided.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

I support field trips, content creation, presentations from museum staff, and permitting Richmond museums space to share their collections with students.

Campaign website: Www.advancerichmond.com

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

July 1st Salmon Festival. What stayed with me is the parade and the historical artifacts inside the museum and the canneries. I’ve also learnt the railway that connected to the Lansdowne (the old horse racing ground). Heritage and history is a very important part of our society and we shall do our best to preserve it.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

I think heritage is a key part of our economic strategy because festivals attracts tens of thousands of tourists to the communities, provide entertainment to the local residents, and most important of all, creating jobs.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

We can advocate for more funding to bring the students to the heritage sites. Ask parents volunteers, with criminal records checked, to provide assistance for transportation and supervision. We can simplify the paperwork to reduce costs as well. The city can work with local media, NGOs and chamber of commerce to recruit volunteers to reduce costs.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

Through consultations with all the stakeholders involved, in order to tell the histories, including the difficult parts.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

We can integrate and to bring in new technologies, including AI, to bring more in-school programs led by museum interpreters. Also, the teachers may invite guest speakers to support in show and tell or storytelling to the students.

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

About five years ago, I visited the historic bunkhouses at Britannia Shipyards in Steveston. Walking into those preserved living quarters made an immediate and lasting impression.

What stayed with me were the ordinary details—the narrow wooden bunks, shared tables and simple living spaces. They made the lives of early immigrant workers suddenly tangible. These were people who worked long hours under difficult conditions and contributed enormously to the fishing and canning industries that helped build Steveston and Richmond.

As an immigrant myself and an educator for more than twenty years, I was especially moved by how a physical place can teach what a textbook alone cannot. You stand where people lived and worked, and history becomes human.

That visit reminded me that Richmond’s heritage is more than picturesque buildings and waterfront scenery. It is the story of ordinary people—their labour, hardship, resilience and hopes—and understanding those stories helps young people understand the community they have inherited.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

I see heritage as an investment in Richmond’s cultural, educational and economic future, not simply as a cost.

Steveston demonstrates this particularly well. Heritage sites bring visitors who also support local restaurants, shops and other businesses. More importantly, heritage gives Richmond something that cannot easily be replicated elsewhere: a distinctive identity and an authentic sense of place.

But I would not measure the value of heritage only by tourism revenue or ticket sales. Museums, historic buildings and cultural landscapes are also educational resources. They help residents, especially young people, understand the communities that built Richmond and develop a stronger connection to where they live.

Maintaining heritage sites does require public resources, so we should expect responsible stewardship and meaningful public use. Strong partnerships among the City, School District, museums, community organizations and local businesses can help those investments produce multiple benefits.

Preserving Richmond’s history and supporting Richmond’s economy are not competing goals. Done thoughtfully, each can strengthen the other.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

Richmond itself should be considered an extension of the classroom. Students should not miss opportunities to learn from their own community simply because a school cannot afford transportation or a teacher faces too much administrative work.

As a trustee, I would advocate for stronger coordination among the School District, City, museums and heritage organizations to reduce these barriers. We should explore subsidized admission and transportation, shared transportation arrangements, and targeted support so that a family’s ability to pay does not determine whether a child participates.

We can also make the process easier for teachers. A centralized list of approved local programs, standard permission forms, clear supervision requirements, pre-developed safety information and curriculum connections could significantly reduce repetitive paperwork.

For nearby destinations, walking, cycling and public transit may sometimes provide practical alternatives to chartered buses.

The principle is simple: local experiential learning should not be a luxury. Every Richmond student should have opportunities to encounter the history, environment and cultures of the community in which they are growing up.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

Richmond should tell its history fully and honestly, including the chapters that are painful or uncomfortable.

That means recognizing Musqueam presence and history long before modern settlement; preserving the experiences of Japanese Canadian fishing families, including their forced removal and dispossession in 1942; and documenting the labour and living conditions of Chinese Canadian cannery workers.

The communities whose histories are being interpreted should be partners in telling them. Musqueam knowledge holders, Japanese Canadian and Chinese Canadian families, historians and community organizations can help ensure that exhibits and educational programs are accurate, respectful and grounded in lived experience.

I would particularly support preserving oral histories, family photographs, documents and first-person accounts while people who carry these memories can still share them.

Difficult history should neither be hidden nor used simply to assign guilt to today’s students. It should teach them to examine evidence, understand context, recognize injustice and appreciate resilience.

The goal is not to make history comfortable. It is to make it truthful, human and relevant—and to help young people make wiser choices in the future.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

Teachers are more likely to bring local history into their classrooms when good resources are easy to find, curriculum-connected and simple to arrange.

I would support stronger partnerships among Richmond schools, the City, museums and heritage organizations. Museum interpreters could visit classrooms with artifacts or replicas, archival photographs, maps and first-person stories. This is especially valuable for classes that face transportation, cost or accessibility barriers.

Teachers should also have ready-to-use, age-appropriate resources connected to the BC curriculum, including primary documents, oral histories, historical photographs, maps and inquiry activities. Virtual programs can extend access further.

I would also support professional-development opportunities that introduce teachers directly to Richmond’s heritage sites and available educational resources.

Most importantly, we should make participation easier rather than adding to teachers’ workloads. Centralized booking information, transparent costs, curriculum links and streamlined procedures would help.

Richmond has an extraordinary classroom outside every school door. Our job should be to make it easier for teachers to open that door.

Campaign website: calvindang.ca

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

I recently visited Steveston and spent time exploring its historic waterfront and heritage sites. What stayed with me most was how Richmond’s history is not simply something preserved in museums—it is still visible in the community around us.

Steveston’s story brings together fishing, farming, immigration, and the experiences of different communities, including Indigenous, Japanese Canadian, Chinese Canadian and European communities. Seeing these stories presented through historic buildings and along the waterfront reminded me how much Richmond’s identity has been shaped by the people who built their lives here.

As a school trustee, I believe these places have an important educational role. Young people should have opportunities to understand the history of the community where they live, not only through textbooks, but also by visiting the places where that history happened.

What stayed with me most was the connection between the past and the Richmond we know today. Heritage sites can help students understand where our community came from, appreciate the contributions of different generations, and develop a stronger sense of belonging to the community they call home.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

I see heritage as an important part of Richmond’s economic and community strategy, rather than simply a cost.

Heritage sites can attract visitors, support local businesses, strengthen tourism, and contribute to the unique character of our neighborhoods. Steveston is a good example of how heritage, local businesses, restaurants, shops and community activities can work together to create a vibrant destination for both residents and visitors.

However, I believe the value of heritage goes beyond economic benefits. For students, heritage sites are living classrooms. They provide opportunities to learn about Richmond’s history, immigration, culture and the contributions of different communities in a way that cannot always be fully captured in a textbook.

As a school trustee, I would support stronger connections between schools, museums and heritage organizations. Field trips and educational programs can help students better understand the community they live in and develop a stronger sense of belonging and responsibility.

Heritage should therefore not be viewed simply as an expense. With thoughtful planning and responsible stewardship, it can support education, community identity, tourism and local economic activity while preserving Richmond’s history for future generations.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

I believe museums and heritage sites should be accessible to every student, regardless of their family’s financial circumstances. Admission should be free or kept at a very low cost for students and school groups. In many countries, for example, in China, public museums are widely offered free of charge, recognizing their role as educational and public resources.

For Richmond, I believe the cost of maintaining and operating public museums and heritage facilities should be considered as part of public investment in education, culture and community development, rather than relying heavily on admission fees.

As a school trustee, I would support stronger partnerships between the school district, the City of Richmond, museums and heritage organizations to reduce admission and transportation costs for schools. Transportation should be planned as part of the educational experience, and schools should have access to practical support for group transportation.

We should also reduce the administrative burden on teachers. Clear, standardized procedures, shared resources and streamlined paperwork would make it easier for teachers to organize educational visits without creating unnecessary workload.

Every student should have the opportunity to learn about Richmond’s history and culture firsthand. Cost should never be the reason a child misses out on learning in their own community.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

The City should support telling Richmond’s history honestly, respectfully and in its full context—including the difficult parts.

Steveston’s history is made up of many different communities and experiences. The longstanding presence of the Musqueam people, the contributions of Japanese Canadian fishing families, the experiences of Chinese Canadian cannery workers, and the discrimination and dispossession experienced by Japanese Canadians in 1942 are all important parts of Richmond’s history.

These stories should not be separated from the broader history or treated simply as historical footnotes. The City can support museums, heritage organizations, schools and community groups in developing accurate exhibitions, educational programs, public signs and learning materials that include multiple perspectives.

As a school trustee, I believe students should learn both the achievements of our community and the difficult moments in its history. Learning about discrimination, displacement and injustice does not divide students; when presented carefully and based on historical evidence, it can help young people understand how communities have changed and why respect, inclusion and fairness matter.

I would also support opportunities for students to hear directly from community members, elders and knowledge holders, where appropriate, so that these histories remain connected to real people and lived experiences.

Preserving heritage means preserving the whole story—not only the parts that are comfortable to remember.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

I would support stronger partnerships between Richmond schools, the school district, museums and local heritage organizations so that local history becomes a more accessible part of students’ everyday learning.

Not every class can take a field trip, so in-school programs led by museum interpreters can be an excellent way to bring Richmond’s history directly into the classroom. These programs could include presentations, historical objects, photographs, stories from local communities and age-appropriate hands-on activities.

As a school trustee, I would support making these programs easier for teachers to access by developing a shared calendar of available programs, clear information about curriculum connections, and simple booking and administrative procedures. Schools should also be able to access these programs without significant additional costs.

I would encourage museums and heritage organizations to work with teachers to develop materials that connect local history with the BC curriculum, including social studies, Indigenous history, immigration, geography, arts and civic education.

Students learn differently when history is connected to the place where they live. Hearing a story, seeing an historical object or speaking with a museum interpreter can make the past much more meaningful than simply reading about it in a textbook.

Our goal should be to make Richmond itself part of the classroom and give every student the opportunity to understand the history of the community they call home.

Campaign website: instagram.com/kianadashtbazi2026

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

I recently visited the Steveston Historic Waterfront and Heritage Site (including the Britannia Shipyards and the Gulf of Georgia Cannery) with my little niece.
What stayed with me most was seeing history through the eyes of the young children around us. While younger kids might not fully grasp the historical timelines or industrial machinery, they instinctively respond to the story of community—how people from completely different backgrounds, cultures, and walks of life came together to work, live, and build Richmond from the ground up.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

As a parent and a candidate for School Trustee, visits like this remind me that local heritage sites are much more than tourist spots; they are vital extensions of our classrooms. They give our children tangible roots, foster empathy, and show them that Richmond has always been a place shaped by diversity, hard work, and community support.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

Field trips and experiential learning outside the classroom shouldn’t be a privilege reserved only for families who can afford them. In Richmond, local heritage and cultural sites are vital extensions of our classrooms, and we must break down the financial, logistical, and administrative barriers that keep our students from learning in their own community.
If elected as School Trustee, I will advocate for practical solutions across four key areas:

-Eliminating Cost Barriers: Many leading global communities offer free admission to youth up to 19 years old at public museums and historic sites. I will advocate for strong partnerships between the Richmond School District, the City of Richmond, and local cultural organisations to secure free or fully subsidised access for SD38 student groups.

-Empowering Parents as Volunteers: Supervision costs and staffing ratios often stall field trips. By actively welcoming parents and caregivers as field trip volunteers, we resolve supervision challenges while giving families an opportunity to share in their children’s educational journey and build a stronger school community.

-Streamlining Administrative Paperwork: The current, paper-heavy permission and risk-management process places an exhausting administrative burden on teachers and school staff. We must modernise and streamline trip approval workflows through digital forms and district-wide blanket permissions for low-risk, local neighbourhood walks and site visits.

-Coordinated Community Transportation: Transporting students to local sites like Steveston or the Britannia Shipyards shouldn’t require expensive charter buses. I will work to explore joint transit initiatives with TransLink and city partners to ensure safe, affordable, and accessible group transport for Richmond classes.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

History is a woven tapestry of bravery, triumphs, and heartbreaking realities—we cannot hide from the difficult truths of our past. There are moments that bring pride and chapters that fill us with sorrow, but every part must be told honestly.
As a candidate for School Trustee, I believe deeply in the transformative power of storytelling. History stays with young people when it is taught with truth, empathy, and personal connection. To properly honour Steveston’s history, the City and School Board must support authentic, unfiltered narrative-building across three key priorities:

-First Nations Partnership: Ensure the long-standing Musqueam presence and pre-settlement history are presented directly through Musqueam voices, oral histories, and place-naming.

-Co-Created Community Exhibits: Partner directly with Japanese Canadian and Chinese Canadian cultural societies to tell the real stories of cannery labor, systemic discrimination, and the 1942 internment and dispossession, ensuring those affected guide how their stories are remembered.

-Accessible School Field Trips: Expand direct collaboration between SD38 and sites like Britannia Shipyards and the Gulf of Georgia Cannery so students experience these lived histories firsthand, beyond textbooks.

True inclusion and reconciliation require us to face the past openly. By telling the full story of Richmond—the triumphs and the hardships—we teach our children empathy, resilience, and respect for all who built our community.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

Children learn best when history is brought to life through different techniques, multi-sensory experiences, and expert storytellers who know the subject inside and out. As a parent, I know that lessons resonate far more deeply when students can interact and hear directly from community historians.
If elected as School Trustee, I will advocate for a formal, streamlined collaboration between SD38, the Richmond Museum, and our local historic sites to bring heritage interpreters directly into our classrooms:

-In-School Interpreter Visits: Cost, transportation, and scheduling often limit field trips. Bringing museum interpreters into our classrooms—equipped with primary sources, and vivid local narratives—ensures all students experience hands-on history regardless of their school’s field trip budget.

-Supporting Teachers with Local Experts: Teachers are already managing heavy workloads. Partnering with professional museum interpreters gives our educators dedicated expert support and ready-to-use, curriculum-aligned local history modules.

Guided by my campaign motto—“Seeing every child, supporting every mind”—I believe every student deserves a rich, accurate, and engaging connection to the history of the community they call home.

Campaign website: richmondeducationparty.ca

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

Last summer I took my 2‑year‑old granddaughter to see the Steveston Tram display. Even though the tram ran long before I was born, it reminded me of the old BC Hydro buses I used to ride with my mom on our trips to the Richmond Square shopping centre. For my granddaughter, the Steveston Tram was just a big toy for her to play on. For myself, it was a reminder of how busses have evolved over the years

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

I see heritage as both an economic strategy and a cost, but the benefits far outweigh the expenses. Sites like Britannia Shipyards, the Gulf of Georgia Cannery, and the Steveston Tram bring visitors into the community, support local shops and restaurants, and contribute to Steveston’s economy. When we invest in heritage, we allow others to see what makes Richmond so unique. Yes, there is a cost — but it’s well worth it.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

To reduce these barriers, I would encourage our Superintendent and senior staff to work with teachers, principals, and local organizations to create simple, low‑cost field trips and community learning units. I would also support partnerships that bring heritage, arts, and cultural programs directly into schools. Making the process easier and more affordable means more students can benefit from hands‑on learning right here in Richmond.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

The best way for students to learn about the challenges faced by Musqueam, Japanese Canadian, and Chinese Canadian communities is for our schools to work closely with these groups so their stories are told accurately and respectfully. Listening to elders, learning through exhibits, arts and culture, teaching programs, and classroom activities helps students understand the full story — including difficult parts like discrimination and injustice.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

I would work with the Superintendent and senior staff to help teachers access more local history programs and resources. This could include coordinating more field trips with our museums and heritage groups and making it easier for teachers to book programs and share materials. I would also encourage more in‑school visits from museum interpreters, so students can learn directly from experts without leaving the classroom. By strengthening partnerships between schools and local heritage organizations, we can help students connect with Richmond’s history in meaningful, hands‑on ways.

Campaign website: richmondeducationparty.ca

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

I last visited the Murakami House during the Maritime Festival. I live in Steveston and either ride my bike or walk every day. There are so many buildings that represent homes and places of work from a hundred or so years ago. I love history and I left the Murakami house with my imagination rich with thoughts of what it must have been like to live as a family in this little home.
I believe the Historical Society has done an excellent job providing upgrades to the buildings without disturbing their stories. At Garry Point, the colourful information shared about fishing is fantastic for people of all ages.
The open areas and buildings, we can walk through, provide opportunities for learning, imagining, and experiencing the past.
Some of my favourites are the Gulf of Georgia Cannery, Steveston Museum and Post Office, the Steveston Tram, London Heritage Farm, and Britannia Shipyards, to name a few.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

I think Heritage should be considered as an economic strategy and so much more than just cost. The sites, buildings and cultural stories not only provide a real sense of place, connection with others and community pride; they attract visitors which is positive for the economy.
I appreciate the focus on renewing what we can rather just replace. Any time there is question about renewal or replacement of a heritage site or building the project should be evaluated for condition, future use and the value to the community. So much more than just cost.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

There are definitely costs to field trips in this day and age, and with the lack of funding for education, districts find themselves facing barriers to providing more opportunities and support for students to access our heritage here in Steveston.
Richmond School District has a program that provides subsidies to overcome barriers so that all students have the opportunity to participate. We have to work together with all partner groups (RTA, CUPE, RASA, parents and the City) to have the best chance of finding answers to this dilemma. We are fortunate here in Steveston that most school populations can walk to these sites, however walking will not work for all. Other catchment areas would require transportation. Working together, we have a better chance of coming up with a plan.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

As a trustee we are not responsible for how the curriculum is taught. We have talented teachers with a passion for teaching and they support each other and often work together to provide the most exciting and rich lesson plans. I would find it very interesting how they would approach the presence of the Musqueam, Japanese Canadian fishing families internment and the Chinese Canadian cannery labour.
Not only is learning individual so is teaching. I am curious as to how the timeline would be taught, would they start from the beginning to end or current to the beginning. I have no doubt the teachers would make the lessons rich and appropriate for their classes.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

The education that takes place in our classrooms is set by curriculum determined by the Ministry of Education and Childcare. Our teachers having been through their various university programs determine how that curriculum will be taught. I would advocate for funding if funding was a barrier, should our teachers bring forward requests for approval for in-school classroom guests as presenters to enhance their lessons and student learning.

Campaign website: richmondeducationparty.ca

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

I visited Britannia Shipyards and the Steveston Tram earlier this year. I have also had the opportunity to visit the Gulf of Georgia Cannery.

What stayed with me most were the historic houses at Britannia Shipyards. Walking through the site, I thought about the families who once lived there, the fishermen and workers who made their livelihoods along the waterfront, and the generations of people from different backgrounds who helped shape Richmond. These buildings are more than reminders of the past. They tell the stories of ordinary people whose hard work and contributions helped build our community.

Having grown up in Richmond and attended Ferris Elementary and Richmond Secondary, I feel a personal connection to our city’s history. These visits reminded me how much there is to discover and appreciate about the place we call home.

As a school trustee candidate, I believe students benefit from opportunities to learn about Richmond’s history beyond the classroom. Visiting local heritage sites can bring history to life, encourage curiosity, and help young people appreciate the diverse communities that have shaped our city, including Indigenous peoples and generations of newcomers.

As Richmond continues to grow and change, I hope we continue to preserve these special places and make their stories accessible to students, families, and future generations.

Our heritage is not just about remembering the past. It is also about helping our children understand their roots, appreciate their community, and feel proud of the place they call home.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

I see Richmond’s heritage as an investment in our community, not simply a cost. Places like Britannia Shipyards, the Steveston Tram, and the Gulf of Georgia Cannery remind us of the generations of families, fishermen, workers, and newcomers who helped make Richmond what it is today.

Having grown up in Richmond, I believe these places are part of what makes our city feel like home. They bring people together, attract visitors, and support local shops, restaurants, and businesses, particularly in Steveston. When we preserve our heritage, we are also helping keep Richmond’s unique character alive.

As someone running for school trustee, I especially value the opportunities these places offer our children. There is something special about students learning Richmond’s history by walking through the same places where earlier generations lived and worked. Those experiences can stay with them long after they leave the classroom.

Of course, preserving heritage requires funding, and we need to be responsible with public resources. That means planning carefully, maintaining what we have, and working with community partners wherever possible.

For me, heritage is about more than buildings or tourism. It is about remembering the people who came before us and making sure future generations have the opportunity to know their stories. That is something worth protecting.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

Growing up in Richmond and attending Ferris Elementary and Richmond Secondary, I learned how important it is to feel connected to the community we call home. I want today’s students to have opportunities to explore Richmond and learn about its history, regardless of their family’s financial circumstances.

We have so much history right in our backyard, from Britannia Shipyards and the Steveston Tram to the Gulf of Georgia Cannery. It would be a shame for students to miss out on these experiences because of costs or difficulties organizing field trips.

I would start by listening to teachers and school staff. They understand the challenges of arranging transportation, supervision, permission forms, and scheduling. I would work with the district to explore ways to simplify these processes, reduce unnecessary paperwork, and make field trips easier to organize without compromising student safety.

I would also encourage partnerships with the City of Richmond, local heritage organizations, and community groups to explore affordable transportation, educational programs, and financial assistance for families who need it.

I recognize that school budgets are limited, and any improvements must be practical and financially responsible.

Above all, I believe no child should miss an opportunity to learn about Richmond because their family cannot afford it. Every student deserves the chance to discover our local history, hear the stories of those who came before us, and feel proud of the community they call home.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

I believe Richmond’s history belongs to all of us, and that means being willing to share both the good and the difficult chapters of our past.

Steveston has a rich history shaped by many communities. The Musqueam people have longstanding connections to this land. Japanese Canadian families helped build the fishing industry but faced the injustice of forced removal and the loss of their homes and livelihoods in 1942. Chinese Canadian workers also played an important role in the canneries, often under difficult working conditions. These are stories worth remembering.

I believe the City should continue working closely with Indigenous communities, local historians, heritage organizations, and families with personal connections to these experiences. It is important that people have a voice in how their own histories are told.

Having grown up in Richmond and attended local public schools, I would love to see more young people have opportunities to hear these stories firsthand and visit the places where our history unfolded.

We cannot change what happened in the past, but we can listen, learn, and treat one another with greater understanding.

For me, preserving Richmond’s heritage is about respecting those who came before us, recognizing their contributions and hardships, and helping our children understand the community they call home.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

Having grown up in Richmond and attended Ferris Elementary and Richmond Secondary, I appreciate how much there is to learn about our community and the people who helped shape it. I hope today’s students have opportunities to discover these stories as part of their education.

I think it would be wonderful for more students to hear directly from local museum interpreters, historians, and community members. Classroom visits could be especially helpful when organizing field trips is difficult because of transportation, costs, or scheduling.

I would first want to listen to teachers and understand what would be most helpful to them. They already have a lot on their plates, and I believe we should be looking for ways to support their work rather than add to it.

I would encourage the school district to explore opportunities to work with the City of Richmond, local museums, and heritage organizations to make educational programs and classroom resources more accessible. Any initiatives should be practical, affordable, and supportive of teachers’ professional judgment.

Richmond has a rich history, and there is so much our students can learn from the generations of families and workers who helped build our community.

My hope is that more children will have the opportunity to hear these stories, learn about Richmond’s past, and develop a lasting appreciation for the place they call home.

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

I recently visited the Steveston Japanese Canadian Museum this past Summer and it truly was a great learning experience, and one that’s constantly changing and worth more than one visit.
What stayed with me most was the display of wooden fisherman’s tote signs bearing family names. Seeing those markers of everyday life drove home how integral Japanese Canadian families were to building Steveston’s fishing industry, schools, and community, and only added to the injustice of their 1942 wartime forced internment and dispossession.
Walking away, I was left with a deep appreciation for the community’s resilience and how fundamentally their legacy shapes Richmond today.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

I see heritage firmly as a strategic economic asset, not a cost. It is a proven driver of local growth, small business vitality, and community wealth.
When we invest in places like Steveston Village, Britannia Shipyards, and our historic agricultural corridors, we generate real economic returns that can best be described in 3 main topics:
1. Cultural Tourism: Heritage draws regional and global visitors who spend directly at our restaurants, shops, and hotels.
2. Small Business Growth: Distinct, walkable historic areas provide the unique character that independent retailers and local entrepreneurs need to compete and thrive.
3. The Creative Sector: Our authentic maritime and heritage history make Richmond a top destination for film production, bringing significant revenue and local jobs.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

Every Richmond student deserves to experience the living classroom right in our own backyard. While general admission to city heritage sites is mainly free, additional costs and red tape still keep too many kids confined to desks.
As School Trustee, I will take practical action to break down these barriers:
• Eliminating Hidden Costs: I will champion for a funding agreement to cover workshop and tour fees, backed by an equity fund to ensure zero out-of-pocket expenses for families.
• Solving Transportation: Tackle bus rentals by exploring shared access to City community shuttles during off-peak hours.
• Expanding Supervision: Create a centralized district volunteer roster with the goal of connecting classes with trained secondary leadership students and local seniors to ensure trips never get cancelled for lack of chaperones.
• Slashing Paperwork: Replace approval processes with standardized safety templates and permission policies for routine visits to nearby civic spaces, libraries, and neighbourhood parks.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

The City must ensure these histories are told truthfully, visibly, and directly by the communities who lived them and not treat them as a footnote.
To achieve this, we should:
• Shift to First-Voice Stewardship: Ensure Musqueam Nation, Japanese Canadian, and Chinese Canadian community organizations co-design exhibitions, interpretive signage, and public programming, allowing them to direct their own narratives.
• Partner on School and Public Education: Collaborate with School District 38 and community historians to create accessible, classroom-ready local history curricula so Richmond’s youth learn the complete, unvarnished story of our shared past.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

If students can’t always travel to our heritage sites, we must bring Richmond’s history directly into the classroom.
As School Trustee, I would support teachers through these actions:
1. In-School Interpreter Visits: Partner with the City and Steveston Heritage Sites to fund classroom visits by museum educators, eliminating transportation hurdles entirely.
2. Sponsor Local History Pro-D: Support professional development led by community historians to give educators the tools to teach Richmond’s diverse and complex history.

Campaign website: billmok.ca

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

I last visited the Gulf of Georgia Cannery this past summer. What stayed with me was the connection between Richmond’s history and the lives of the people who helped build this community. Heritage becomes meaningful when we see the people behind it—their work, struggles, and contributions.

As an immigrant and a parent, I value opportunities to understand the community we now call home. Heritage sites help connect generations and remind us that our shared history includes many different voices and experiences.

As a school trustee candidate, I would welcome opportunities for students to learn through visits to local museums and heritage sites. These experiences can bring classroom learning to life, encourage thoughtful questions, and help young people develop a deeper sense of belonging and responsibility for their community.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

I see heritage as an investment in Richmond’s future and part of its economic strategy. Museums, historic places, and cultural programs can attract visitors, support local businesses, and create opportunities for employment and learning. They also give people reasons to spend time in our neighborhoods and return.

But heritage’s value goes beyond tourism revenue. It helps us understand how Richmond developed, whose contributions shaped it, and what we can learn from the past. In a diverse community, sharing these stories can strengthen belonging and connections across generations.

As a school trustee candidate, I see opportunities for schools to work with museums, heritage organizations, and Indigenous communities to connect local history with student learning. These partnerships can also introduce students to careers in conservation, tourism, arts, and culture.

Heritage requires funding and responsible stewardship. We should look for strong partnerships, accessible programs, and clear public benefits. Thoughtful investment can support both a healthy local economy and a community that understands and values its history.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

Learning in our own community should be accessible to every student, regardless of family income or a school’s fundraising capacity. Teachers also need practical support to make these experiences possible.

I would start by listening to teachers, support staff, families, and local heritage organizations about which barriers create the most difficulty. As a trustee, I would advocate for:

• Fair access to funding: Support admission and transportation costs, with priority for schools and students facing the greatest financial barriers.

• Stronger local partnerships: Work with museums, heritage sites, and community organizations to explore reduced fees, coordinated bookings, and programs connected to classroom learning.

• Simpler planning: Ask district staff to review approval processes, reduce duplicate paperwork, and provide shared planning resources while maintaining student safety and necessary consent.

• Support for supervision and accessibility: Include adequate staffing, accessible transportation, and disability-related supports in planning and budgets, so participation does not depend on a parent being available to accompany their child.

Nearby walking visits, where safe and accessible, and bringing community educators into schools can also expand opportunities.

These changes require collaboration and responsible budgeting. My goal would be to make community learning a manageable part of school life, with fewer obstacles for educators and more opportunities for students.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

The City should support telling these histories honestly, respectfully, and with the people whose histories they are. That means celebrating contributions while also naming racism, dispossession, and exclusion clearly. Difficult history belongs in our shared understanding of Richmond.

I would support the City working with Musqueam, Japanese Canadian, and Chinese Canadian communities to shape exhibits, walking tours, public signs, and educational programs. Their participation should influence decisions, and people contributing their knowledge and lived experience should be fairly compensated.

Musqueam history should be presented as a continuing presence and relationship with the land. The experiences of Japanese Canadian fishing families, including their forced removal and dispossession in 1942, deserve clear explanation. Chinese Canadian cannery workers’ contributions and the discrimination they faced should also be visible.

The City can help through sustained funding, preserving historic places and records, and supporting oral histories. Multilingual materials and accessible programs would allow more residents to engage with these stories.

As a school trustee candidate, I would encourage partnerships that connect this work with age-appropriate student learning. Students should have opportunities to examine evidence, hear different voices, and ask difficult questions.

The purpose is to build understanding, acknowledge injustice, and help each generation recognize its responsibility to treat others with dignity.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

I would help make local history easier for teachers to include in their teaching by supporting strong partnerships, practical resources, and fair access to funding.

As a trustee, I would encourage the district to work with Richmond museums, heritage organizations, and Musqueam to develop curriculum-connected opportunities with teachers. In-school programs led by museum interpreters can bring local history to life through photographs, objects, oral histories, and hands-on activities, while reducing transportation costs and travel time.

I would advocate for funding so access does not depend on a teacher paying personally or a school’s ability to fundraise. I would also encourage a shared directory of programs showing costs, grade levels, accessibility supports, and booking information, with a straightforward process for arranging visits.

Teachers need time and flexibility to make these experiences meaningful. Ready-to-use materials, developed with educators and the communities represented, could support preparation and follow-up. Professional learning opportunities could help teachers approach difficult histories with accuracy, care, and confidence.

My role would be to support the conditions for good teaching while respecting teachers’ professional judgment. I would listen to educators and students about what works and use their feedback to improve these partnerships.

The goal is for students to understand Richmond as a place shaped by people, choices, and experiences—and to see themselves as part of its continuing story.

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

I visit our local heritage sites regularly, both personally and through my volunteer work, but one of my most memorable recent experiences was attending the Richmond Maritime Festival with my family at the Britannia Shipyards site.
What stayed with me wasn’t just the exhibits, but the profound realization of what it means to have these physical spaces preserved in our community. I remember walking those sites when I was a student in Richmond. My older stepchildren are also getting to experience them, and now my young twins are walking those same grounds. Knowing that these sites will be there to teach them our city’s stories in the years to come is deeply moving. As a proud Japanese Canadian, this preservation is incredibly personal to me. I am so grateful that we have these dedicated spaces to tell the honest, complex stories of my ancestors.
To me, heritage isn’t just about looking backward; it is the foundation for our future. As I reflect on my time supporting the development of the new Steveston Community Centre, I am incredibly proud of how it blends seamlessly into the historical fabric of the neighborhood. It is a perfect example of how we can propel our rich history forward while staying true to our roots by creating modern spaces that will serve our community for generations.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

With my professional background in finance and over ten years in public governance, I absolutely view heritage as a core driver of cultural and economic vitality, not a sunk cost. Strong heritage sites anchor local tourism, support surrounding small businesses, and attract community investment. But more importantly, from an educational perspective, investing in local heritage transforms our city into a living classroom. The return on investment we get in student engagement, civic pride, and community connection far outweighs the operational cost.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

One of my top campaign priorities is protecting instructional time and reducing educator burnout. We cannot expect teachers to navigate endless administrative red tape just to access local heritage. As a trustee, I would advocate for streamlined, district-level risk assessment and approval processes for recurring local field trips. We need to create turnkey, pre-approved local excursion packages so the logistical burden is lifted off our frontline educators, allowing them to focus entirely on teaching and make visiting local heritage sites more appealing.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

The City of Richmond has a strong track record of investing in physical heritage spaces, we see that in the preservation of the Steveston Museum buildings, the Tram, and Britannia Shipyards among others. But there is a massive difference between funding a building and funding the culturally sensitive work required to tell difficult histories. Telling the honest stories of Musqueam presence before settlement, the 1942 Japanese Canadian dispossession, and Chinese Canadian cannery labour should not just fall onto the shoulders of volunteer-run societies. The City must support this by providing targeted, operational funding specifically for professional curation and deep community consultation. By shifting focus from just preserving the physical structures to actively funding the collaborative process of truth-telling, the City can ensure these vital stories are preserved and ready to be brought into our local classrooms.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

Bringing Richmond’s multifaceted local history into our classrooms is vital. It grounds provincial learning in the lived experience of our community, helping students connect directly with the cultural heritage and diverse stories of the places they live, play, and learn.
Drawing on my years on the Richmond Public Library Board, I know that successful community partnerships require intentional systems rather than ad-hoc efforts. My focus will be on working directly with staff, frontline educators, school administrators, and heritage organizations to pinpoint where friction exists and help to build clear, standardized processes to resolve it.
The board’s role is to clear the operational path, to work to establish streamlined, predictable coordination between our schools and cultural partners. By removing administrative barriers, we ensure that integrating Richmond’s history into the classroom is an accessible, supported, and rewarding experience for both teachers and students.

Campaign website: helenquan.ca

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

My most recent visit was to the Steveston Museum and Post Office on Moncton Street this past summer. What stayed with me was how much history sits in one small building. It opened in 1905 as Steveston’s first bank, operated as a bank until 1963, and has housed the village post office since 1979. You can still mail a letter from the counter today. Standing there, I thought about the generations of fishing families who came through the same door for their mail and news from home. The Japanese Canadian museum attached to it tells the other half of Steveston’s story.

I have lived in Richmond for 33 years, and my children went through Richmond public schools. Their school trips to Steveston were the lessons they talked about at dinner. As a trustee, I will support keeping those visits a normal part of a Richmond education.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

Heritage is part of Richmond’s economic strategy. I say that with more than 40 years of business experience, including operating a restaurant chain. Steveston village is the proof. Visitors come for the cannery, the shipyards, and the working harbour, and they stay to eat and shop. Local businesses depend on that history being kept and told well.

Heritage also gives a city its identity. Many Richmond families arrived in the last generation, and shared history gives a newcomer family and a longtime Steveston family common ground.

From the school district side, the return is clear: local field trips at low cost, lessons grounded in real places, and partnerships with societies whose expertise schools could never hire. Public spending should be reviewed for results, but review is different from treating heritage as a cost to cut. These sites are assets to maintain and use well.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

A city that asks volunteers to run its sites owes them three things: stable funding they can plan around, clear agreements on who carries responsibility for buildings, collections, and insurance, and respect for expertise built over decades.

I have been President of the Metro Vancouver Volunteer Association since 2014 and have held leadership roles with the Richmond Mandarin Lions Club and the Richmond 32nd Scout Group. Volunteer organizations fail when a partner treats them as free labour, changes rules without notice, or leaves them guessing about next year’s budget. They succeed when the partner shows up, listens, and keeps its word.

Judging the partnership starts with plain questions asked in public every year. Are volunteers staying or burning out? Are sites open the hours promised? Are school visits holding? Are agreed repairs done?

Trustees have no vote on City agreements, but the district is a user of these sites and should be a reliable partner too.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

The City should tell these histories fully, including the hard parts. Musqueam people were here long before settlement. Japanese Canadian fishing families built much of Steveston, then were forced from the coast in 1942 and lost their boats, homes, and businesses. Chinese Canadian workers kept the canneries running under conditions no one would accept today. Leaving any of that out would be telling a false story.

I say this as a Chinese Canadian who has lived in Richmond for 33 years. Many families in my community do not know Chinese workers were in Steveston over a century ago, or what happened to their Japanese Canadian neighbours. Learning that is not about blaming anyone alive today. It is about understanding the place we share.

The people who lived these histories, and their descendants, should lead the telling. BC’s Grade 5 curriculum already covers internments, the Head Tax, and residential schools. Richmond students can learn those lessons where they happened, and I will support keeping those visits in place.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

Yes. A review that approves everything is not a review. Owners deserve a process that is clear, consistent, and timely, and the public deserves one that protects what it claims to protect. Both are possible when standards are written down and applied the same way every time.

I will be honest about my role. Trustees have no vote on Heritage Alteration Permits; that belongs to the City, in most cases Council itself. What I can speak to is how the school district should act as an owner of older buildings: follow the process, seek no exceptions, and plan maintenance early enough that heritage review is part of the schedule rather than a late surprise.

In business I dealt with permits for years. The processes that worked had clear standards and predictable timelines. The ones that caused problems were vague and slow, which pushed people to cut corners. Keeping heritage review meaningful depends on making it workable as well as strict.

Campaign website: votesargent2026.ca

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

I have lived in Richmond for 40 years and Steveston is a big part of my daily life. I have 2 grown children and 2 grandchildren. Steveston is very important to us for many reasons. One of the reasons is the celebration of the history of where we live. I visit the Cannery often and the last time was with my grandchild. To walk together through the Cannery and visit the exhibits is importantly and fun! They are learning from an early age what was before them and the important history. We are very lucky to have heritage sites close and easily accessible. I also enjoy the Art projects that the Steveston Museum cohosts with the Arts Connection group. It’s a great way to celebrate Art in an important heritage site.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

I see heritage of where you live to be both contributing to Richmond economic strategy and has a cost. Steveston is a place where visitors come and learn and partake in fun activities and events. Steveston has so much to offer visitors and people who live here. Along with other contributors to our economic strategy in the City, Steveston plays a role in that. I also believe if there are costs involved and you want to perserve something important you should be willing to pay and support the work.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

Making connections between the Richmond School District and the Historical Society would be important to continue doing. Sharing of information with teachers of your programs and offerings is very valuable and one our District staff can help with.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

I think it is very important to share the full stories in order to truly understand our history I have been a School Trustee for 25 years and had the great honor to sit on the BCSTA (British Columbia School Trustees Association) for 8 years. Part of my role was to sit on the Indigenous Education Committee where I learned so much not only as a Trustee and that work but also as a human. The knowledge has contributed to my understanding and I have learned how to better advocate for the needs of Indigenous peoples. I have much learning to do and I am committed to that work.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

At a recent Council/Board meeting we discussed how to perserve and celebrate the new book written about Tomekichi Homma. Our staffs worked together to help raise the profile of this important person and celebrate their life and the lives of many Japanese people in the community. The history is very important to share and to learn from. The hard parts are important to hear so that they may never happen again.

Thank you very much to the Steveston Historical Society for all your hard work and for asking the candidates their thoughts.

Campaign website: empowereducation.ca

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

I last visited London Farm a couple of weeks ago. I enjoyed visiting the booths and the farm site.
The historic home of the London family is so well preserved, and it reminds me of my grandmother’s home in Winnipeg. Visiting the site brought back memories of when I used to bring my children to London Farm when they were young. We attended a Teddy Bears Picnic where Charlotte Diamond sang, and Gordon Kibble married the Teddy Bear couple. It is a great place for families, especially those new to Richmond, to learn about the history of Richmond and to learn what farm life was like back then.
I joined the London Farm Society this time as I have always wanted to participate, however I was committed to other organizations.
I am hoping that I will have more opportunities to serve as a volunteer on the site. I have also enjoyed the annual plant sales that are held in the spring.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

I see heritage as a part of Richmond’s economic strategy as it is important for tourism. When people travel, they want to learn about the place they are travelling to, and they want to visit heritage sites to learn the history and view the way of life for the families who developed the area. There may be people looking to settle and work in Richmond as well. Preserving and maintaining heritage sites may come with a cost, but it is essential to attract tourism, boost the economic benefit to surrounding businesses and to bring new families to Richmond. It also strengthens our community by preserving the unique history of Richmond and creates a sense of identity, pride and belonging.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

As a long-serving Trustee, I am always advocating for increased funding from the Provincial government, however it has never been enough. That said, trustees oversee the budget work from January to approval of the budget in June every year. We must ensure that there are adequate funds for schools to provide for the costs necessary in educating students about their community and its history and to provide hands-on and experiential learning including the costs that you mention. It is important for trustees to ensure that these costs are not barriers to learning and I have always been committed to this.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

I feel that the difficult parts need to be shared much more widely. The history of the Musqueam people is very rich, and I have experienced firsthand the stories the elders share about their past fishing practices and providing for their families along the Fraser River. The stories and history of the Japanese Canadian fishing families and their dispossession along with the treatment of Chinese Canadian laborers is important to share as these people helped to build Richmond and the fishing industry along the Fraser as it is today. The insensitive treatment of these ethnic groups must be exposed further and shared truthfully to truly reconcile the damage done to these communities in the past.
I would support by encouraging the city to hold more exhibitions to share this history and to create more museums and dedicated community spaces for this purpose.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

It is important for our young people to understand where they live and to embrace, learn and experience the history of Richmond. The school district already brings local history into the classroom in many ways, however I would support an inquiry into how the district can improve access to these cultural and historic opportunities for students and to also share the historic contributions of other early settler communities and families in Richmond.

Campaign website: www.facebook.com/nancywilliamstrustee

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

I am a resident of Steveston and live on the Westwater trail, and will often go out walking with my daughter passing the Chinese Bunk House and the Seine Net Loft. I have been fortunate enough to explore inside with a guide during several festivals held in the Steveston area. I have also been fortunate enough to visit the Gulf of Georgia Cannery several times and always enjoy learning about its cultural and economic impacts on Richmond and the Steveston area. I think maintaining these heritage sites is integral to the cultural identity of Steveston, as well as serves as an educational opportunity to the community’s visitors.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

Maintaining Richmond’s heritage landmarks is integral to the cultural identity and history of our community. While used as a means of cultural preservation and an educational tool, our heritage sites also serve as a point of interest for tourism. This brings the potential for increased tourism, as heritage sites can potentially attract non Richmond residents to visit the city. While there is cost associated with maintaining these heritage sites, it also serves as a tourism booster, and has the potential to bring economic growth to the city.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

School field trips are an accessible way for our students to learn about our community, and provide an opportunity for local heritage to be included in the curriculum as an extra learning point. Using City of Richmond or School Board transportation could be used to minimize cost to students and broaden accessibility. Including this community education into a school field trip would place supervision on teachers and parent volunteers, and allow for our teachers to expand on new interactive ways to teach our students about the community. Field trip costs could be brought forward to parents at the beginning of the year, and assistance could be given to those students who require it.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

Like all cultural heritage, education and preservation is key. This education includes every part, even the difficult parts, as knowing the full history is integral to its preservation, and the continuing respect for the associated cultures and people. The city should continue to educate its residents about all of the heritage of Steveston, including the darker and difficult details. Ensuring that signage, information placards and museum text is full and historically accurate, to include all parts of its history is the only way to maintain accurate preservation of Steveston Heritage.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

Bringing forward potential programs for the Richmond School District that would focus on the history and heritage of Richmond, including Steveston. These programs could be a combination of in-class units focused on different parts of Richmond’s heritage and field trips to museums and heritage sites. There could also be the option of having members of the Steveston Historical Society come to schools to have interactive learning days and presentations, to further enrich the program. I believe there is tremendous value in bringing a heritage program to our schools, to allow our young community members the opportunity to learn about it’s history.

Campaign website: richmondcommonsense.ca

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

I remembered that I visited the Britannia Shipyard and the Gulf Georgie Cannery was on August. What stayed with me was how these places bring Richmond’s history to life.
Standing in these historic sites. I was reminded of how much Richmond’s identity was shaped by fishing, farming, industry, and facilities and communities who built their life there. It is something our residents and people can experience and learn from.
With thought investment, our heritage sites can support education, tourism, local businesses and community pride.
For me, preserving Richmond’s heritage means respecting where we came from while finding ways to connect that history to Richmond’s future.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

I see heritage as an important part of Richmond’s economic strategy. not simply as a cost.
Our heritage sites tell the story of Richmond’s agricultural, fishing, aviation and multicultural history. Place such as Steveston and Britannia Shipyards give Richmond a unique identity that cannot be replicated elsewhere. They also attract visitors, support local business, creat tourism opportunities and contribute to a vibrant community. I believe that heritage should not be viewed mainly as a cost. It would be to look for ways to make heritage sites more accessible, engaging and connected to tourism, education and local business. If we preserve our history while creating meaningful enconomic and community opportunities, heritage become an investment in Richmond’s future.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

I believe Richmond students should be able to learn from the community around them, not have cost, transportation, supervision, or paperwork prevent them from participate.

I would work with schools and staff to identify the barriers that are preventing community- based learning and look for practical solution.

I would look at ways to reduce cost for families, including partnerships with Richmond museums, heritage sites, cultural organization, business and community groups so that learning opportunities are not limited by a family’s ability to pay.

My goal would be simple: remove unnecessary Barrie’s while keeping safety and accountability first, so many students can experience meaningful learning in their own community.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

No answer provided.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

I would like to see Richmond’s history brought much more directly into our classroom. As a trustee, I would encourage stronger partnerships between SD38 teachers and our local museums and heritage organizations.

That could include museum interpreters coming directly into schools with historical objects, photographs, stories and hand- on activities, so student can learn about Richmond’s history even when a field trip is difficult because of cost, transportation or scheduling.

I would also support curriculum- linked resources and professional development for teachers, so local history can connect naturally with Social Studies, Indigenous history, immigration, geography, economics and environment learning.

Campaign website: www.sophiawoo.com

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

Every summer, I make it a point to visit some of Richmond’s most fascinating heritage attractions, including London Farm, Richmond Museum and Post Office, Steveston Japanese museum, and Steveston Tram. This summer was no exception, and I also had the opportunity to visit the Britannia shipyard. What draws me to these places every year is the city’s extensive and diverse collection of historical and culturally significant artifacts.

As the spouse of a transportation expert, I have a particular interest in learning about Vancouver’s airport and local light rail history, as well as the history of migration and immigration to Richmond. One of the most interesting things I learned was about the Oak Street Bridge and the Moral Bridge, which were built in 1957 and played a crucial role in transforming Richmond from a small community into a thriving urban city. I also discovered that Airport Square is located on Hudson Street in Vancouver because the Vancouver Airport, which opened in 1931, was originally situated there. Furthermore, I learned about the Marpole Bridge, which connected Vancouver and Richmond 60 years before the Oak Street Bridge was built, and how it crossed the North Arm of the Fraser River, joining the two cities on Hudson Street.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

Leveraging cultural and historical significance can be a potent economic strategy, driving growth and development. Heritage sites attract visitors, generate revenue for local businesses, and support cultural infrastructure. As a school trustee, I am committed to managing initiatives and programs that prioritize heritage conservation. In my previous role as a trustee in Vancouver, I collaborated with the city to establish the heritage value of schools, such as assessing the significance of schools with heritage values and prioritizing them for retention. A notable example is the Normal School, built in 1908-1909, which was integrated into City Square Mall in 1989 and recognized as a municipal Heritage site in 1986, undergoing restoration to preserve its historical significance.

As a former VSB trustee and current Richmond trustee candidate, I have consistently supported Heritage Reviews and Heritage Alternative Reviews. In my capacity as trustee, I oversaw the management of school district assets, many of which are historic community landmarks. I am dedicated to ensuring that capital planning aligns with heritage preservation, directing staff to initiate Heritage Reviews, prioritizing adaptive reuse, and advocating for sensitive architectural design. By standardizing guidelines and district policies, trustees can ensure the conservation and maintenance of historic school assets within their jurisdiction. I am committed to facilitating community engagement and ensuring that community memories and historical values are integrated into decision-making processes.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

As a trustee, I recognize that while trustees don’t directly oversee daily classroom instruction, trustees have the legislative and governance authority to create opportunities and remove obstacles. I am dedicated to ensuring that the needs of the Richmond community are reflected in our school system. To achieve this, I plan to support subsidies for field trips, standardize and streamline the field trip approval process, promote flexible credit systems, and foster community partnerships.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

The Musequam people are among the original inhabitants of Richmond, with approximately two out of every hundred Richmond residents having Aboriginal heritage. As a trustee, I am dedicated to incorporating historical themes into educational programs and community events, ensuring that Steveston’s rich history is not only remembered but also celebrated and preserved for future generations.

As a former VSB trustee, I had had advocated for closer connections between the Mandarin Immersion program and bilingual program and Asian studies for Grade 8 and 10 that would include a new course on Chinese history

I am dedicated to creating a supportive framework that enables the teaching of honest and accurate history. This involves implementing robust institutional safeguards, such as passing resolutions that protect educators’ rights to teach mandated curricula and address complex historical events using evidence-based pedagogical approaches. Furthermore, I will advocate for funding professional development training for teachers to navigate emotionally charged topics safely. I also support funding partnerships with local museums and historical societies to enhance educational experiences.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

As a trustee, I recognize that while I may not be directly involved in daily classroom instruction, I can still play a vital role in bringing local history into the classroom. This can be achieved through governance, policy-making, budget allocation, and community partnerships. If deemed necessary, I will vote to incorporate local history or regional ethnic studies electives into high school course catalogs. Furthermore, I will approve funding for field trips focused on community history, establish district-wide partnerships with local museums and heritage societies, collaborate with indigenous cultural groups, and support teachers’ professional development.

Campaign website: empowereducation.ca

1. When did you last visit a Richmond museum or heritage site, and what stayed with you?

I had the pleasure of visiting the London Heritage Farm two weeks ago. What fascinated me was the fact that Richmond’s agricultural roots and history are wonderfully showcased, even as the city grows its urban spaces. I also frequently visit other museum and heritage sites such as the Richmond Museum exhibits in the Cultural Centre.

2. Do you see heritage as part of Richmond’s economic strategy, or mainly as a cost? Why?

Heritage is part of Richmond ‘s economic strategy. When we have quality heritage sites and museums, this generates more visitors to our city and more economic activity that comes along with it.

3. Cost, transportation, supervision and paperwork can all stand between Richmond students and learning in their own community. What would you do to reduce those barriers?

I will make sure that students are well supported by keeping costs as low as possible. I also support the continuation and expansion of fee waiver for students who require affordability supports for field trips and other school supplies.

I will also urge district staff to examine ways to make it more efficient and safe for schools to visit sites in the community. This can be achieved by asking district staff to streamline itineraries, making transportation more readily available, and reducing the planning work for school-based staff who may otherwise be too overwhelmed by the workload.

4. Steveston’s history includes Musqueam presence long before settlement, Japanese Canadian fishing families and their 1942 dispossession, and Chinese Canadian cannery labour. How should the City support telling those histories, including the difficult parts?

I believe the city, in partnership with the school district, can better tell stories by creating more opportunities and programs to enhance student learning (for example, bringing students to heritage sites and museums at a lower cost). The school board should also advocate to the city for the establishment of a dedicated museum site so that Richmond’s story can be captured in full. These opportunities should also be considered and carefully planned through an equity lens to ensure that we continue to showcase underrepresented voices and histories.

5. How would you help Richmond teachers bring local history into the classroom, including in-school programs led by museum interpreters?

As trustee, I will continue to direct staff to explore partnerships with external organizations such as museums to provide additional resources for teachers in their delivery of the curriculum. I believe that this will foster greater working relationships between senior district staff and external organization, while reducing the planning work for school-based staff.