OurSchools/OurSelves The Voice Of Progressive In Canada Canadian Centre For Policy Alternatives

Summer/Fall 2020

EDUCATING FOR

RE- EMERGENCE 3. Editorial Summer/Fall 2020 Rising Tides Our Schools/Our Selves is Erika Shaker published by the Canadian Centre 5. for Policy Alternatives Are we there yet? 1000-141 Laurier Ave W Neoliberal education and never-ending reform Ottawa, ON K1P 5J3 Pamela Rogers Our Schools/Our Selves is a member of the Canadian Magazine Publishers 9. Association. It is indexed in We can’t get back to work until child care works the Canadian Magazine Index Simon Enoch and the Alternative Press Index. 10. Executive editor Digital technology and BC education Erika Shaker Underlying issues revealed by COVID-19 Editor emeritus Michelle Gautreaux and Anne Hales Satu Repo Associate editor 13. Larry Kuehn De-confinement Rethinking screen-time in a Issue editor post-COVID context Erika Shaker Jacques Brodeur Editorial office Canadian Centre 15. for Policy Alternatives 1000-141 Laurier Ave W Show me the money Ottawa, ON K1P 5J3 Canada’s K-12 education funding landscape Amin Ali ISSN 0840-7339 Design and layout 23. Tim Scarth Rethinking pink day Publications Mail Ending the bullying catch-all Registration No. 8010. Amanda Gebhard The Canadian Centre for Policy Alternatives would 26. like to thank the following Settling the score organizations for their support Redefining accountability and closing the opportunity gap of Our Schools/Our Selves: Ardavan Eizadirad Elementary Teachers’ Federation of , 30. the Canadian Union of The UN to hold accountable for its Public Employees, the British Columbia Teachers’ segregated school system Federation, the National Stéphane Vigneault Union of Public and General Employees, the Ontario 32. English Catholic Teachers Organizing with radical love Association, and the Ontario Towards equity and social justice Teachers’ Federation. The RAD Educators Network The opinions expressed in 36. Our Schools/Our Selves are Leaving normal those of the authors, and do Re-imagining schools post-COVID and beyond not necessarily reflect the Vidya Shah and Erika Shaker views of the CCPA. Any errors or omissions lie with the individual authors. 3 - - Shuttering the physical school buildings The subjects they write about, while magni The subjects they write about, while can undermine a love of testing Standardized Online learning has been a topic of heated debate across the country, due in no small the country, debate across in edutech companies keen part to the surge learning frontier. to capitalize on this profitable The shutdown of schools due to COVID-19 heightened the discussion, as it soon became evident that online learning—or, crisis rather, learning—was not the panacea that had been promised. starkly the inequities even more revealed want to thank them for being so generous with want to thank them for being so generous their time and knowledge. fied by COVID-19 and the anti-Black-racism the continent, uprisings taking place across of concern in classrooms have long been areas renewed and communities. Recent events and for the possibility provide however, awareness, of how our schools are of a radical rethink equipped and supported to meet society’s and compas equitably justly, needs much more sionately than they have been. learning and curiosity among kids who do not or reinforce do well on this type of assessment, about class- and race-based assumptions they’re schools (and the neighbourhoods where The postponement poorly.” located) that “score job action, of these tests due to provincewide of the and their eventual cancellation as a result an opportunity to examine shutdown, provides how better to assess whether kids’ needs are Much we can do better. being met, and where better.

- Erika Shaker Erika Rising Tides Editorial have taken on addition Our Schools/Our Selves which we are currently existing. currently which we are ontext is everything. And in this case, the articles in this issue of OS/OS resonance al significance and because of the overlapping contexts in and unprecedented

I edited this issue of At its best, and when it is properly resourced, resourced, At its best, and when it is properly The brutal murder of George Floyd by police of George The brutal murder While inequality and racism have long The COVID-19 shutdown of the economy The COVID-19 shutdown of the economy while working at home, alongside my kids The articles herein learning remotely. who are by contributors who themselves provided were situation as this remarkable navigating are and . I educators, parents researchers, public education can provide a basis from a basis from public education can provide and address which we can all, collectively, the inequity and injustice woven overcome But at its worst, public our society. throughout and normalize reinforce education can reflect, those oppressions—reinforcing the inadequate status quo that brutalizes far too many. infected our public and democratic institutions, these two events made economy and society, longstanding injustice and inequity impossible the Even for those well-insulated from to ignore. effects of injustice in “normal” times. decision-making mechanisms that are pivotal to are decision-making mechanisms that for. keeping people safe and provided a massive in Minneapolis on May 25 sparked the continent, condemning civil uprising across racism. state violence and systemic anti-Black has forced a rethink of the institutions, jobs and of a rethink has forced C 4 injustice andoppression, listeningtostudents, and toworkwiththeirfamilies.Theyconfront the timetomeetstudents’individualneeds so theycanpracticephysicaldistancing,take workers are properly supportedandresourced to COVID-19.Theireducatorsandeducation sanitized toreduce theriskofbeingexposed ciently staffedsothattheycanbecleanedand usual”? “safe”? Whatdowemeanby“schoolingas andcare.learning Butwhatdowemeanby contact thatisanecessarypartofengaged because ofthehighlevelproximity and and children are notabletobesafe,particularly go to. if theirchildren havenoschoolsordaycares to risking exposure, parents cannotreturn towork places are safeandtheycangetthere without treated asinvisible.Eveniftheirownwork those whoseworkisoftendisrespected oreven institutions, anddependentonthelabourof to whichweare connectedbyservicesand those schoolsandclassrooms. experience oftheprofessionals whoworkin communities itservesandtheknowledge of publiceducationforthestudentsand not anoptionifweare tohonourthepromise schoolwork. exhausted bydailyarguments aboutdoing and couldn’t supervise24/7,orwere simply activities. Manyparents themselveshadtowork oroutdoor tunities forkidstofindalternative increased screen timegivenreduced oppor privacy andsurveillance,nottomention times withdevastatingconsequences. emotional needswere notbeingmet,some taken ontheirchildren, whoseeducationaland others, itexposedtheemotionaltollschoolhad challenging thananyonehadanticipated.For fromkids’ learning homewasperhapsmore parents thatsupporting their quicklylearned families withaccesstodevicesandWi-Fi, Schools andboards scrambledtoprovide “regular” schooldaypartially camouflaged. between studentsandcommunitiesthata Concerns wereConcerns alsoraisedaboutonline “Safe” schoolsare ingoodrepair andsuffi And thosefacilitiescannotopenifworkers The shutdownhasrevealed thedegree A return to“schooling asusual”issimply - - - - a well-worded statementofsupport,which can doing better. It’s hard work,muchharder than and oppressive statusquo,andtocommit to role theyhaveplayedinmaintaininganunjust those inpositionsofauthoritytorecognize the forallofusbutespecially to criticism—and bility, andtheabilitytolistenrespond most affected.It requires trustandaccounta gagement andacommitmenttolistenthose address themrequires broad communityen society, andschoolsare notimmune.Butto settler-colonialism…. Allare pervasiveinthis homophobia, misogyny, ableism,inequity, schools willnot“fix”socialinjustice.Racism, the better. failings andtobesupportedinchangingitfor the insufficientstatusquo,buttoidentifyits responsibility isnottoteach kidstoadapt nurtured. Theyrecognize thattheschool’s community tokeepkidssafe,respected and families andeducatorsacross theentire school generations downwithit. its owngildedweight,draggingusandfuture failed statusquothatwillultimatelysinkunder progress andjustice.Orwecanclingtoa for newandequitablestandards ofsocial gaslighting. edu-speak, racistassumptionsandmeritocratic hastooffer,and learning whilehidingbehind communities thepromise ofwhateducation public system.Theydenytomarginalized ized schoolsthatare thehallmarkofatwo-tier demands forboutiqueprograms andspecial good school/badschoolnarratives,andthe ments are aone-twoneoliberalpunch.Theyfuel formulas coupledwithstandardized assess for toolonghasbeenlifted.Inadequatefunding will continue. for ajust,sustainableandhealthyemergence, and “system efficiencies,” and those advocating between thosecallingforareturn toausterity and forwhatsectors,it’s clearthattheconflict with provinces exploringwhatreopening means even rebranded asafeel-goodexercise. the rugasa“difficult”or“painful”subject, far toooftenleadtosweepingtheissueunder Because ofcourse,merely reopening The tideisrising.We canrisewithit,working But theveilthateliteshavecountedon After severalmonthsoftheshutdown,and

œ - - - - 5 and , I use testing in works

to show how systems quickly reform to to show how systems quickly reform To show how neoliberalism To and science, with the intent to bolster learning in disciplines that support global economic competitiveness for industrialized nations. test is administered The triennial standardized globally at an estimated cost of $80 million USD (without calculating the teacher labour to then compiled administer the test), which are in global education and analyzed, resulting 2019). rankings (Sjøberg, for constant growth and improvement, and for and improvement, for constant growth funding, the system to perform better with less end-goal, the Without a defined is ever-present. internationalneed to compete at higher levels in with testing, and continually align schools (which is uncertain and economy the future of deep anxieties out of fear unknown), creates being left behind. and how it is replicated of the political party in power regardless exemplars, and Nova Scotia as discourse to expose deconstructing their reform its underlying logic. I’ve focused on crisis achieve their goal—to use public schooling as a vehicle for global economic competitiveness. “Hijacking” PISA: 2001 since education public created International PISA assessments were by the OECD in the late 1990s as a way to track mathematics, performance in reading, - Pamela Rogers Pamela , Maude OS/OS

Neoliberal education education Neoliberal

and never-ending reform never-ending and

are we there yet? we there are Barlow wrote that public education had Barlow wrote of become the “scapegoat” for all types societal ills, including an unskilled work and the reason a failing economy, force, for Canada falling behind in international competition: n the July 1994 edition of

Are we there yet? there we Are The simple answer to this question is no, substantiated by fact is lost in the school reform reform substantiated by fact is lost in the school zeal. (p. 77) advent of the the this before Barlow wrote Educators are being loaded with society’s being loaded with society’s Educators are find quick fixes, when they don’t and failures, solutions... with radical ready are “reformers” gaining cheap currency. myths are Many current turning out scientists and Our schools aren’t is mathematicians. That none of these myths be subjected to constant cycles of one major after the next, which begs the plan reform question, is no “end” to neoliberal reform. because there Much like the goals of capitalism, the demand during a time of drastic education funding cuts Canada in across and back-to-basics reforms the concerns she raises, such the 1990s. Yet as the push for science and mathematics, and much present-day very zeal” are “school reform matters in public education. Over 25 years public continues to later, OECD’s Programme for International Student Programme OECD’s strategic Assessment [PISA] test, and before political messaging over social media, but I 6 does notsolve theissueofteacherworkloads; intelligence “to reduce teachers’workloads” student competition.Further, theuseofartificial ability-based classeswillfoster highlevelsof based onperformance,with theclaimthat sound innovativeonpaper, thechangesare assessment (p.10).While these suggestions by implementingartificialintelligencetoolsfor rooms (p.9),andtolessenteacherworkload ability-based groupings overage-basedclass to implementmassiveshifts,suchasflexible the standingscontinuetobeusedpolitically of theindustrializedworld. farcryfrom fallingbehindtherest of testing—a and 7thinmathematicsthe2015PISAround schools ranked4thinscience,2ndreading, results showthat,onaverage,Canadian are provided in Pan-Canadian, andprovincial assessments ment, fullstandardized testingresults inPISA, jurisdiction by2030.Atthebackofdocu aims forNewBrunswicktobecomeatop-10 mathematics, thedocumentstates: world forscience,7threading, and19thfor Citing thatNewBrunswickwas10thinthe are usedtosetthetoneforreform plan. education system?”the2015PISArankings do wemeanwhentalkaboutaworld-class After abriefintroduction, underthetitle“What for theProgressive Conservativegovernment. Education, Succeeding atHome:AGreen Paperon In NewBrunswick’s 2019reform plan, Another “failed” PISA test? public education. and analyzedabroad, steerslocaldecisionsin to asingletestwhich,althoughdeveloped dire consequenceswhen politicallysubscribing education systemsgloballyisbutoneofmany (p.14).The“hijacking”ofpublic overnight” all empiricallyfoundedare introduced, often of aprocess where “reforms thatare notat PISA a“hijacking”ofpubliceducation,part in localcontexts.Sjøberg (2019)hascalled testing the purposesandeffectsofinternational Kuehn andMichaelCorbett,havequestioned including essaysby Since the1990s,criticalconversations, But evenwithgood-to-excellentresults, Based onthesefigures, the to lagbehindorevenjustkeeppace.(p.3) enough—we needtodobetter. We cannotafford However, in a rapidlychangingworld,thisisnot stage. to performwellontheinternational New Brunswick’s educationsystemappears education isnamedakeypriority Appendix B OS/OS (pp.16–22).These authorsLarry Green Paper

- - in theExecutiveSummarysettone: Every Student Quo: NovaScotiansDemandaBetterFuture for the consultationdocument results asthebasisforreform. Beginningwith Like NewBrunswick,NovaScotiausesPISA “The future of Nova Scotia depends on it” to PISA. the reform planbeginsand endswithcatering aresition andstudentlearning also included, track studentperformance. of teaching,standardizing assessmenttoeasily professional autonomyfrom anessentialaspect it essentiallyprovides technologytoremove (p. 5).Inother words, student testscores in to leadproductive livesinourchangingworld” and literacy, andthatthey are betterprepared that ourstudentsdobetter, especiallyinmath adds, “Inthesimplestterms, wewanttoensure scores. IntheMinister’s Message,Karen Casey swer tothiscrisisisaddress theissueoftest assessments,andthean failing ininternational are basedonthenarrativethatNovaScotiais the proposed changes. (2015), Education, The3R’s: Renew, Refocus,Rebuild months later, the follow-upreform documentreleased four full rangeofrecommendations” (p.4).Andin tomoveforwardfor thegovernment withthe summary suggests“There isapressing need accordance withthissentiment,theexecutive a rateSjøberg In describedas“overnight.” crisis istopushthrough neoliberalreform at the Canadianaverage. Nova Scotiaconsistentlyperformsat,orabove, PISA reading andscienceresults, inwhich and interestingly, thereport doesnotinclude have fluctuatedonlyslightlysince2003(p.10), mathematics results showsthattestscores 4). Inreality, thechartforNovaScotiaPISA “the future ofNovaScotiadependsonit”(p. be overhauledcompletely, andimmediately: beyond repair, and,therefore, thesystemmust ardized assessmentscores are claimedtobe world, thisisdeeplydisturbing.(p.3) that ouryouthneedtosucceedinacompetitive school system.There isnoother choice...Given significant changeforthemanagementofour The panel’s recommendations constitutea Although discussionsonclassroom compo Like NewBrunswick,thesuggestedchanges So, whythefuss?Onereason toevoke Disrupting theStatusQuo

the samelevelofcrisisisusedtoframe Nova Scotia’s ActionPlanfor (2014), assessmentresults cited Disrupting the Status Disrupting theStatus is alarmist.Stand - - - 7 ------rec Disrupting the Action Plan Green Paper Green was released was released argued that teaching argued addresses teacher addresses Action Plan increasing standardized assess standardized increasing Green Paper). Green outwardly positioned high-quality teaching through technology. Such actions are not actions are Such technology. through Under the fourth pillar, “Excellence in Under the fourth pillar, Where do educators figure into education do educators figure Where Later in the document, the document, the Later in the This bait and switch strategy accomplishes even though, statistically, 70% of respondents 70% of respondents even though, statistically, receiving already that students were reported highly effective teaching in their classes, Disrupting the Status Quo tight recommending fixed, be to needed quality er personnel management and higher standards for certification. and Leadership,” the Teaching ommends an overhaul of teacher certification, ment is benign: the discussion of teacher workload institution side-stepped, ignoring systemic and demands. al factors that contribute to increased to Likewise, the use of artificial intelligence auton assess student work diminishes teacher and tracks data on teacher and student omy, students performance. In effect, teachers and the “machinery.” become data to measure the push for Perhaps unsurprisingly, reform? in education also means higher test scores performance reviews, accountability, more a variety of and lessened teacher autonomy in and ways, including in curriculum, planning, assessment. through teachers” “Supporting management performance The Nova Scotia consultation, months after a province-wide on the and closely based its recommendations The document, results. reported Status Quo as fundamental for systemic change. But cogs carrying out the state formula for public for public state formula out the carrying cogs evaluated on their to be and are education performance student to improved contribution of the (the goal will be sup that teacher workloads suggests primarily artificial intelligence, ported through the (ironically, of student assessment in areas which track student use of digital technologies directly discussed are and teacher performance development, the section titled “Teacher before of dealing [pp. 9–10]). Instead teacher freedom” of teacher workloads, with underlying issues by lowering class and supporting teachers or composition, classroom sizes, addressing time, the plan suggests preparation increasing help take over some of that technology could often the work for teachers “struggling with 10). excessive demands on their time” (p. two things: it workload, while - Action

Minister and are presented as the presented are Green Paper, Green Green Paper Green autonomous professionals autonomous professionals not test scores, test scores, oscillate between crisis—mainly oscillate between around While seemingly innocuous, these statements In this way, public education, and more and more public education, In this way, point to future teacher performance evaluations point to future In as a function of the educational machinery. like “advance spite of strategic use of words ment” and “support,” the underlying message is that teachers are in the education system, but instead are professionals who should be “working solely to professionals advance their students,” within an education system that needs to be assessed on its support of teachers. But at the same time “teachers should be evaluated on how their students advance” (p. 5). teachers are applauded, and in another, they applauded, and in another, teachers are to an oversimplified equation of subject are their place in the “machinery of the education system” (p. 5). The section titled “Students the most important part of and teachers are the education system” positions teachers as On the last page of the the most important are states “Teachers Cardy We need you. people in New Brunswick. We work” (p. need you to feel supported in your that describe the exact details 23). However, this “support” in the how teachers will receive plan seem contradictory: in one breath reform priorities are in the details of the plans, teacher in priorities are tracking performance management and student digital tools and/or artificial intelligence. through in best” pieces “the are Teachers education of machinery the framing the system, students, and teachers, framing the system, students, and with strategically placed positivity throughout, which makes for a confusing, emotionally are interesting more Perhaps fraught read. two the similarities in these two plans, from two governments and from provinces different political parties. The actual educational different Teacher performance and education crises education and performance Teacher the The discourses in Plan education and an aging failing tests scores system—and plans use Both reform hope. similar tactics: deficit discourses negatively but also as a measure for how the system is how the system for a measure but also as students’ possible futures. functioning, and for for the amount of pressure This is an enormous to be judged on a random education system taking a two-hour test highly sample of students and analysis. criticized for its methodology math and literacy are directly correlated to their to their correlated directly are and literacy math economy. in a future be “productive” ability to specifically, of the system, for the functioning best measure 8 into motionthe nextconsultation.Ineffect, paper, andanidentical reform plan,whichset stage foramajorconsultation, aconsultation confidence inpubliceducation, whichsetthe used PISAtestscores tocreate acrisisof research orconsultation withteachers. to educationsystems,oftenwithoutproper public intoacceptingswift,andmajorchanges been veryeffectiveatshockingthegeneral new ororiginal,andinmanyjurisdictionshave immediate needtoreform. Suchtacticsare not rhetoric outoffearfallingbehind,andurge an plansofteninvokecrisis The Equation: Consult, Reform, Repeat might call“overnight.” trators removed from theNSTU;atapaceone were dismantled,andwithinmonths,adminis was notcreated, butelectedschoolboards from theNSTUanditsmembership, creation ofacollegeteachers.Duetoaction Nova ScotiaTeachers’ Union(NSTU),andthe boards, removal ofadministratorsfrom the Bar on teachersafterfailednegotiations, legislatedBill75,imposingacontract ernment and oneyearaftertheprovincial Liberalgov Avis Glaze.Three yearsafterthe Raise theBar, portive” ofteachers’workloads. positioning disciplinaryactionsasbeing“sup places more pressure onteacherperformance, addressing systemicissues,the increased control ofeducators.Instead bottom line,andthewaytocontrol itisthrough plans showthatstudentperformanceisthe that teachers’professional workmatters,their educators face.Whilebothprovinces insist to theenormousdemandsandresponsibilities tochangeunderlyingissuesrelated (p. 33)—not the contextofenhancingstudentachievement and structure” thefocuson increasing demands,”and “needsupport,time, teachers have“enormousresponsibilities and teacher appraisal.Whileitismentionedthat of anewperformancemanagementsystemfor with rewards forexcellence,andthecreation performance, efficiency, andeffectiveness, within neoliberaleducationdiscoursesof Action Plan workload andclassroom composition,the Green Paper, management system”(p.33).Unlikethe and theneedfora“more robust performance the possiblecreation ofacollegeteachers, In the case of Nova Scotia, the government In thecaseofNovaScotia, thegovernment In January2018,asecondconsultation, called forthedismantlingofelectedschool positionsteachingandleadership which atleastdiscussesteacher wasreleased, authored byDr. support Action Plan Action Plan issolelyin Raise the - , - - reform measures quickly, withlittleresistance to fears andemotionalresponses todrivethrough and nothingatonce,playonthepublic’s of neoliberaleducationreform: sayeverything confusions are notneutral,butpartofthelogic ucation systemisincrisisandfailing.These excellent, andontheother, statingthattheed hand, claimingthattheeducationsystemis is theuseofconflictinglanguage;onone performance managementinbothprovinces. assessment inNewBrunswick,andtightened introduction ofartificialintelligence forstudent PISA testscores, whichare usedtosupportthe crises ineducation.Thisisjustifiedbyciting message isthatbothprovinces are facingmajor Scotia’s was notasaggressively neoliberalasNova reform, dismantle,andrepeat. education reform perfectly: consult, pattern Nova Scotiademonstratestheneoliberal Philosophy andPolitics we perceive pupils,schoolsandeducation. Sjøberg, S.(2019).ThePISA-syndrome–How theOECDhashijackedway promo/summit/GreenPaper.pdf Retrieved from (2019). New BrunswickDepartmentofEducationand EarlyChildhoodDevelopment Retrieved from Nova Scotia’s ActionPlanforEducation,The3R’s: Renew, Refocus,Rebuild. Nova ScotiaDepartmentofEducationandEarlyChildhoodDevelopment(2015). www.ednet.ns.ca/docs/disrupting-status-quo-nova-scotians-demand-better.pdf Student, ReportoftheMinister’s Panel inEducation. Disrupting theStatusQuo:NovaScotiansDemandaBetterFutureforEvery Nova ScotiaDepartmentofEducationandEarlyChildhoodDevelopment(2014). raisethebar-en.pdf Nova Scotia. (2018). Nova ScotiaDepartmentofEducationandEarlyChildhoodDevelopment of OECDindicators. Kuehn, L.(1999,June).Globalizationandthecontrol ofteachers’work:Therole Scotia. Corbett, M.(2006,Winter).RidingthetigerofeducationalaccountabilityinNova Schools, OurSelves,5 Barlow, M.(1994,July).ClassWarfare: TheAssaultonCanada’s Schools. References alliances to support public school educators. in improving workplace conditions and building community former high school teacher from Nova Scotia, Pamela interested is systems of neoliberal accountability and digital surveillance. Asa on policy discourseformation and teachers’ lived experiences in of Ottawa, Faculty of Education. Her research focuses Canadian Teachers’ Federation, and Adjunct Professor at the Dr. Pamela Rogers dismantle publiceducationsystems. clearly, andtoresist thosechangesthatworkto of reform more policiestoseethepatterns critical thatadvocatesunderstandthelanguage thenextinline.Itis its “bestbefore” date—to past re-selling thesamedefunctpackage—well Alberta readers mightbeexperiencingdéjà-vu), cross jurisdictionalboundaries(Ontarioor what isconfigured as“commonsense.” Overall, perhapsthemostconfusingtactic New Brunswick’s reform plan,onthesurface, Neoliberal educationreforms continueto Succeeding atHome:Agreenpaperoneducation inNewBrunswick. CoherentandResponsiveAdministrativeSystemfor Raise theBar—A Our Schools,Selves,15 Retrieved from Action Plan https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/ https://www.ednet.ns.ca/docs/educationactionplan2015en.pdf Our Schools,Selves,9 (3), 77–94. is aResearcher is and Policy Analyst at the , 7 (1), 12–65. https://www.ednet.ns.ca/sites/default/files/docs/ , but,theunderlying (2), 57–74. Confero: EssaysonEducation, (6), 117–129. Retrieved from

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is Director of the Saskatchewan Office of the the of Office Saskatchewan the of is Director Yet, as others have Yet, Many of these issues existed prior to The fact that these questions remain questions remain The fact that these investments commensurate with its increasingly investments commensurate with its increasingly We as the lynchpin of our economy. visible role in our back to work until child care get can’t country works. Enoch Simon this of version earlier An Alternatives. Policy for Centre Canadian behindthenumbers.ca. at appeared article country. inadequate question how much of our currently in Canada will even survive system child care the COVID-19 crisis. The loss of parent fees—their of revenue—without main source relief will see the number sufficient government shrink even further—at spaces of child care trying to transition people the exact time we are impact back to work and disproportionately of child women. Equally important is the safety workers. How many will be willing to risk care to a position that is often their health to return underpaid and underappreciated—pargrossly that was already ticularly in a profession to high rates of turnover? COVID-19, the crisis has—like so much else— visible for all of us them much more rendered to see. If COVID-19 teaches us anything, it is child care can no longer treat that government’s as an afterthought. As it becomes increasingly is the clear that accessible quality child care upon which so much of our economy bedrock depends, governments must begin to make for child care, further risking their risking further care, for child Spain? How will in Italy and has happened the government those workers who support to no choice but to work but have recalled are have child they do not home because remain care? the government’s in the wake of unanswered but not all that plan is disturbing, reopening surprising. Governments in Saskatchewan—of all political stripes—simply not seen the have and accessible affordable need to prioritize so it is not unex in the province, child care attention in such scant pected that it received Courtney plan. As reopening the government’s and Jen Budney Carlberg has always been thought of as in Saskatchewan of the family rather primarily the responsibility Saskatchewan than government. As a result, quality ranks the lowest in the country in overall and rates of access, while our child measures of the lowest-paid in the some workers are care

- that the

realizing

quickly s regions around the world around s regions to “open” their prepare economies, they respective are ability to get people back to on a long invisible work rests but and underappreciated

plan. � for other essential workers demon

We can announce the economy is open We Here in Saskatchewan, 219,000 workers— in Saskatchewan, Here One of the more remarkable aspects of the remarkable One of the more children, those workers aren’t going anywhere. going anywhere. those workers aren’t children, may be able to continue to work some Sure, but many others will be faced home, from to with the impossible choice of returning in place for their work without sufficient care How many will turn to elderly relatives children. work without some form of school or child care—neither of which is set to re-open to the government’s anytime soon according reopening blue in the face, but for business until we are to send their have somewhere unless parents ability of much of our economy to properly ability of much of our economy to properly function. of the workforce—have percent 40 roughly proportion under the age of 18. A large children to of these workers will not be able to return seen, the ability of even these essential workers seen, the ability of even these essential on the ability of to do their jobs, often rests workers to do theirs. teachers and child care the world The fact that governments around child care immediately prioritized emergency services underpins the strates that available child care how much we rely on the labour of others. how much we rely workers, The essential labour of public health postal carriers, utility workers, store grocery others workers, long-haul truckers and many we can even have sustained us to the point that But as we’ve the economy. entertain re-opening essential service: child care. just COVID-19 crisis is the way it has revealed Simon Enoch Simon We can’t get get can’t We until work to back child care works A 10 C The longstanding lackofaccesstoreliable and inequity among studentsandfamiliesin BC. has exposedandexacerbated existingsocial The system-widemoveto remote learning Technological inequities exposed growing ‘ed-tech’industry. commodification ofpubliceducationbythe inequity, workintensificationandtheincreasing longstanding experienceswithtechnological public healthcrisisisilluminatingBCteachers’ courses oractivities.Nonetheless,thecurrent time-consuming process ofcreating online health pandemicisnotthesameascareful, and teachremotely inthecontextofaglobal pandemic. Rushingtoputmaterialsonline family andpersonalneedsduringtheCOVID-19 for theirstudents,whiletendingtoown technology and technology provide ‘continuityoflearning’ instruction toonlineformats country havequicklyadapted education. Teachers across the centre inCanadianpublic of technologyfront and OVID-19 hasputtheissue BC education BC revealed by COVID-19 Michelle Gautreaux and Anne Hales Underlying issues Digital Digital their children Not to withat-homelearning. all parents are abletobespend timehelping not younger children—and home—especially children caneasily self-direct at theirlearning and children are sharingonecomputer. Notall quiet spacetostudy. Inmany homes,parents students havetheirownpersonal devicesora rural communitiesacross theprovince. Notall at homeandthisisespeciallythecasein all BCfamilieshaveaccesstoreliable internet the shiftonlinebackinMarch ofthisyear. Not These inequitieshavebeenreinforced since toallstudents. shouldbe—provided not—but individual familiestomakeupforwhatis policies, whichinpracticeputtheonuson districts haveoptedfor‘bringyourowndevice’ the faceofsuchtechshortages,someschool to meet“21 tablets, computerlabtimeandtechsupport schools, strugglingtosecure enoughlaptops, along withoutreliable accessintheir internet crisis, manyteachersfoundthemselvesforging context ofCOVID-19.Priortothecurrent health across BChasbecomemore visibleinthe up-to-date technologyinschoolsandhomes st century learning” outcomes.In centurylearning”

11 - While some integral aspects of the educa change with these two contexts [at home vs. at school] is the disconnection. The physical and temporal distance. When we spend 6 hours bound by a day together in one place, we are celebrations, by the by micro traumas, micro of daily existence”. mundane and extraordinary or tional experience just cannot be replicated important to keep in mind online, it’s replaced that for some students, engaging in an online “What is this really costing us? How do we “What is this really not mining student know that companies are offer ‘free’ companies don’t data?” Profit-driven across services just for the sake of it. Moreover, protocols Canada and the US, insufficient student and teacher in place to protect are on the data. Recent “zoombombing” incidents platform Zoom, which is video conferencing BC school districts, further many used across illustrate concerns about privacy and security. Relationships, community: as Classroom engagement and social interaction learning during this The move to remote with challenges pandemic has been wrought and students have been and teachers, parents situation doing their best to make the current a re-evaluation work. COVID-19 has forced of the importance of face-to-face learning, of teachers illustrating the indispensable role in students’ educational journeys, and of connection, schools as communities of care, and socialization. As one BC teacher reflected learning during on their experience with remote this crisis, “The biggest and most important capitalist funded ed-tech start-ups promise to promise start-ups ed-tech funded capitalist ‘personalised education through ‘transform’ student’s to each individual learning’, tailored teachers, school Seeing interests. needs and as consumers and students administrators ed-tech companies products, of education educational greater increasingly providing are and students. For example, services to schools that their have ensured Google and Microsoft platforms—Google for Education and Suite Teams—areMicrosoft ‘one-stop shops’ for experiences. The delivering online educational enormous an created COVID-19 crisis has for opportunity marketing and profit-making school as entire global ed-tech companies have had to suddenly the world systems across and use large-scale make the shift online all digital platforms and services to deliver aspects of education. While many ed-tech for teachers ‘free’ services and platforms are have become and students (and many more asking: are so during this pandemic), teachers -

. In the challenge to balance 1 global education technology market tech giants like Google big where as well as venture and Microsoft remotely and being attentive to their remotely students’ emotional and mental health needs during this crisis while also caring for their family members partners, elders, (including children, and extended family) as well as themselves. increasing The commercialization education public of The past decade has seen the a multi-billion-dollar of growth teachers are balancing teaching teachers are -

hours’ for themselves. COVID-19 has further work-home separation, as many any blurred as a “philanthropic vocation or a romantic vocation or a romantic as a “philanthropic calling” for women of online anytime” features the “anywhere, their care platforms and communications with a rea for students and the need to maintain have been sonable work-life balance, teachers ‘digital work struggling to establish reasonable vacation. It’s worth noting that as a profession noting that as a profession worth vacation. It’s to be comprised mostly of women, this urge to any email to respond available and ready at any time is also or student a parent from longstanding societal but is part of a broader, and cultural expectation that sees teaching to increased communication, the not so talked communication, to increased that teachers’ workdays have is about reality ‘work’ and become longer as the boundary of blurs. Many teachers find ‘home’ increasingly parents themselves answering emails from hours and students at home after school even on (late evening, during weekends) and Digital learning platforms, online assessment with email as the tools, along and reporting to supposed are key form of communication, easier as well as facilitate make teachers’ work and communication with parents direct more many positive aspects are students. While there to continue their learningto continue others struggle while activities home through to access and work by their teachers—andprepared potentially to the for when they return widening the gap classroom. Teacher 24/7 the and Technology Digital mention those families who don’t have a home have a home who don’t families those mention learningto do ‘at-home’ inequities are in. These of learning’ in less ‘continuity for some resulting students—despite efforts. This teachers’ best easily able being more in some students results

socialization. connection, and and connection, munities of care, care, of munities schools as com as schools journeys, and of of and journeys, educational educational in students’ in students’ role of teachers teachers of role

indispensable indispensable illustrating the the illustrating learning, learning, of face-to-face face-to-face of the importance importance the re-evaluation of of re-evaluation has forced a forced has COVID-19 COVID-19 12 the relational aspectofeducation iswhathas that isusedasasupplementarytoenhance well asamongstclassroom peers.Technology connection betweenteachersandstudents,as educational experienceissocialinteractionand takeaway isthatwhatmakesameaningful themselves withoutholdingback.”Thekey enable sometofeelmore confidenttoexpress personality withmeoncamera…thistoolcan confident toshare and theirlearning reflect a has“enabledthemtofeelmorevirtual learning for someoftheirveryquietandshystudents, participation. AsoneGrade5teachernoted, platform canprovide different opportunitiesfor Embattled Profession. NewYork: PenguinRandomHouse. 1. Notes health. Email: [email protected] Twitter: @achales engagement and identity, professional development and mental Teachers’ Federation. Her current projects focus on teachers’ union Anne Hales [email protected] from the University of British Columbia. She canbereached at Teachers’ Federation. She holds aPhD inCurriculum Studies Michelle Gautreaux let’s keepthislessoninmind. education willlooklikeafterthishealthcrisis, been mostimpactful.Asweprepare forwhat Goldstein, D.(2014).TheTeacher Wars: AHistoryofAmerica’s Most is asenior is researcher at the British Columbia is asenior is researcher at the British Columbia

œ 13 -

Linda Pagani from University of Linda Pagani from : “[Kids] should plan a certain amount are also trying to get their own (paid or unpaid) also are work done. This sort of engagement—watching and social network playing video games, TV, ing—is common but, unlike online homework is or communicating with friends and relatives, According not particularly collective in nature. to researcher Montréal of time each day for altruistic communication with friends and acquaintances. Isolated people the eventual resumption of in-person classes, the eventual resumption and a world lived less on-screen. health mental and 1. Emotional confinement during of the emotional and mental health Addressing Agency A QMI Press students will be a priority. survey of 1,408 Quebec adults, conducted on the between April 12–20th and released and 22nd, found that among psychological loneliness emotional impacts of confinement, of as confirmed by 42 percent was the greatest, and insecurity Mood, frustration, worry, parents. the four sentiments that deteriorated the were saw their of respondents most: 48 percent behavior degrading since the beginning child’s found their of pandemic, and 35 percent irritable and aggressive. more children isolation and time Screen 2. to stay home, screen forced When kids are entertainment is an easy way to keep them quiet and occupied, particularly when parents -

Jacques Brodeur Jacques

, with the latter downloads of Skype, Rethinking screen-time screen-time Rethinking in a post-COVID context in a post-COVID world. With the exception of workers in sectors deemed “essential”, most of our t the time of writing, our en country is still struggling tire to survive a deadly pandemic the that traveled across

De-confinement

When school resumes, life at home during When school resumes, But in the context of physical distancing, the But in the context of physical distancing, express feelings and relay their experiences their feelings and relay express and opinions. Recognizing that so much five are here has changed since mid-March, or considerations for educators, resources for students and families in preparation parents, meeting up virtually while being confined to app was their homes. The videoconferencing downloaded nearly 27 million times this month, just 2.1 million times in January.” up from confinement will be the first topic on the agenda, allowing students (and educators) to for how we engage with media and technology, for how we engage with media and technology, as workers, students and educators. Within “global months, three by more Houseparty and Zoom each surged in March than 100 percent popular among people particularly proving fellow Canadians have stayed at home hoping fellow Canadians have stayed at home their to avoid damage for themselves and The economic and social impacts have family. grappling toll, which we are taken a tremendous de-confinement. with as we move towards implications COVID-19 shutdown has had huge A our lives off-line. resume more of de-confine and require as we support they the care and families receive children and ensure workers, consideration to requires careful are soapparent, and connections these concerns site where allof work there, as a people who school and the The role of the 14 a family. programs andwatchingdiscussingthemas the screen time,limitingchoicestoeducational parents haveinsteadfocusedonthecontentof reading, andindoororoutdoorgardening. Other busy withcooking,plasticine,dancing,drawing, screen viewingwithpodcasts,orkeepingkids Some parents havehadgoodluckreplacing that canbeeasierintheorythanpractice. their kidsawayfrom screens altogether, but children, someparents havechosentokeep only amaximumofanhourdayforolder screen timeforkidsundertheageof6,and In response toresearch recommending no 4. Off-screen activities and developmentoftechnology. human relationships through theintentionaluse perts andorganizations, collaboratetoenhance The DWDCollective,aglobalassociationofex a culture offlourishing,bothonlineandoffline. and communitiestobechangeagentstoward May 1sttoempowerindividuals,organizations, webinar alsopromoted emotions andcreate reassuring structures. The inspired approaches tocopewithchallenging crisis. Olderpeopleare apriority will needhumancontactduringthe to helpparents usedesign-thinking develop healthydigitalhabitsand webinar presenting strategiesto CCFC) recently hostedanonline a Commercial-free Childhood— (launched bytheCampaignfor Screen-Time ActionNetwork TheChildren’san easyalternative. letting theirkidswatchcartoonsis parents workingintheirhome, to changedailyhabits,andfor Confinement hasforced families 3. Intentional use of technology are.” about theirwell-beingthanothers alone andare more concerned right nowbecausetheyoftenlive Digital Wellness Day on - recharge forthecomingweek...and it’s great for seemingly endlessnoiseofquarantinelifeand opportunity forfamiliestotakeabreak from the following thelatestdevelopments.SFSisan keepingintouchwithlovedones,and learning, through theweekwhilejuggling work,remote had toloosentheirscreen timerulesjusttoget recognition CCFC introduced Screen-Free Saturdays in used toenjoy. AftertheCOVID-19lockdown, dis-serves, andrediscover activitiesthey technology thatservesand students toevaluatetheborderline between have proven tobeeasyand pleasantwaysfor Screen-Free Week back in1994,andhasexpandedtoCanada. Screen-Free Week (STR) intoeducationalschool-wideprograms. U.S. havetransformedscreen timereduction A feworganizations inCanada,France,andthe at home and inschool 5. Screen time reduction, on the board of the teacher from 1967 to 2000, and began serving ending violence among school-aged children. Brodeur was a for profit organization dedicated to critical media education and Jacques Brodeur off-line. we de-confineand resume more ofourlives receive thecare andsupporttheyrequire as to ensure workers,children andfamilies are soapparent, requires careful consideration where andconnections alloftheseconcerns school andthepeoplewhoworkthere, asasite more connectedthanwerealize. The role ofthe growing recognition ofhowweare allmuch social programs, inthebroader context of income supports,workplaceprotections and areGovernments also remaking andupdating mental healthcannotbeunderestimated. social connection,onpeoples’emotionaland of thelockdown,includingreduced broader creased contactwithoutavaccine.Theimpact immune-compromised cannotconsiderin whoare health ismore vulnerable—people risks are evengreater forpopulationswhose with contactwemayhavetoreconfine. The speeds, andastheriskofexposure increases jurisdictions willpursuereopening atdifferent https://www.screenfree.org/saturdays/ dian readers andfamiliescanregister online: our mentalandphysicalhealthtoboot!Cana De-confinement isunlikelytobesmooth:

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that familiesacross theglobehave is the is founder of Action Coalition for Media Education and was created intheU.S. Screen-Free Challenge Edupax

, aQuébec-based not in2002. - -

15 -

Also unaddressed in this analysis is the way Also unaddressed of this will have tremendous implications for of this will have tremendous education funding going forward—both the amount of funding allocated, but also whether funding of each jurisdiction’s the structure met. that student needs are formula ensures and provincial budget and fiscal framework budget and fiscal framework and provincial to them for additional documents. (Please refer not, for information and explanation.) It does commentary on funding the most part, provide supporting in effectiveness or adequacy formula student need or ensuring equity. in which COVID-19 has impacted education shutdown, or what re during the cross-Canada across covery means for schools and students The scope of the impact, and the the country. will scale to which inequity has been revealed, necessitate heavy investment in emotional and mental health supports. Physical distancing will and other health and safety measures smaller classes—atrequire time when class a sizes have become a contentious issue at the table—andbargaining significantly increased cleaning and decontamination of schools. All Amin Ali Amin Canada’s K-12 K-12 Canada’s Show me me Show the money anada’s schools are funded funded schools are anada’s provincial 13 different through and territorial funding formulas, highly structured which are grants for operating and capital costs. While all formulas costs, similar core address education funding landscape funding education

This article sets out the basic structure of the This article sets out the basic structure Education has been referred to as the “great to as the “great Education has been referred and, unless otherwise specified, uses estimates territorial based on the most recently-available the funding formulas. Without this, the best education policies, action plans, and strategies printed on worth the paper they’re be won’t we need to (especially in a climate crisis where we can). save every tree and territory funding formulas in each province equalizer”, opening the door of opportunity of their wide to everyone in society regardless gender or socioeconomic race or ethnicity, of public status. Nevertheless, this promise education is dependent on the adequacy of grant structures and allocation methods vary grant structures for uniquely progressive allowing significantly, funding approaches. or regressive C 16 Indigenous students children’s mentalhealthandvulnerable dations in2020-21,focusing onsupportsfor 12 ofthe22fundingmodel review recommen Of note: poor” condition out ofits110schoolsbeingin“poor”or“very with its$740millionbacklog,by2019had87 maintenance of Educationatover$5billionindeferred backlog, estimatedinJuly2017bytheMinistry 13% ofitsbudgetcomefrom tuitionfees Vancouver SchoolDistrict,sawawhopping to nearly$250millionby2018.Oneboard, West tional studenttuitionrevenue, whichquadrupled forcing boards toincreasingly rely oninterna the BCbudgetin2000-01to11.3%2019-20, education hasgonefrom comprising20.3% of the nationalaverage per-pupil spendinginBCtobe$1,800below the BCTeachers Federationestimated2018-19 comes aftertwodecadesofdeepunderfunding; Indigenous andvulnerablestudents and remote boards, andlevelofsupportfor to differingcostpressures ofurban,rural, for studentswithspecialneeds,approaches significant issuesinfundingandassessment recommendations inlate2018.Theyfound Funding ModelReviewPanelwhichtabled22 launcheda elected theNDPgovernment Grant formaintenanceandrepairs funds boards viaa$115millionAnnualFacility declining enrollment remaining allocationisfundingprotection for as lowenrollment, sparseness,anddensity. The the specific realities ofindividualboards such through UniqueDistrictgrants, whichsupport Indigenous students.Afurther7%comes such socio-economicallychallengedand top-ups tosupportdiversestudentpopulations Unique Studentgrants,whichprovide per-pupil Additionally, 15%offundingisprovided via Allocation forfoundationalper-pupil funding. cation Formula orientedaround fourcategories.* is fundedthrough anOperatingGrantAllocation British Columbia’s $6billioneducationsystem British Columbia The province spends2.6% ofGDPonedu Underfunding hasproduced aschoolrepair After closeto30yearsofnoreview, when 1 , 78%ofwhichflowsthrough theBasic Theprovince beginsimplementing 7 . TheVancouver SchoolBoard, 8 . 2 9 5 . Onthecapitalside,BC . Actingonthe remaining . Additionally, public 3 . 4 . This 6 . - - - lations likesocio-economicallydisadvantaged schools andsupportinguniquestudentpopu finance cost-factorssuchasoperatingnorthern Funding forDifferential Factorgrants,which 10–12. Themanualalsoallocates15Additional 9 andonacredit enrollment basisforGrades funds allboards onaper-pupil basisuntilGrade through theBaseInstruction allocation,which education categories. is structured around sixdifferent allocation funded through itsFundingManual,which Alberta’s $8.2billioneducationsystemis Alberta up ininclusiveeducationfunding. recommendations mayproduce ahugeshake- enrollment, but 20%onlastyear’s enrollment 2020-21. It no longer funds based on verified fall “Weighted MovingAverage” fundingmodel for Of note: repair backlog) and Edmontonboards alonefacea$2billion+ capital dollarstoAlbertaschools(theCalgary 2019 budgetcommittedonly$1.8billionin amid agrowing schoolrepair backlog,asthe are usingcapitaldollarsforoperatingshortfalls dollars tobespentonoperatingcosts mid-year before theprovince allowed capital staff Calgary Board ofEducationcut150support enormous pressure onboards. Thisyear the cost growth of2.2% enrollment growth ofover60,000 spending at2018-19levelsuntil2023,projected 2020 funding from $10,917in2018/19to$10,476 in enrollment climbed13,000,reducing per-pupil spending by$136millionin2019alonewhile ciation foundthesereductions cuteducation million. FOIsbytheAlbertaTeachers’ Asso them withaone-timetransitiongrantof$153 size andschoolfeereduction grants,replacing budget in2019eliminated$428millionclass reducing educationcostsatoppriority;itsfirst and FirstNations,Inuit,MetisFunding NDP government’s School NutritionProgram, for Provincial Initiatives,suchastheformer pupils. OthergrantsincludeTargeted Funding The province spends3.3% ofGDPon This, combinedwithafreeze ineducation hasmade The newUCPgovernment 15 12 andnearlyeliminated317teachers . Theprovince isintroducing anew 10 , andthebulkoffundingflows 17 . 14 through to2023hasput 13 andannual 16 . Boards 11 - . - 17 . - - - - 32 - . 30 . 34 , leading to a 33 . In all, provincial . In all, provincial 28 . 35 . As a re-election promise the promise . As a re-election through a system where the a system where through 31 . 26 29 The province has launched a “Manito The province . Base Support covers foundational needs . Base Support covers 27 The Pallister government a has adopted invests $24 On the capital side, the province The province spends 4.7% of GDP on spends 4.7% The province Of note: to Grade 12”, ba Commission on by former Saskatchewan co-chaired a review strong and Manitoba politicians who were province’s of their respective proponents 1990s austerity drives. The Commission may sweeping amalgamations, educa recommend tax and funding overhauls, and tion property curriculum changes resources, Indigenous and special education resources, International Languages funding, and small/ northern school allowances government funding at $13,284 documents put per pupil focus for education, increasing cost-reduction funding for 2019-20 by just 0.5% (compared growth) to 2% inflation and 1% enrollment Society to the Manitoba Teachers’ According year consecutive the third this represents terms. Additionally, in real funding has dropped downloaded costs to school the province of operating share as the provincial boards, 63% in 2016-17 to 59% funding declined from in 2018/19 government committed to begin phasing out tax at a cost of $830 million, education property pledging to fill the gap in the education budget but not specifying how with general revenues million annually in school repairs backlog; the province’s school repair growing Winnipeg School Division report board, largest backlog of $261 million ed a 2018 repair Manitoba education funds its $1.3 billion Manitoba for Schools its Funding system through two types of grants: oriented around Program, Categorical Support. Base Support and education and 60% of education funds around province prop the education fund 40% through boards among the last are boards erty tax (Manitoba over the mill wield control in the country to still rate) allocations, using 11 different for all boards funding via Instruc basic per-pupil providing tional Support, socio-economic supplements school via Student Services Grants, and rural supports via Sparsity Supports. Categorical like resources, targeted more Supports provide - - . 21 . 18 . 24 . 22 . On the capital side, the 20 25 , and 78% of funding flows through flows through , and 78% of funding 19 As part of bargaining, the government As part of bargaining, . With a lack of a class size policy or real . With a lack of a class size policy or real 23 The province recently reached an agreement an agreement reached recently The province The province spends 4.1% of GDP on spends 4.1% The province Class Size and Composition”, comprised of stakeholders with a mandate to develop for a framework on class size recommendations and composition for potential implementation for 2020-21. tracking, the government and federation have disputed class size, with the former saying the average is 19 and the STF says it’s provincial between 22–40 anywhere Of note: Committee on has struck a “Provincial class size was the largest funding issue at the class size was the largest collective table. The STF favoured bargaining for mandating resources provisions agreement lowering class sizes, while the government pre the bargaining arrangement away from an ferred table province provides a Preventative Maintenance a Preventative provides province $50.4 which provides and Renewal program, maintenance and repairs million for proactive schools face a $1.3 the province’s However, backlog billion repair Federation; with the Saskatchewan Teachers’ from the per-pupil approach for base instruction approach the per-pupil from model of to the socioeconomic factor-based of base special education to the combination funding, per-school funding, funding, per-pupil and geographic funding for governance and administration Base Instruction amount for core activities Base Instruction amount for core like teacher compensation and supplements for special education and school supplies. for School Operations and It also provides Governance, Maintenance, Transportation, The Administration, and Language allocations. methods, model employs a variety of allocation system through its Pre-Kindergarten to Grade its Pre-Kindergarten system through Model, which consists 12 Funding Distribution of nine expense components. education of a its Instruction Allocation. It consists Saskatchewan its $1.9 billion education Saskatchewan funds + 30% current year’s enrollment + 50% upcom + 50% enrollment year’s current + 30% an approach enrollment, forecasted ing year’s calculates will Our Students Alberta Support the value and reduce 75% of boards underfund 2023 spending 17% by of per-pupil 18 tory e-learning stillonthetablethroughtory e-learning a murky sizes stillsetto increase, andback-doormanda Of note: $5.2 billionby2023. School Board, projects itsbacklogcould hit The province’s largest board, Toronto District program, thebacklogisstillprojected toclimb. Allocation andSchoolConditionImprovement billion billion has produced aschoolrepair backlogof$16.3 per-pupil funding 61 U.S.andCanadianjurisdictionsintermsof of 18thintheGreat Lakesand45thacross all to asystemwhichasof2017ranked18thout to $12,246for2019-20 credits.)two mandatorye-learning but stillresulted inanincrease inclasssizeand demands were scaledbackduringnegotiations system overfiveyears over 10,000teachersand$2.8billionfrom the wouldremovesizes andmandatorye-learning cost-cutting demandsofincreasing class FAO projected thatthegovernment’s original projected toincrease by2.7%annually. The cost driversofinflationandenrollment are spending at1%growth annuallywhilecore intendstomaintaineducation government found overthenextfiveyearsOntario demographic basis the remainder beingprovided onaper-board or of theGSNsbeinglinkedtoheadcountsand is heavilypredicated onenrollment, with75% Opportunities Grant.Ontario’s fundingformula down socio-economicbarriersviatheLearning Geographic Circumstance Grant,andbreaking and boards needs uniquetoparticularstudents,schools, aries. The13SpecialPurposeGrantssupport common toallschools,suchaseducatorsal Grants gotoeveryschoolboard tocovercosts Grants. ThePupilandSchoolFoundation of grants:FoundationandSpecialPurpose fundingvia theGSNs education. Schoolboards receive 85%of Needs (GSN)fundingformula. operates underthecomplexGrantsforStudent Ontario’s $31.6billioneducationsystem Ontario The province spends3.7% ofGDP These measures reduced per-pupil spending The province’s FinancialAccountabilityOffice 44 43 inrepairs viatheSchoolRenewal , andwhileOntarioisinvesting$1.4 Withintermediateandsecondary class 38 , suchasruraleducationviathe 42 . Thishistoryofunderfunding 39 45 . 37 ,whichhastwotypes 40 41 . (Notethattheoriginal andthesecutscome 36 on - - and territories.) considered secondaryschoolinotherprovinces of theCEGEP/collegesystem,butwouldbe (Note thatGrades10-12inQuebecare part for envelopedgrantstoenactministrypriorities. foundational servicesandAdditionalAllocations two typesofallocations:BasicAllocationsfor of annualbudgetaryrules,whichprovide for This fundingisallocatedthrough aframework controlled byschoolboards of funding and HigherEducationthataccountfor78% through grantsfrom theMinistryofEducation Quebec fundsits$11.3billioneducationsystem Quebec continues tounfoldinOntario’s schools. opt-out, thefullimpactofcutstoeducation schools anddaycares. how thepublicresponds tothereopening of hits...and of theCOVID-19economic downturn is maintainedorifitchanges asthefullimpact be interesting to see ifthislevelofcommitment investments ineducationfor 2020-2021.Itwill ment underPremier Legaultannouncednew Of note: maintenance andrepairs Infrastructure Planallocates$19.2billionfor tion; consequently, the2020–2030Quebec schools are ina“poor”or“verypoor”condi billion capitalrepair backlogwhere 54%of schools had cut$337millionfrom theprovince’s in 2018thatafterfouryearsthegovernment d’informations socioéconomiques(IRIS)found austerity measures; Institutderecherche et the tollofCouillard Liberalgovernment’s province wasinvesting3.9%. however thisislowerthanin2009-10whenthe board’s circumstances allocations plusspecifictoeach with astandard baseamountplusper-pupil compensation. Youth sectorfundingisallocated three grantsfundteacherandsupportworker support forgeographicrealities, whiletheother administration, facilitiesmaintenance,and sectors Activities inYouth, Adult,andVocational Organization ofServices,andEducation Quebec invests3.7%ofGDPineducation, There are fourtypesofBasicAllocations: 48 52 Intheir2020budgettheCAQgovern . Theformerallocationfundsoffice . Underfundinghasproduced a$5.3 46 andeducationproperty taxes 54 49 . 53 . 47 /service centres. 51 Thisreflects - 50 -

19 . 62 ($10,837 60 , compared to , compared 63 . The system also 65 . 64 67 .” ) into education, and the bulk of ) into education, and 66 61 The province’s new Progressive new Progressive The province’s New Brunswick’s framework for education New Brunswick’s The province invests 3.9% of GDP invests 3.9% The province age-based grades in kindergarten-Grade 2 to age-based grades in kindergarten-Grade by “flexible learning environments” be replaced based on grouped are students where and learning profiles”. interests, “readiness, is launching a “Red the province Additionally, Challenge in Public Education” and Tape evaluating using artificial intelligence for student assessments. for Schools grant for technology acquisitions invests On the capital side, the province $23.5 million in school repairs backlog of $245 school renewal a provincial of 300 million as of 2016-17, and 274 out schools needing repairs context; funding operates in a unique education province bilingual only officially Canada’s operates parallel anglophone and francophone 3 school systems with four english boards, anglophone students, 43,000 boards, French 29,000 francophone pupils, and 25,000 immersion student French of policy degree operates under an incredible seen five different has as the province turnover, governments since 2005, each of a different Thus, “a student party than its predecessor. starting school in September 2004 would have experienced five education strategies, priorities, by the time they each with different graduated Of note: major Conservative government has proposed for 2020-21, phasing out education reforms New Brunswick billion education funds its $1.3 New Brunswick formula with three a funding system through and several smaller main funding envelopes allocations. per pupil billion School the $1.1 funding flows through allocation funds board Districts grant. This and instruction, classroom office operations, The Corporate school facilities management. Services grant supports and Other Education testing, standardized curriculum development, needs, and specialized services for special grant and the Early Childhood Development Other supports early years programming. Educational allocations include the Computers Fund for Indigenous education and ------. 57 . There . There 56 . One of the 58 59 The province continues to implement The province , approximately $1 billion of which flows $1 billion of , approximately 55 Nova Scotia’s education system has recently system has recently education Nova Scotia’s The province invests 4% of its GDP in edu invests 4% of The province could be possible. [Editor’s note: For more note: For more could be possible. [Editor’s information about education in NS and NB, please see Pamela Rogers’ article in this issue of OS/OS.] other crucial factors like child poverty rates and youth mental health challenges. Of note: and of the Glaze report the recommendations the first full year of needs-based funding; further funding adjustments and other major changes for 10% of funding, are now allocated by the for 10% of funding, are to the of education according centre regional number of Individual Education Plans and stakehold However, test results. standardized ers like the NSTU have voiced concern at the which miss test results, use of standardized tion report that has led to the abolition of all that has led to the abolition of all tion report and removal but francophone school boards from of 1,000 principals and vice principals Union the Nova Scotia Teachers’ of a has been the introduction biggest reforms where needs-based education funding model grants, which account non-formula program The province also provides $74 million in capital also provides The province and repair dollars for school purchases reforms as the some significant undergone from government implements recommendations “Raise the Bar”, a sweeping 22 recommenda erty Services for school maintenance the some unique envelopes outside of also are Services formula, such as African Canadian that $6 million to a directorate which provides works with African Nova Scotian communities the system is equitable and culturally to ensure to Black histories and traditions. responsive Services, which covers core classroom costs classroom core Services, which covers and school supplies like teacher compensation also alloca are basis. There on an enrollment and Support for tions for School Management Student Support for special school operations, and Prop education, Student Transportation, Nova Scotia funds its $1.4 billion education sys billion education funds its $1.4 Nova Scotia and a number a funding framework tem through outside the formula. of funding envelopes cation operating grants. a formula of seven through and School grant is Instruction The largest Nova Scotia Nova 20 six different envelopes. cation systemoperateswith afundingmodelof Newfoundland andLabrador’s $823millionedu Labrador and Newfoundland a climatelenstotheEducationdepartment reinstating electedschoolboards, andapplying program andstandardized testingmodels, commitments toreviewing educationfunding, outlined abroad agendaforeducationwith and pre-kindergarten, has thegovernment Of note: program for4year-olds byfall2020 introducing auniversalhalf-daypre-kindergarten tionally, has alsocommittedto thegovernment model, withamaximumpriceof$5 healthy lunchesusingapay-what-you-can reducing healthinequitiesthrough school-served This aimstoincrease studentachievementby school lunchprogram launchinginfall2020. new educationprograms, suchasauniversal lists instead touseboards’ existingcapitalpriority renewal andreplacement needs,choosing structure review assessinglong-termschool Liberal government’s $500,000 schoolinfra However, alsocancelledtheformer government new Progressive Conservativegovernment received a$1.2millionincrease from the million SchoolCapitalRepairprogram, which On thecapitalside,province hasa$3.2 transportation andprofessional development supplies (fundedat$119perstudent),student school maintenanceandoperations, sub-allocations forschoolboard administration, tion. TheOperationsgrantbreaks downintosix administrator, andsupervisorystaffcompensa Wages, andBenefitsgrantcoversallteacher, and anOperationsallocation.TheSalaries, grants: aSalariesWages andBenefitsallocation education into Funding andStaffing Program. system operatesunderanEducationAuthority Prince Edward Island’s $300millioneducation Prince EdwardIsland The province invests3.8% ofGDPin The province hasmovedtofundanumberof 71 . Inadditiontouniversalschoollunches 68 , whichflowsviatwo 72 73 . Addi . - 70 74 - . . 69 - . - specialists andEAsteacher-librarians in which haveledtohundreds ofnewreading million towards theplan’s recommendations education mental healthtomathematicsandmulticultural with 82recommendations innineareas from Education ActionPlan,launchedin2018, Outcomes. Thereview produced afiveyear Premier’s Task Force onImproving Educational into educationfundingemanatefrom the2018 opment grantforearlyyearsprogramming. and evaluation,aChildFamilyDevel Educational Programs grantforpolicyresearch needs andinclusiveeducationsupports, Student SupportServicesgrantforspecial Development grantforcurriculumdevelopment, school supplies.Additionally, there isaProgram compensation, schoolboard operations,and the FinancialAssistancegranttocoverteacher education has agreed to theAuditorGeneral’s Of note: repairs andinfrastructure replacements million ineducationcapital spendingforschool tives. Onthecapitalside, territoryfunds$25 curriculum developmentand languageinitia Indigenous educationthrough First Nations The FirstNationsInitiativesgrantfacilitates program standards, curriculum,andresearch. with FirstNationsandotherstakeholderson Partnerships grantsupportscollaboration and studenttransportation.ThePolicy administration, staffing,specialneedssupports, million SchoolsandStudentServicesgrantfor tion main fundingenvelopes. operates underafundingformulawiththree Yukon’s $218millionpubliceducationsystem Yukon newcomer studentsonthedocket assessment frameworks,andsupportsfor funding, therole ofguidancecounsellors,math mendations, withreforms tospecialeducation the balanceofitsEducationActionPlanrecom Of note: multicultural educationineverygrade curriculum, andaframeworkforenhanced schools,a socialandemotionaldevelopment Much oftheprovince’s recent investments The province invests3% of GDPinto The territoryinvests5.8%ofGDPintoeduca 80 , thebulkofwhichflowsthrough the$127 TheDepartment ofEducation Theprovince continuestoimplement 77 75 . Thefall2019Budgetallocated$13 , $747millionofwhichflowsthrough 79 . 78 . 81 . 76 - - - - 21 - . 86 œ The Department of Education accept of Education The Department is a former Student Trustee with the Toronto District District Toronto the with Trustee Student is a former In the midst of a historic pandemic poised In the midst of a historic pandemic public schools for As we begin to re-imagine Association. He is heading into his second year at the University of of University the at year second his into is heading He Association. at is Twitter and on studies & city policy public studying Toronto @AminSSW have amounts dollar to references all specified, otherwise * Unless and territorial recently-available most the from been obtained to refer Please documents. framework fiscal and budget provincial has effort Every explanation. and information additional for them complexities system of because but accuracy, ensure to been made in variation be some may there disruptions, economic recent and figures. final the Tape Challenge in Public Education” were Challenge in Public Education” were Tape popular tactic prior to becoming an increasingly COVID-19. societal upheaval since in the largest to result how we talk about and Depression, the Great of work support public education as places a major and places of learning is undergoing window and rare is a real overhaul. There and of opportunity to make transformative pillars of our world. enduring change to the core swaths of the economy being And with entire overnight, education—autterly remade central and vehicle for the knowledge acquisition for human capital skill development required for force formation as well as an unparalleled social transformation—must part of be a core agenda. any rebuilding post-pandemic life, it has perhaps never been that student well-being, equity in student clearer opportunity and achievement, and student need must be at the heart of all education funding formulas. Ali Amin Trustees’ Student Ontario the with Officer Policy and Board School grant supports student assessment and special and assessment student supports grant supports and Educator Development education, development. The professional educators’ in education invests $8.3 million territory also capital dollars Of note: and recommendations, ed the Auditor General’s a 10-year strategic committed to developing high school graduation plan focus on enhanced to post-secondary. rates and the transition Conclusion the fabric form programming While policies and funding is the thread of an education system, this However, together. that binds everything frayed in recent has become greatly thread funding not keeping pace years, with education in many growth with inflation and enrollment as a P3 schools have been promoted provinces. money-saving cost-saving initiative, and bizarre schemes like mandatory e-learning a “Red and .” Thus, 84 , with 78% of funding flowing , with much of the funding flowing , with much of the 85 82 . In response to years of accumulating In response 83 The territory invests 5.8% of GDP into The territory invests 4.8% of GDP into The territory invests funds staffing, operations, and instructional support. The Early Learning and Childcare grant funds early childhood development, Education and French Curriculum Resources grant supports development of curriculum and the Student Achievement teaching standards, Nunavut’s $250 million education system is Nunavut’s funded via a funding formula with five main envelopes. education via the K-12 School Operations grant which her new government’s agenda. her new government’s Nunavut reports pointing to a deterioration in the reports and system, new Premier education territory’s has past Education Minister Catherine Cochrane our whole system is looked time that said “It’s failing our children at,” because “We’re may become a centerpiece of education reform language instruction staff and Indigenous language instruction staff and Indigenous The territory identifies base, learning centres. geographic, CPI-linked and enrollment-linked, funding as main education funding targeted vehicles Of note: and maintenance, student transportation, and maintenance, student transportation, top-ups. The Administration over-enrollment school and School Services grant supports administration and staffing, the Inclusive board and Schooling grant funds specialized teacher development, and the Indigenous professional Indigenous Languages and Education grant for Funding Framework comprised of four funding Funding Framework envelopes. education Schools grant, which the Territorial through staffing, school operations finances classroom Northwest Territories Northwest funds its $155 The Northwest Territories a School system through million education recommendations for educational outcomes, outcomes, educational for recommendations Nations culture education, and First inclusive an array of reviews, commiting and languages, and policy revisions. consultations 22 36. braces formajorreforms”, 35. decisions’—especially whencarbontaxcomes” 34. 33. property bills”, 32. CCPA-MB, February28th2019 31. Accessed May2020 30. accessed May2020 29. accessed May2020 28. Accessed May2020 27. 26. 25. and composition”, 24. April 22nd2020 Saskatchewan teachersreachtentativeagreement”, 23. maintenance bill” 22. May 2020 21. May 2020 Manual—Prekindergarten toGrade12FundingDistributionModel”, 20. 19. Funding overAdequateFunding”, 18. Alberta Response”, 17. temporary jobs”, 16. 15. education funding”, 14. cut ineducationfunding”, 13. contradict Governmentfundingclaims”, 12. Year”, 11. 10. students aftercompletionoffundingreview”, 9. maintenance backlog”, 8. The Tyee, July18th2017 7. Columbia”, 6. behind”, 5. “ 4. for KindergartentoGrade12”, 3. 2019/20 OperatingGrantAllocationFormula”, 2. Nunavut Northwest Yukon British Alberta Saskatchewan Manitoba Ontario Quebec New Nova Prince Newfoundland Canada (Table services, Canadiandollars,Canada,provinces andterritories,2016/2017 Annual expenditure byeducationalinstitutionsperstudent,oncore Perspective 2019”, 1. Notes Improving EquityandAccountability”, Government ofBritishColumbia, Government Zak Vescera, Katie Hyslop, British ColumbiaTeachers’ Federation,“ British ColumbiaTeachers’ Federation, ofBritishColumbia,ReporttheFundingModelReviewPlanel, Government ofBritishColumbia,MinistryEducation, Government ofBritishColumbia,MinistryEducation, Government Statistics Canada, Statistics Canada,“ Ian Froese, “ CBC News,“ Manitoba Education,“FRAMEReport”,Accessed May2020 Ian Froese, Molly McCracken,“ The ManitobaTeachers’ Society, “ Manitoba EducationandTraining, ofManitoba, Government The ManitobaTeachers’ Society, “ Statistics Canada,“ Ibid Adam Hunter, Alex MacPherson, Arthur White-Crummey, ofSaskatchewan, Government ofSaskatchewan,MinistryEducation, Government Statistics Canada,“ Support ourStudentsAlberta, Support ourStudentsAlberta, Stephanie Babych, Ibid Eva Ferguson, The AlbertaTeachers’ Association, The AlbertaTeachers’ Association, Alberta Education, Statistics Canada,“ Brunswick Scotia B.1.2.1, page91) 2019 Columbia Edward Island accessed May2020 Territories March 2019 and Labrador CBCNews,September3rd 2019 “Tories promise tograduallyphaseeducationtaxoutof “Vancouver SchoolBoardstruggleswith$740-million ‘High degreeofanxiety’asManitoba’s educationsystem “A $5BillionMess:BC’s SchoolMaintenanceBillsPileUp”, Aging Winnipeg SchoolDivisionbuildingswillmean‘hard December 10th2019 , ReginaLeader-Post, March 5th2020 “Sask governmenttoformcommitteestudyclasssize “‘Nothing isoffthetable’:CBEscramblingtooffsetflat CBC News,November6th2019 October 24th2019 December 10th2019 The CalgaryHerald,March 4th2020 “Education IndicatorsinCanada:AnInternational “Classroomcompositionnotincludedasprovince, “CBEchangescourseonteacherlayoffs,saving317 “Funding ManualforSchoolAuthorities2019/20 What ishappeningtopubliceducationinManitoba”, Education Indicators” Education Indicators” Education Indicators” Education Indicators” The Vancouver Sun,May20th2019 November 5th2019 “Sask. schooldivisionsface$1.3Bdeferred CBC News,January5th2020 “Funding ofSchools2019/20SchoolYear”, accessed May2020 “Budget 2019—SupportOurStudents “New FundingModelPrioritizesPredictable “School DivisionInfrastructure” “PositivechangescomingforK-12 February 23rd 2020 2019/20 FundingAnnouncement”, 2019/20 FundingAnnouncement”, “FRAME Report2019/20Budget” “Budget2019representsa$275million “ATA releasesFOIPdocumentsthat 2018 “BC fundingperstudentstilllags February 10th2020 Education FundinginBritish , December2019 , December2019 , December2019 , December2019 February 7th2020 March 2019 , March 8th2018 Saskatoon StarPheonix, “2019-20 Funding “CapitalPrograms “Overviewofthe , Accessed accessed , 26,546 29,726 10,724 14,851 15,943 15,077 13,155 12,159 13,196 12,801 11,509 13,385 13,058 – 56. 55. amid globaluncertainty,” GlobalNews/CP, March 10,2020. 54. 53. in terribleshape”, 52. 51. 50. 49. 2020 48. , ElementaryandSecondarySchoolLevels 47. and SecondaryEducation2014Edition” 46. Current RepairBacklog”, 45. 2019-20”, 44. $16.3-billion” 43. September 2017 Students: AnOverviewandAssessmentofEducationFundinginOntario”, 42. per-student amountdrops”, 41. 40. 2019-20—Ministry ofEducation”, 39. Grants forStudentNeeds” 38. January 23rd 2019 37. accessed May2020 86. 85. says educationminister” 84. 2018-19”, 83. 82. accessed May2020 81. 80. Way Forward” 79. begins, saysprovince”, 78. ucation andEarlyChildhoodEducation” 77. 16th 2019 Expenditure andRevenueoftheConsolidatedFund2019-20”, 76. 75. 74. Life LongLearningMandateLetter” 73. schools Monday”, 72. government”, 71. year” 70. School Year”, 2019-02: EducationAuthorityStaffingandFundingProgramforthe2019-20 69. 68. education inNewBrunswick” 67. New BrunswickChallenge”,2018 66. 65. Department ofEducationfiguressuggest” 64. ment, 63. accessed May2020 62. ment, 61. 60. model a‘political’move” 59. education debateviewtheGlazeReport”, 58. tary Detail”, 57. Formula Framework” Nova ScotiaLegislature, Statistics Canada,“ Giuseppe Valiante, “Quebecbudgethikesspendingto‘stimulate’economy ofQuebec, Government Giuseppe Valiante, “ Bank ofCanada, Statistics Canada,“ ofQuebec,“FundingforEducation”,2009 Government English SchoolBoard, ofQuebec, Government ofQuebec, Government Toronto DistrictSchoolBoard, Ontario MinistryofEducation, Fix ourSchools, Elementary Teachers’ FederationofOntario, CBC News, Ibid Financial AccountabilityOfficeofOntario, ofOntario, Government Toronto DistrictSchoolBoard, Government ofNunavut, Government Statistics Canada,“ Alex Brockman, ofthe NorthwestTerriortires,Government “ Statistics Canada,“ ofYukon,Government Statistics Canada,“ ofNewfoundlandandLabrador,Government CBC News, ofNewfoundlandandLabrador,Government “ ofNewfoundlandandLabrador,Government Statistics Canada,“ Ibid Office ofthe Premier ofPrinceEdward Island, CBC News, Tony Davis, ofPEI,“ Government ofPrinceEdwardGovernment Island, Statistics Canada,“ ofNewBrunswick, Government Auditor GeneralofNewBrunswick, New BrunswickDepartmentofEducation, Kevin White, New BrunswickDepartmentofEducationandEarlyChildhoodDevelop ofNewBrunswick, Government New BrunswickDepartmentofEducationandEarlyChildhoodDevelop Statistics Canada,“ Tayrn Grant, Sarah Ritchie, ofNovaScotia, Government , August1st2019 “$70.5 milliontobeinvestedinschoolsystem”, “Education Outline2019”, May 2019 accessed May2020 accessedMay2020 , November12th2019 CBCNews,August1st2019 accessed May2020 , June2018 “PCs scrapschoolinfrastructurereviewproposedbyLiberal “Ontario slightlyincreasesschoolboardfunding,but “5-year educationplanshowingearlysuccessas2ndyear “New healthyfoodpilotprogramcomingtosomeP.E.I. “Critic callsNovaScotia’s newneeds-basedschoolfunding “Millions neededtorepairChaleurregionschools, “Chaos versusorder:Oneyearlater, howbothsidesof CTV News,August27th2018 January 31st2019 “‘It’s time’formajorreforminN.W.T.’s schoolsystem, “Total SchoolRepairBackloginOntarioIncreasesto “Inflation Calculator” , December2004 Education Indicators” Education Indicators” Education Indicators” Education Indicators” Education Indicators” Education Indicators” Education Indicators” Education Indicators” A lessoninmismanagement;manyMontrealschools October 10th2019 10 additionalschoolstoreceivecapitalrepairsthis , CBCNews,August14th2019 , TheToronto Star, May22nd2019 October 31st2019 “2020-21 BudgetMainEstimates—Education”, , accessedMay2020 “2019-20 EducationFundingAGuidetothe “Quebec InfrastructurePlan2020–2030” “Funding forEducationinQuébecatthe “Education Indicators—Preschool,Elementary “Nova ScotiaRegionalSchoolBoardsFunding “Nunavut MainEstimates 2020-21—Education” April 26th2019 , October2019 “Budget 2020-21EstimatesandSupplemen accessed May2020 2019 “Education FundingTechnical Paper “$3.5 Billion&Growing:TDSBReleases “Trustee FinancialOrientationSession”, “Annual Report2018-19”, “Succeeding atHome:Agreenpaperon “2020-21 MainBudgetEstimates”, , October2019 “Improving StudentPerformance:A , 2015 , “Minister’s DirectiveNO.MD , iHeartRadio,August29th2017 Global News,January23rd 2019 “Expenditure Estimates , December2019 , December2019 , December2019 , December2019 , December2019 , December2019 , December2019 , December2019 “Education Outline2019” School FundingFramework “Shortchanging Ontario “Education ActionPlan:The “Estimates oftheProgram “Minister ofEducationand Annual Report2018/19—Ed ”, 2009 December11th2019 accessed May , 2020 , April - -

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There is a well-documented relationship is a well-documented relationship There lens, school an anti-oppressive Through social contexts that valorize straight, white, able-bodied and middle-class ways of being, and devalue and other non-dominant often tell young people to “be Adults groups. themselves” without acknowledging that for students, being “them non-dominant-group social penalties. While selves” often has real is often well-in a “just be yourself” approach within tentioned, it risks locating the problem and victimized instead of those being targeted class, sexuality, and ability continue to shape and class, sexuality, this is starkly illustrated by lives, and people’s patterns of who is “bullied” at the repetitive school. identities between intolerance for non-dominant trans, (think racialized, Indigenous, disabled, lesbian, female, Muslim, and physical gay, standards) appearances outside of oppressive 2018; and school bullying and violence (Davis, 2012; Jiwani, 2005; Lachance, 2019; Robinson, 2011). Of course, there Sykes, 2011; Walton, all backgrounds individuals from exceptions: are exclusionary and unwelcoming can confront young However, school and work environments. rigid social norms and people who transgress those most often penalized expectations are by a multitude of consequences, ranging from to physical violence. micro-aggressions the outcomes of bullying and violence are Amanda Gebhard Amanda pink day Rethinking Rethinking participated in Pink Shirt Day, participated in Pink Shirt Day, a nationwide “anti-bullying” movement. Pink t-shirts emblazoned with slogans like a bully” and not “Be a buddy, hroughout February and March, February and March, hroughout Canada across organizations Ending the bullying catch-all bullying the Ending

The erasure of the homophobia at the heart The erasure This is a heartwarming story. But it is also This is a heartwarming story. The version of the Pink Day origin story that believed he was gay. of the incident is an example of how systemic and violence in our schools is often oppression term of “bullying.” swept under the umbrella Socially constructed categories of race, gender, purchased 50 pink tank tops to distribute to purchased their fellow students, in solidarity with their against bullying. classmate and to protest inaccurate. Jadrien was not bullied for wearing a pink shirt. Classmates taunted and threatened him with physical violence because they in 2007. in my own Canadian prairie context circulates goes something like this: When a new grade 9 student, Jadrien Cota, was bullied for wearing Price and Travis a pink t-shirt, David Shepherd “Kindness is one size fits all” were sported by “Kindness is one size fits all” were part in Pink people took Young all age groups. spaces, Day events in schools and community and learned that the history of Pink Day can be in Nova Scotia traced to a high school protest T perpetrators. instead of the and victimized being targeted within those the problem it risks locating well-intentioned, proach often is yourself” ap While a“just be social penalties. often has real “themselves” students, being nant-group non-domi that for acknowledging selves” without to them “be young people Adults often tell 24 - consequences. of racismatKaleabforwhichtheyfacedfew the smallcommunitydirected multipleforms revealed thatforseveralyears,studentsin him aracialslur. Apublicinquestintohisdeath school forpunchingastudentwhohadcalled own lifethedayafterhewassuspendedfrom about “bullying”.KaleabSchmidttookhis - https://www.embracerace.org/resources Embrace Race http://freedomschool.ca/ Toronto Freedom School Black LivesMatter: https://www.theconsciouskid.org/ The ConsciousKid by Torie Weiston-Serdan (StylusPublishing) Critical Mentoring: (A and EllenDavidson and promote Equity A Sourcebook ofActivitiestoaffirmDiversity Open MindstoEquality: Resources for Started Getting - Rethinking Schools approach to school bullying requires the perpetrators.Ananti-oppressive easily betransformedintoastory deny ordonotacknowledge—can Prairies thatschoolleadersoften schools across theCanadian issuein violence ofracism—an recent exampleofhowthesystemic Saskatchewan. Thestoryisamore Black studentfrom asmalltownin Kaleab Schmidt,a13-year-old this yearbytheeventssurrounding education, wasforegrounded earlier and more precisely, anti-racist bullying andviolenceinschools, sive educationforcombatting (Kumashiro, 2000). identities andmarginalize others doing andthinkingprivilegecertain how takenforgrantedwaysof the schoolcommunitytoexamine accountable; itrequires everyonein us tonotonlyholdtheperpetrators The importanceofanti-oppres

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exceptional. Their(in)actionsemerged from were notsimply“unkind.”Norwere they the adultswhodidnotholdthemaccountable, centre. TheactionsofKaleab’s classmates,and dominance inthecommunityremain atthe but itiscrucialtheissuesofracismandwhite directly address racismisyettobeknown, recommended anti-bullying educationwill students. with educationforteachers,administrationand update andenforcement ofanti-bullyingpolicy and documented,furtherrecommended an altercations, bullyingand racismbeinvestigated the juryaskedthatallinstancesofphysical education intheirrecommendations. Instead, lost onthejury, theydidnotincludeanti-racist gravity ofwhathappenedtoKaleabwasnot common bullying“interventions”.Whilethe not effective”,alludingtothesuperficialityof inquest jurystated,“aposterinthehallwayis http://starsusask.blogspot.com/ Anti-racism Society(STARS) Student Teacher https://www.tolerance.org/ Diversity, EquityandJustice Teaching Tolerance: https://www.wisdom2action.org/ Wisdom2Action books-and-learning-guides https://fncaringsociety.com/ and FamilyCaringSociety First NationsChild oppression, thestudent’s words alludeto “Nothing. It’s sweptundertherug.” atschoolaboutracism,shestated, has learned of Kaleab’s classmates.Whenaskedwhatshe underlined inamediainterviewgivenbyone The needtokeepthefocusonanti-racismwas and racializedpeopleontheCanadianprairies. upheld whitenessandmarginalized Indigenous a widersocio-historicalcontextthathaslong How thisupdateofthepolicyand In thedeliveryoftheirrecommendations, the In underliningtheerasure ofsystemic

25 - , Review of (pp. 71–93). Palgrave Violence Against Women Violence https://www.wisdom2action.org/ (4th ed., pp. 493–497). Routledge. Discourse: Studies in the Cultural Politics of (1), 25–53. is an assistant professor with the Faculty of of Faculty the with professor is an assistant

LGBTQ2+ youth priorities for addressing gender-based LGBTQ2+ youth priorities for addressing gender-based Queer bodies: Sexualities, genders, & fatness in physical Queer bodies: Sexualities, genders, & fatness in physical https://doi.org/10.1177/1077801205276273 (1), 131–144. doi:10.1080/01596306.2011.537079 œ

Peter Lang. Public Health Agency of Canada. There is nothing wrong with promoting promoting with wrong is nothing There (7), 846–875. References of the class: Disability and hate crimes. Davis, L.J. (2018). Go to the margins W.J., Catalano, D.C.J., Dejong, K.S., Hackman, In Adams, A., Blumenfield, Hopkins, L.E., Love, B.J., Peters, M.L., Shlasko, D., & Zúñiga, X. (Eds.) H.W., Readings for diversity and social justice in the Lives The Many Faces of Violence a Tightrope: (2005). Walking Jiwani, Y. Women. of Racialized Immigrant Girls and Young 11 education. a theory of anti-oppressive K. (2000). Toward Kumashiro, , 70 Lachance, L. (2019). violence. wp-content/uploads/ 2019/06/GBV-Final-Report.pdf of identity Robinson, K.H. (2012). Sexual harassment in schools: Issues of and power: Negotiating the complexities, contexts and contradictions Davies (Eds.), this everyday practice. In S. Saltmarsh, K.H. Robinson & C. Context Gender, Theory, Rethinking School Violence: Macmillan. Sykes, H. (2011). education. Spinning our wheels: Reconceptualizing bullying beyond G. (2011). Walton, approaches. behaviour-focused Education, 32 kindness and positivity, but this alone is not a but this and positivity, kindness and systemic ending oppression solution for naming and address need to start We violence. aspects of school uncomfortable ing the more acknowledge their violence, and bullying and Anyone social forces. larger inseparability from justice. not social are can be kind and niceties who are our accolades for those reserve Let’s conversations about social having courageous myth that everyone disrupting the differences to end injustice equally and working is treated of school inside and outside and oppression, again, Day comes around walls. And when Pink not Price and David Shepherd Travis remember for taking a stand for social for being nice, but justice. Gebhard Amanda her to is thankful She Regina. of University the at Work Social social about write to her inspiring for students young former in schools. justice - other forms of oppression. Many of oppression. other forms to feel unprepared adults often or even oppression teach against it—andtalk about when it shows the default up in school hallways, on the golden is a lecture response about rule or an admonishment the discomfort around talking to talking around the discomfort and about racism young people Teachers and school administrators have the Teachers It is a myth that naming and talking about It is a myth that naming

services, and in the media. workers, and medical professionals all play a workers, and medical professionals in the lives of young people. pedagogical role do play out Racism, homophobia and misogyny young people spend a large at school where also taught at the amount of time, but they are dinner table, on sports teams, in daycares, in social community organizations, churches, based on their own contextual challenges. But based on their own contextual challenges. they cannot shoulder the work of reframing and bullying as forms of systemic injustice education do the work of anti-oppression family members, guardians, alone. Parents, social youth workers, counsellors, coaches, ly motivated to question this harmful knowledge ly motivated to question this harmful do so, they and work for social change. To the adults to support them in addressing require sexuality and challenges of race, class, gender, ableism they encounter on a daily basis. to design meaningful interventions responsibility problem”, and pretending it doesn’t exist is it doesn’t and pretending problem”, a people learn from Young unfair to everyone. “right”, and white are young age that straight assigned genders is that performing their is associated with deficit. safest, and disability deep are The positive side is that young people respect. exacerbate “the and power will oppression

the rug.” the It’s swept under under swept It’s stated, “Nothing. “Nothing. stated, racism, she she racism, school about about school learned at at learned what she has has she what When asked asked When 26 W has claimedthat actionsjeopardizing EQAO in Ontario.EducationMinister StephenLecce dates graduatingfrom anyFaculty ofEducation 9 and10butalsoappliesto allteachercandi not onlyapplicabletostudents inGrades3,6, by EQAOscores). amongst Ontariostudents(asdemonstrated which havedecreased overthelastfiveyears and reverse achievementtrends in mathscores effective tooltoclosetheachievementgap emphasis onstandardized testingasan provincial hasplacedtremendous government for theremainder ofthe2020schoolyear. COVID-19, EQAOtestingwascancelledentirely June. [ administered inJanuary, waspostponeduntil The Grade9EQAOmathtest,whichtypicallyis (EQAO) standardized testsatvariouslevels. Education QualityandAccountabilityOffice prepare mandated oradministergovernment This issignificantbecausethecurrent Editor’s note:sincewriting,asaresult of Redefining accountability and closing the opportunity gap 1 Asof2020,EQAOtesting is members’ refusal to rule actionswas one oftheworkto in November2019, began theirjobaction education unions hen Ontario’s the score the Settling Ardavan Eizadirad ] - preparing students fortheemergence ofa rate. Schools were blamedfor inadequately debtandtherisingunemployment government and parents due to thecompoundingprovincial by taxpayers,mediaoutlets, policy-makers, education systemwasincreasingly scrutinized Since atleasttheearly1990s, Ontario’s History of standardized testing inOntario of EQAOstandardized tests. by EQAOabouttheexclusivepositivebenefits support oropposethedominantnarrativetold minoritized children andparents interviewed extent towhichnarrativesfrom racializedand ardized testing;tocompare andcontrast the to furtherpursuetheimpactofEQAOstand EQAO testing.Theseconversationsinspired me in theirexperiencestheearlyyearswith Many haddevelopedtest-takinganxietyrooted it profoundly impactedandmadethemfeel. writing EQAOtestsintheirearlyyearsandhow symbolized byhowvividlytheyremembered testing onracializedandminoritizedstudents about theimpactofEQAOstandardized levels overtheyears,Ibecameconcerned students from elementarytopost-secondary data collectionforaccountabilitypurposes. and testing adverselyimpactsstudentlearning As aneducatorwhohasworkedwithvarious

- 27 - - - - 2 eight racialized families 3 Two major reoccurring themes were: a) were: themes major reoccurring Two One of the implications of placing such high importance on EQAO tests and doing well on them is the rise of test-taking anxiety amongst which can have a spill-over young children rest of their lives as they mature effect into the and attend high school and post-secondary about institutions. If students do not feel great themselves, in terms of their self-confidence as test, doing poorly on a standardized of a result on con it can lead to “a self-fulfilling prophecy tinuing lower achievement” (Ontario Teachers’ The focus was on their lived experiences The focus was on their lived experiences during, and after writing the test. before, stress experiencing intense socio-emotional Examples of and anxiety; b) fear of failure. impact negative physical and psychological interviewed included; by the children expressed poorly, losing sleep by worrying about doing and nerv experiencing overwhelming anxiety needing ousness demonstrated by crying and the class to enter parents from reassurance to take the EQAO test, feeling excluded room to classroom by being taken out of the regular for and write the EQAO test, and be prepped being labelled as “dumb” or and fear of failure on the made fun of by peers for doing poorly were of what the children test. And regardless told about the non-impact of the test on their marks and advancement to the next grade, majority of them did not believe it, exemplified and their own subjective by their fear of failure consequences associated with doing perceived Grade poorly on the test such as having to redo 3 all over again. school-community interface including level of level including interface school-community to opportu students, accessibility support for impacting the of systemic issues nities, type of relationships or type or quality community, and amongst students and teachers between And, significantly, administrators. staff and Ontario in was introduced since EQAO testing gap has not been schools, the achievement has intensified and instead drastically reduced particularly impacting for certain identities Indigenous, racialized, and students from immigrants, Learners, recent of (Colour backgrounds lower socio-economic Colour of Change, 2019). Poverty, implications and Findings and test the accountability hypothesis To about the dominant normalized narrative of my the benefits of EQAO testing, as part I interviewed research experience about each child’s and their children and writing the Grade 3 EQAO test. preparing - EQAO uses the phrase “check But test scores do not capture do not capture But test scores school is about, what an entire the power dynamics within a marginalized, racialized, and lower marginalized, socio-economic communities get labelled as “bad” schools offering a “poor quality” education. on the use of tax dollars” (EQAO, 2012, p. 19) to symbolize the importance of maintaining the use testing in schools of standardized for accountability purposes which aligns with the market-driven economical view of education as measurable and quantifiable. often located in higher socio-eco nomic communities maintain a valued status being labelled as offering “high quality” education, schools located in whereas

Currently, EQAO test scores (used in (used EQAO test scores Currently, EQAO was established in 1996 as an arms- established in 1996 EQAO was agents emphasize school rankings to attract agents emphasize school rankings of homebuyers which feeds into the cycle about the quality of making inferences parents at a school exclusively based education offered As part of this cycle, schools on EQAO scores. annual school rankings produced by the Fraser annual school rankings produced over a five Institute based on EQAO results that year period) have gained so much currency in property or decreases they drive increases values in local communities. Real estate The current provincial government has invested provincial The current to improve a further $200 million over four years in elementary schools, EQAO math scores teacher candidates, all future and is forcing of teaching subject or grade, to regardless Test designed and write a Math Proficiency EQAO. by administered testing began in 1996-1997 school year where school year where testing began in 1996-1997 the EQAO test in wrote all Grade 3 children EQAO writing, and mathematics. reading, implemented tests continue to be standardized 6, 9, and 10 in Ontario and today in Grades 3, cost about $32 million per year to administer. length agency of the governmentlength agency of the of Ontario and implementing for creating responsible tests standardized annual criterion-referenced gauge of children’s “an independent to provide learning (EQAO, 2012, p. and achievement” EQAO standardized 1). The launch of annual knowledge-based economy. This placed This placed economy. knowledge-based on the government to and politicians pressure as reforms changes and educational seek new the confidence in public of restoring a means system. education

institutions. post-secondary post-secondary school and and school and attend high high attend and

as they mature mature they as rest of their lives lives their of rest effect into the the into effect a spill-over a spill-over which can have can have which young children children young anxiety amongst amongst anxiety test-taking test-taking

is the rise of rise of is the well on them them on well and doing doing and on EQAO tests tests EQAO on high importance importance high placing such such placing implications of of implications One of the the of One within aschool. cation offered quality of edu judging the approach to a place-based to equity, and from equality to fairness; from sameness We need ashift 28 to spendmostoftheirtimeattempting developmentally ready, weare askingteachers unrealistic demandsuponchildren whoare not developmental argument stating,“Byplacing tion system.Russo(2012)makesanimportant young child is labelled as “at risk” by the educa petuates theself-fulfillingprophecy where the can becomepartofaviciouscyclethatper not caringaboutschool-related activities.This reduced effortincompletingtasks,andsimply such asEQAOcanleadtolackofmotivation, with writinghighlypublicizedstandardized tests and emotionalstress andanxietyassociated testing bythegovernment. with increased investmentsinstandardized Teachers’ Federation,2011,p.10)whichaligns significantly overthelast10years”(Ontario students whoread forenjoymenthasdropped and juniorlevelindicatesthat“thenumberof children whowritetheEQAOtestatprimary part ofstudentquestionnaires administered to of byothers.Significantly, datacollectedas embarrassed bybeingjudgedormadefun reading forenjoymentnotwantingtofeel in reading according totheEQAOmightavoid effects; forexample,achildwhodoespoorly has “donepoorly.” Thiscanhavelongterm stressful andtraumatizing, particularlyifone achievement levelamongstpeerscanbe another’s achievements.Thissharingofone’s ask theirpeershowtheydidtocompare one or where mistakeswere made,children often level 1to4withoutanydescriptivefeedback indicate anachievementlevelrangingfrom their peers. they didretrospectively andincomparisonto and itdoesnotalignwithhowwelltheythought 4 whentheyreceive their EQAOresults back found thequestions,andatstartofGrade they didonthetestrelative tohowdifficultthey based on theirsubjective self-perception of how stages; immediatelyaftercompletionofthetest Federation, 2011,p.10).Thiscanoccurattwo Upon receiving theirEQAO testresults, which In thelongterm,negativepsychological - many working-class kidsthatthey that “theschool systemconvinces know. Oneofthe implicationsis to optimallyexpress whatthey relative totheirdevelopmentalstage effective avenueforallchildren notan medium orformat—are that EQAOstandardized tests—in is notknowledgeable,butrather problem maynotbethatthechild them uptofail.”(pp.143–144)The push children inwaysthatmayset - - place-based approach tojudgingthequalityof fromto fairness; equality toequity, anda community. We needashiftfrom sameness impacted bysystemicbarrierswithinalocal disregards conditionsare howlearning by results onstandardized tests.Thisapproach nities andinsteadjudgesthempredominantly them asholisticbeingsanddynamiccommu all studentsandcommunitiesbydisregarding accountability tool,homogenizestheneedsof with itsreliance onstandardized testingasan The current market-driven modelofeducation, minimizing the Opportunity Gap from closing the Achievement Gap to From equality to equity: and needstochange. working-class kids”(p.3).Thisisunacceptable is partoftheviolencethatstreaming doesto on timewhilebeingpolitetotheirbosses.This their aiminlifeshouldbetoshowupatwork are stupid,incapable,incompetent, andthat to deterfrom viewingchildren from adeficitlens most vulnerable studentpopulations.We have educational systemandfurther marginalizes our the inequalityofopportunity thatplaguesour achievement gapwithoutfirst addressing outside ofschools.We cannotaddress the with thelarger communityandotherinstitutions and policiesthatvieweducationassymbiotic communities, weneedtoinvestinprograms racialized andminoritizedidentities are present andpersistentinschoolsimpacting system andtoaddress systemicbarriersthat between different socialgroups in theeducation community needs. holistic servicesaddressing localstudentand outside organizations inthecommunityoffering gic collaborativeeffortsbetweenschoolsand standardized testresults toconsideringsyner beyond amicroscopic focusonoutcome-based socio-economic status.Thisapproach goes students andthosefrom higherandlower gap betweenracializedandnon-racialized and strategytoclosingtheachievement manner asalongtermsustainableapproach aligning theopportunitygapinamore equitable achievement gap.We needtoshifttowards testing hasproven ineffectiveinclosingthe approaches andstrategiesasstandardized than scores onEQAOstandardized tests. tion offered inaschoolismuchmore complex physically sickornot,thequalityofaneduca healthy issimplymore thanwhetheryouare education offered withinaschool.Justas being If wewanttoclosetheachievementgap We needtochangegearsandtrynew

- - - 29 - - n my book I recommended a series of action-ori a series book I recommended n my to mitigate the and initiatives ented strategies testing. impact of EQAO standardized negative intended to promote are suggestions The following sustainable long-term synergic collaborations with sustainable long-term synergic at the local community level external organizations multiple sectors that work involving practitioners from youth, and young adults to provide with children, to the holistic services relative socio-culturally relevant needs of students and the local community. Eizadirad —Ardavan and parents to visually see what questions they did to and parents and how they can they made errors, well on, where in various areas. improve in the fall, returned are • As soon as EQAO results meet schools should host “parent-student-teacher” ings, in person or via alternative such as by methods interpret phone or email, to explain how to effectively in a constructive manner to improve EQAO results student learning and mitigate the invisible scars and associated testing standardized of effects traumatizing critique of and parent’s self-critique with children’s As part of this on EQAO scores. based their children and meeting, the child, the parent(s), conference an the teacher should collaboratively co-construct for the school individualized personal action plan goals for areas year outlining short- and long-term along with plans on how to achieve of improvement period those goals. Near the end of each three-month in the school year—November, and May— February, teachers should have a “parents-student-teacher” of meeting to assess and discuss progress conference subjects. students in different and • The Ministry of Education, school boards, and maintaining schools should invest in creating discussions and dialogue towards a decolonized a decolonized and dialogue towards discussions equitable that is more assessment model educational and justice-oriented: immediately and schools should • School boards the short- and long-term invisible invest in mitigating testing effects of standardized scars and traumatizing health and mental more by investing in offering for racialized and minoritized mindfulness initiatives and parents. children concerns EQAO about how individual address • To achievement scores contain only raw student results feedback, EQAO should with limited descriptive by scanning them digitalize all marked EQAO booklets available and making them, along with comments, a secure online through to students and parents a personalized website that allows them to log in with This would allow children username and password. I ) - https:// elations OISE http://www.eqao.com/en/ (Vol. 24). James Lorimer & (Vol. The power of Ontario’s The power of Ontario’s We need to stop We Stacking the deck: The

, 1 (1), 6–18. , 16(2), 54–88. https://www.palgrave.com/us/ ). . Springer Nature. , 140–156. œ

is currently an Assistant Professor in the in the Professor an Assistant is currently 425 Toronto: Queen’s Printer for Ontario. Retrieved from for Ontario. Retrieved from Printer Queen’s Toronto: (available at at (available , https://www.otffeo.on.ca/en/wp-content/uploads/ Interfaces Brasil/Canadá Decolonizing : Ontario Canadian Journal of Educational Administration and https://www.theodysseyonline.com/minority-vs-minoritize Counterpoints 58, 1–21. Decolonizing Educational Assessment: Ontario Elementary Elementary Ontario Assessment: Decolonizing Educational A combination of male and females attending eight different schools in the A combination of male and females attending eight different EQAO provides many documents on their website ( EQAO provides of less to “a group and refers The term “minority” is descriptive in nature to August of 2017 at a place of convenience chosen by the parent(s) either at to August of 2017 at a place of convenience chosen by the parent(s) their home or at a nearby school. than half of the total, a group that is sufficiently smaller in number”; the that than half of the total, a group power r term “minoritized,” and by extension racialized, focuses on nation of origin, creed, religious in race, different that are to “groups referring of social constructs have less power and gender and as a result sexuality, in society” (Smith, to other members or groups compared or representation looking at student 2016, para. 11). “Racialized” shifts the conversation from a deficit lens focusing on individual factors such as effort achievement from such as accessibility to examining systemic processes and motivation, towards achieving support services and opportunities that function as barriers towards optimal student success. 3. via purposeful recruited selected. Participants were were Area Toronto Greater conducted between June sampling and community networks. Interviews were present, and future. and future. present, Policy, Notes 1. its goals, the agency, available for the public to download to inform them about in schools by objectives, and findings. EQAO justifies the use of standardized useful data to emphasizing accountability to the public by means of providing social groups. schools to close the achievement gap between different 2. Canada and Chile: Standardized testing and its role in perpetuation of testing and its role Canada and Chile: Standardized educational inequity. testing in Federation (2011). A new vision for large-scale Ontario Teachers’ Ontario. Retrieved from sites/2/2013/09/new_vision.pdf The for young children? play and creativity Russo, L. (2012). “Standardized” accountability in early childhood and standardization climate of increased classrooms. cut it. doesn’t Smith, I. (2016). Minority Vs. Minoritized: Why the noun just Retrieved from quality and accountability in Ontario: Past, L. (2007). Educational Volante, provincial testing program. http://www.eqao.com/en/assessments/communication-docs/power-provin cial-testing-program.PDF Eizadirad, A. (2019). Elementary Students and the EQAO of EQAO Eizadirad, A. (December 2018). Legitimization and normalization testing as an accountability tool in Ontario: Rise of quantifiable standardized outcome-based education and inequitable educational practices. Graduate Student Research Conference Journal analysis of Eizadirad, A., Martinez, X., & Ruminot, C. (2016). Comparative in Ontario, educational systems of accountability and quality of education book/9783030274610#aboutBook References (2019). Fact sheets. Retrieved from Colour of Poverty-Colour of Change. colourofpoverty.ca/fact-sheets/ H. (1992). & Smaller, Curtis, B., Livingstone, D. W., in Ontario schools streaming of working-class kids Company. Education Quality and Accountability Office. (2012). instead treat them as capable students who are are students who them as capable instead treat “leaders of today”! Eizadirad Ardavan Dr. an instructor and Laurier University Wilfrid at Education of Faculty University Ryerson at Studies Childhood Early of School in the is also He OISE/UofT. at program Teaching of Master in the and author and Board, District School Toronto the with an educator of EQAO and the Students and transition to view them from a strength- a them from to view transition and with different as holistic beings based lens; developmental, emotional, social, cognitive, academic needs. spiritual and and tomorrow” “leaders of calling students 30 A parties. AllStates partiesare required tosubmit and CulturalRights Covenant onEconomic,Social International experts thatmonitortheimplementation ofthe Cultural Rightsismadeup of18independent as itshumanrightsobligations are concerned. its (unofficial)schoolsegregation policyasfar accountablefor make theQuebecgovernment tural RightsinwhichitcalledontheUNbodyto (UN) CommitteeonEconomic,SocialandCul ensemble sentareport totheUnitedNations is howithappened,andwhymatters. The CommitteeonEconomic, Socialand In February2020,theMouvementL’école accountable for its segregated school school segregated hold Quebec Quebec hold committee inGeneva.Here front ofaUNhumanrights choice buttojustifyitin willhaveno government school system,theQuebec ignoring itssegregated fter halfacenturyofwillfully (ICESCR)by itsState The UN to system Stéphane Vigneault - as theAbidjan Principles( Sector Involvement inEducation vide PublicEducationand to RegulatePrivate the HumanRightsObligations ofStatestoPro website provincial andterritorialgovernments. principles inCanadaliesjointlywithfederal, rights treaties andforrespect ofhuman rights human the implementationofinternational separation ofpowers,theresponsibility for Rights Rights the BillofHumanRightsalongside International the formof“concludingobservations”. and recommendations withtheStatepartyin considers eachreport andshares itsconcerns rights are beingimplemented.TheCommittee regular reports totheCommitteeonhowthese The Mouvement’s report ( The ICESCRconstitutesone-third ofthe International CovenantonCivilandPolitical International . Inaccordance withtheconstitution’s andthe ), isbasedonthe Universal DeclarationofHuman Guiding Principleson abidjanprinciples. available ontheUN , betterknown - 31 œ -

ist of issues ist of issues l

was made public on March on March was made public , it has been to flatly deny the is the coordinator of the Mouvement L’école L’école Mouvement the of coordinator is the Forcing the government the to simply acknowl Forcing The Mouvement L’école ensemble appeared appeared ensemble L’école Mouvement The The Quebec government has until June 2021 Committee. A milestone education have the UN describe Quebec’s To is in itself an system as being “three-tier” work to important milestone for all of us who Quebec schools. If these words desegregate by anyone in power in have ever been uttered la vieille capitale they describe, like in former Education reality book (“school Minister Sébastien Proulx’s a term that seems to me to be segregation, decision very ill-chosen”). This is why the UN demand to single out Quebec and specifically its human rights can reconcile how the province system obligation with its inequitable education is important. of the issue is no small feat. edge the reality After it finally happens, the next question quickly becomes—maybe plane as soon as the leaves Geneva—“how do we fix this mess?” Vigneault Stéphane in lives and a consultant, as art sector in the works ensemble, QC. on March 9, 2020 before the Geneva-based the Geneva-based before 9, 2020 on March The members by videoconference. committee on the questions in camera to decide then met The to Canada. to be addressed seventh periodic of the prior to submission of Canada report decided to specifically 24th. The Committee information it to provide Quebec, asking target to equal access taken to ensure on “measures school in the three-tier education for students of the economic regardless system in Quebec, taken and measures situation of their parents, in regular the quality of education to improve 26.e). public schools.” (art. deadline (an extended to submit its response at We because of the COVID-19 pandemic). comment the Mouvement will get a chance to senior before response on the government’s are flown to Geneva where government officials the UN they will have to answer publicly to ”) Any potential public States must respect, protect, protect, States must respect, ”) realisation of the in the realisation situation in question.... it is a time-bound measure, which the it is a time-bound measure, State publicly demonstrates to be the only effective option to advance the ). These principles were adopted in February in February adopted were principles ). These The private education sector has been funding to an eligible private instructional funding to an eligible private instructional all the should meet following substantive requirements: a. Principle 65 (a) (“ Principle 29 (“ public quality, and fulfill the right to free, education schools charge public selective Quebec’s · · cope with the Baby Boom. However, the cope with the Baby Boom. However, time-bound aspect of public funding was never has funding and as a result, enshrined in law, been available for 51 years without interruption. subsidized in Quebec since December 1968, a implemented to help the measure provisional (1964) Department of Education newly-created but current Education Minister Jean-François Education Minister Jean-François but current passed Bill 12 in 2019 to retroactively Roberge against the legalize them. The Bill was passed human rights of the provincial recommendation commission. fees that can reach more than $4,000 yearly. than $4,000 yearly. more fees that can reach illegal, These fees have been known to be Of course, Quebec’s unfair three-tier education unfair three-tier Of course, Quebec’s components—subsidisedsystem, with its three public—ispublic and regular private, selective to the UN Our report highly problematic. violated Abidjan Principles are showed that nine system. Those include: education by Quebec’s and a report of the UN Special Rapporteur UN Special Rapporteur of the and a report June in presented on the Right to Education point for the a reference 2019. They constitute analysis of the governance of education, and actors. of public and private the role system unfair An org experts 50 recognized than more 2019 by quickly supported and were the world, around the UN, through institutions, including by many 2019, of July Rights Council resolution a Human 32 public services inAlberta.Asthethreat ofthe has madeno secret ofhisgoals forreduced ledbyJasonKenneywho driven government remote learning. behind withthetransitionfrom face toface margins ofoureducationsystem are not left community, andensure that studentsinthe while continuingtobuildconnections,create the challengeofeducatinginthisnewcontext the RADEducatorsNetworkhavetakenup remainand learning constant.Educatorswithin have shifted,theprinciplesofgreat teaching may space. Eventhoughthecontextoflearning inavirtual to adjustteachingandlearning and students,families,educatorshad schoolbuildingswereing. Overnight, closed, have transitionedtodistanceandonlinelearn global pandemicandschoolsacross theglobe is currently inlockdownduetotheCOVID-19 At the time of writing, over one third of humanity Same struggle, but shifting contexts This workexistsinthecotext ofanausterity with radical love understand their role inreducing prejudice and discrimination, uplifting education. We believe that educators, working within and outside formal The RADEducators Network acollection is of educators working within student voices, and advocating for more equitable and justeducational education, have avital role to play inhelping students and teachers a variety of contexts who are committed to equity and social justice and socialjustice education Organizing Organizing Towards equity in Alberta policies and practices. - as apartof system.Neveragain,will people ways offunctioning andrelating tooneanother spaces ofopportunitytorethink traditional deny socialmobility(Blackmore, 2019). maintain ordivideclassposition andensure or it isperceived as havingthecapacitytoeither education hasbecomeakeybattleground, as to flourish(Blackmore, 2019).Inthiscontext, enabled neoliberal,far-right politicalagendas that fuelageneralizedanxiety, which has of economic,social,andpoliticaluncertainty pandemic. Theseeventshaveledtoconditions the insecurityresulting from theCOVID-19 now becomeevenmore pronounced dueto and thefinancialcollapseof2008,will beenontherisesince9/11 world—have inotherpartsofthe policies inAlberta—as across theprovince. Tensions regarding public masks andlayoff25,000educationalworkers cover tocriticizedoctors,playpoliticswithn95 pandemic heightened,thepremier usedthisas Times ofcrisis,suchasthis, tendtocreate

33 in - - them (rather with homo economicus At the heart of our work is our desire to At the heart of our work is our desire Much of our work in the last several months RAD Educators discussed how we might RAD Educators discussed taking place under the shadow of policies and and the Jason Kenney, statements by Premier Minister of Education, Adrianna LaGrange. The mindset seems to see prevailing government’s schools as indoctrination centers for youth, and public services as a commodity better handled by the private sector. advocate for the students on the margins These of our education system and society. we move beyond what Dwayne Donald (2019) we move beyond what Dwayne Donald identified as the logics of imaginary” (p. a “North American settler dream the focus in mandated 104) evidenced through pro curriculum documents on individualism, wondered We and anthropocentrism? gress, ourselves and others how we might inspire inequity within our out and confront to root a practice education system and move towards love, specifically in context of radical, relational during of the shifting paradigm of education and after COVID-19. How can we approach in order this work in the spirit of radical love students to transform the often harmful ways poor through experience inequity in our schools outdated assessment, standardized pedagogy, curriculum, disciplinary practices and system oppression? has been in building a community of resistors government’s to the provincial in response plans to defund, dismantle and even privatize education in Alberta. Cuts to funding, layoffs to educational workers and a stall on new all students are curriculum for Alberta’s ethic of radical love, we also draw from the from also draw love, we of radical ethic who asserted (1970/2000) Freire work of Paulo into the that one enter requires that “solidarity one is in solidarity; of those with whom situation argued Freire (p. 49). posture” it is a radical as of love” (p. 74) solidarity is an “act that true opposed to “paternalistic social action” which a but is essentially purports to be generous It is all too easy to impose form of colonization. with good intentions. Instead upon others, even the right answers and the of assuming we know we to listen to the groups best path, we strive then work wish to support and than on their behalf). that we knew would the cuts to education resist and learning—parbe harmful to teaching marginalized—andticularly for those already how we could individually and wondered other collectively move ourselves and each to fight inequity right now in our classrooms, How could schools, and educational systems? - - - - relation . We learn, come . We bringing about individual and radical love Like Ibram X. Kendi (2019), we see radical The RAD Educators Network was established The RAD Educators standardizing the opportunities available to all standardizing students?” (p. 127). education of context in the Solidarity considering how we might live, As we are and with a relational teach, and work from capitalism, sexism, imperialism, ethnocentrism, homophobia, transphobia, and too many other Considering forms of injustice and inequity. policies, like Kendi (2019), educational current the best way to we ask, “What if we realized effective educational system is not an ensure our curricula and tests but by by standardizing love as a profoundly antiracist way of love as a profoundly ally and actively out violent policies social changes that will root and practices that live at the intersections 1989) of racism, colonialism, (Crenshaw, other forms of oppression within fundamen other forms of oppression violent) tally inequitable (and, thus, inherently those we education (and other) systems, even in some ways. ourselves might benefit from from For liberation movements to fully divest they need “love as the systems of oppression, p. 247). ethical foundation” (hooks, 1994/2006, conception of to those around and exist in relation to know, us—ourand so on. families, our communities, necessarily Like bell hooks, we believe that love and entails telling the truth about the historical and continued effects of racism, colonialism, own schools and workplaces. This is a critical own schools and workplaces. This committed moment for a network of educators to to equity and social justice education emerge. rad? RAD, makes What in a The work of RAD Educators is rooted of education is to solely prepare students to solely prepare of education is to economy. participate in the a supportive to create in 2018 out of a desire goal of with a broader community for educators, work in their empowering them to continue this forward? These shifts present openings to ask openings present These shifts forward? and opportunities ourselves new questions, socially just equitable and to push for a more this for all students. However, education system to for opposing forces is also an opportunity and marketiza standardization further entrench with the idea that the purpose tion of education believe that integral societal institutions cannot institutions societal that integral believe of political will and instead a question shift; it is percep adjustment affect How will this urgency. means to learn, what it tions of education, and education moving the purpose of ideas about 34 approached ustohostacircle gatheringwhere discussions. We alsoestablishedabookclub. and teachersasguestspeakers,followedby and held“salons’’ withamixofprofessors cators withspacetoventandblowoffsteam, nights tobuildrelationships andprovide edu to share resources. We beganhostingsocial private Facebookgroup toconnectdigitallyand system forall. towards amore equitableandjusteducation and amongeducatorsacross Alberta,working began aprocess ofbuildingconnectionswith more. Perhapsmostimportantly, thisgathering assessment, theschooltoprisonpipeline,and issues withintheclassroom, pedagogy, within education.We discussedeverything: other educatorsonissuesofequityandjustice built connectionsandengagedindialoguewith over 30educatorsfrom across theprovince Summer Gatheringin2018where forthree days social justiceeducationoverthelongterm. for thosedeterminedtoteachequityand Network soughttocreate asenseofcommunity bedaunting.TheRADEducators fession—can withinandfrom outsidethepro change—both and isolationasresistance toprogressive many educatorsfeelasenseofloneliness We knowthatthisworkisdifficultand Creating opportunities for community them themost. fewer supportsare availabletothosewhoneed to educationare cut,classsizesincrease, and young peoplewillbethehardest hitasfunds Recently, afewpre-service teachers Since ourinitialgathering,westarteda Our firsteventwastheRADEducators - - advocacy workcouldpusheducatorstotheir they were goingthrough personally, thisadded andknewthat,ontopofeverything cy learning for anequitableandjustapproach toemergen within ournetworkwere scramblingtoadvocate emergency remote Manyeducators learning. how theywere goingtotackletransitioning to desire aspacetoshare andconnectabout our communityofeducatorswouldcontinue ta duetotheCOVID-19pandemicweknewthat wet’en nation. publicly supportingthestrugglesofWet’su Rights ofIndigenouspeoples(UNDRIP)by and theUnitedNationsDeclarationon treaty, theTruth andReconciliationCommission attempted toupholdourresponsibilities to emotionally. Furthermore, wehavealsohumbly and much theyvaluedthisspace—physically one, withparticipantscommentingonhow new teachers.Thiseventwasameaningful they couldshare theirstoriesasemerging and racial, economic andclimatejusticewill allow issues ofequity andsocialjusticealong with researchers whofirmly believe thatcentringthe professors, earlychildhoodeducatorsand are teachers,communityandadulteducators, anti-oppressive public educationsystem.​ defend andfightforamore just,equitable, and to grow capacityamongstourcolleaguesto face inequitywithinthesystem.Itisnotradical radical toseehowstudentslivinginpoverty we are tryingtoholdaccountable,thatitisnot important toremind ourselves,aswellthose impacts thelivesofourstudents.We feelitis phobia, homophobia,ableism,sexism,etc.) to understandthathatred (e.g.,racism,trans feel threatened byourmessage.Itisnotradical we havebeenbrandedassuchbythosewho icals” intheword’s colloquial sense,although As anetwork,wedonotseeourselvesas“rad Sustaining “the fight” and ourselves social justiceeducation. and experiencesofworkingforequity provide educatorsaspacetoshare theirwords new writingproject entitled,“PencilsDown” to moved ourbookclubonline,andcreated a the callsforassessmentduringthiscrisis.We relationships andnegotiating andlearning approach connectingwithstudents,maintaining emergency remote suchashow we learning the nuancesofemerging issuesofequityin feature gueststohelpframeanddiscuss community dialoguesession.Thesesessions of adjustmentweestablishedaweeklyonline limits. To supporteachotherthrough thisperiod When schoolsclosedonMarch 15thinAlber We - - - - - 35 � - @ @ . Dan

tweeting tweeting https:// . Routledge. (Original Muna Saleh . @DerekHorneland . Penguin. @DanScratch03 HarperCollins Publishers. , and even more sporadically sporadically more even , and , 139–167. http://chicagounbound. (she/her) is currently working working is currently (she/her) , and an educator with Edmon with an educator , and . One World. (he/him) is a queer-identifying is a queer-identifying (he/him) @JuliaDalman . Duke University Press. and forgetful curriculum: Remembering and forgetful (2), 211–221. Retrieved from (2), 211–221. Retrieved from (pp. 103–125). University of Alberta Press. @ualberta Julia Dalman Julia @MrHorneland . You can find her on Twitter and Instagram Instagram and Twitter on her can find . You is a former secondary social studies teacher teacher studies social secondary is a former . Pedagogy of the oppressed How to be an antiracist Homo economicus Living a feminist life (she/her) is a recent graduate of the Education Education the of graduate is a recent (she/her) Derek Horneland Derek All about love: New visions. Resisting representations Outlaw culture: . writing about the journey and process of teaching for for teaching of process and journey the about writing Indigenous Education @ualberta is a high school social studies teacher who has spent most most spent has who teacher studies social school is a high University of Chicago Legal Forum Teachers College Record, 95 College Record, Teachers @DrEvilAcademic uchicago.edu/uclf/vol1989/iss1/8 Donald, D. (2019). & D. S. Lilley, S. Styres, other ways to be a human being. In H. Tomlins-Jahke, Zinga (Eds.), a curriculum for human M. (1993). Diversity and inclusion: Toward Greene, beings. maxinegreene.org/uploads/library/diversity_inclusion.pdf hooks, b. (2001). hooks, b. (2006). work published 1994) (1970/2000). P. Freire, Kendi, I. X. (2019). All photos courtesy of RAD Educators as is She Schools. Public Edmonton with Liaison a Community as pilot justice social and environmental creating about passionate of voices the centering and students school high with projects working, be living, to is grateful She policy. in education students (Amiskwacîwâskahikan). 6 Territory Treaty on organizing and conversations joining sporadically twitter on her can find You at education justice social about Edmonton. of University Concordia at Professor is an Assistant an elementary was she studies, in graduate engaging to Prior of author is and the leader, and teacher school secondary and as Our Experiences By: (Re)Telling Grow and Live We “Stories at Twitter on her find can You Daughters”. and Mothers Muslim DrMunaSaleh can find You teacher. Knowledge of Theory and English school high queer and literature, education, about tweeting occasionally him Twitter on pedagogy Medium on pedagogy queer about writing Boucher Kara at program Degree After decolonizing involve interests research Kara’s Schools. Public ton which learning, of components emotional the and classrooms program. Master’s an upcoming in pursue to is planning she Scratch a world the make to youth by challenged being in schools life his of twitter on him can find You place. better Medium on as well as education justice social and equity about dan.r.scratch justice. social References Ahmed, S. (2017). J. (2019). Feminism and neo/liberalism: Contesting education’s Blackmore, possibilities. Discourse: Studies in the Cultural Politics of Education, 40(2), 176–190. DOI: 10.1080/01596306.2019.1569877 the intersection of race and sex: A Black K. (1989). Demarginalizing Crenshaw, feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. Cathryn van Kessel van Cathryn Secondary of Dept. in the Prof. is an Assistant currently and Education - - œ

Regardless of our specific tasks in the Regardless We are learning that we have to consider are We realize this goal. this realize systems and practices as we strive for a more systems and practices as we strive for a more equitable education system. Listening first and to students and their struggles within foremost education system and working with the current sustainable solutions is one them to co-create of the ways the RAD Educators Network may those fissures. If stakeholders can see that it is If stakeholders can see that those fissures. then perhaps possible to not have these exams, the benefits of they will be open to realizing them. permanently foregoing to continue months and years to come, we wish goal of working against oppressive our broader based upon equity, and then take appropriate and then take appropriate based upon equity, in fissures action. Part of that work is finding what is the existing system and then exposing after the COVID-19 underneath. Moving forward suspen pandemic, we hope that the temporary testing is one of standardized sion of provincial work and life, and take turns leading projects. change for together Working to create The RAD Educators Network works by opportunities for those within and affected to the educational system to come together a system discuss how we might work toward of time not because every member holds the of time not because but because each person’s note the whole time, it can, and when someone voice comes in when As such, over. another can take needs a break, communicate about how openly the organizers and strains of feeling with the stresses we are of students in order to work alongside them and alongside them to work in order of students students. needs of real to understand the to sustain ourselves and what we might need metaphor we encoun our members. A choir with us: Choirs on social media resonated tered a seemingly endless period can hold a note for us to co-create with students the classrooms the classrooms students with co-create us to It is people deserve. that all young and schools our commitment to understand that essential all just schools for for equitable and to working and experiences us to uplift the voices requires 36 A nisms thatneed tobeinplaceaddress the doesn’t begin toaddress thesupportmecha school withoutavaccine. families are, may simplynotbeabletoreturn to who are immunocompromised, orwhose longed absences,andbecause somechildren education toaccommodatesuddenandpro necessitate amuchmore flexibleapproach to their familiesfrom thepandemic.Itwillalso in order toprotect workersandstudents paid leave,andtherighttorefuse unsafework basic workerrightsincludingpaidsickdays, and acompletelydifferent understandingof rigorous sanitation,manymore custodial staff, new post-COVIDreality willrequire muchmore capacity inaradicallydifferent context.The of classsizeandfundingrelative toschool means fordistancing,howitputsdiscussions physical safetyaspectsofreopening: whatit families hasbeenamatteroffierce debate. Ecole delaPrimerose, QuebecCity — “People needtogetbackanormallife.” But thisisonlyoneaspect ofreopening. It Much oftheconversationhasfocusedon Simon Descoteaux Leaving normal Leaving workers, studentsand what itmeansforeducation for publiceducationand reopening, whatitlookslike towards than others—steps lesstentative tive—some s provinces taketenta post-COVID and beyond , principalof Re-imagining schools Vidya Shah and Erika Shaker

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- - have known all along—that schooling was have knownall along—that some families andcommunitiesinCanada isolation andseparationhave surfacedwhat we shouldaspire. three— they are simultaneouslyall learning—because places ofwork,care, andplacesof thing iscertain:whenitcomestoschoolsas post-COVID classrooms willlooklike.One thrust intothespotlightquestionofwhat pretense ofhomeschoolingaltogether, have frustration and,insomecases,givinguponthe (abandoned inweekfour),ofresentment and in-time WiFiandhomemadedailytimetables ofjust- Months ofisolation,crisislearning, under-served butdamagedbythestatusquo. for fartoomanystudentswhowere notonly recognition that“backtonormal”isuntenable inthe in thecontextofreopening—rooted far reaching discussionsthatmusttakeplace safe. past monthsinahomewhere theydonotfeel addiction. Somechildren mayhavespentthe mental illnesses.Somemaybestrugglingwith developed anxietyoragoraphobiaother may havenotbeguntogrieve.Some to thepandemic,andstillbegrieving.Some isolation. Somemayhavelostfriendsorfamily by theprevious monthsoflockdown,illness, and families,whomayhavebeentraumatized emotional andmentalhealthofstudents,staff These pastfewmonthsof physical And beyondthis,there are otherdeeperand “normal” isnotastandard towhich

37 - - - immunocompromised Families living in shelters Families with loved ones who are incarcerated non-status without access Families that are to universal health care in Families that have experienced increases child, sexual and domestic abuse Families experiencing housing and food insecurity or living in poverty Indigenous communities living on reserve with boil water advisories and inadequate health systems Families with members that are Then there are the students who we deem who we students the are there Then in the also occurs of humanity This erosion in this time of pause, might we How, • • • • • • • acknowledge and grieve how these systems acknowledge and grieve how these of our have dehumanized particular members ways for far school communities in different schooling too long? How might we imagine a students, system that honours the humanity of We educators, families and communities? by exploring attempt to answer these questions and well-being, relationality concepts of equity, and critically engaged learning. Equity to school, we need to As we consider a return inequities that have acknowledge pre-existing and been exacerbated for students, families that may educators as well as new inequities in access and oppor have arisen. Differences tunity to health, wellness and opportunities to learn appear for: uneducable, who we have given up on, whose given up on, whose who we have uneducable, we fail to see. humanity and surveil deprofessionalization continuous them away from leading lance of educators, as and being in classrooms their inner knowing in the ways It occurs competent professionals. of, and representatives that employees and themselves the system are ambassadors for, capitalist supremacist, socialized into white learnspaces in which they to be silent and even harm of students and complicit in the ongoing with clear and to the status quo, adherence should they step out of repercussions direct historically op too are line, especially if they in the is also present Dehumanization pressed. particularly often-traumatic ways that families, populations, historically oppressed those from pushed spoken to, dismissed, disregarded, are out, and denied information. - - In spite of the grand promise of public In spite of the grand promise We are at a moment of reckoning for our at a moment of reckoning are We As populations with greater power, privilege privilege power, with greater As populations and classes. We separate immersion classes. We and French their families, communities and students from society when our teaching is instrumental larger larger and technical, and disconnected from and students’ lived experiences. social realities of ability, by comparing them to one another of ability, on the basis of grades and their ability to be capitalist socialized into white supremacist, 2020), and as concealed schooling (Kelly, a two-tier schooling attempts at creating offering system within public education through gifted programming specialty programs, separation. We ask students to separate their separation. We heads, hearts and spirits by focusing at times exclusively on their mental development and failing to see them as complex and nuanced one another separate students from people. We based on exclusionary and antiquated notions learning, and what we do with that knowledge. can this This leads us to ask the question: How of schooling? time invite a reimagining in its potential to engage and education rooted empower on a universal basis, traditionally, and schools have been sites of fragmentation towards reemergence (not simply “reopening”). (not simply “reopening”). reemergence towards to these is how we have to respond There times in the context of workplace current is also what we There proximity. and standards have learned, and or not learned, creating in and places of ensuring communities of care honour our collective humanity. of care public institutions and our institutions of our commu so often at the centre which are we need to progress, to ensure nities. If we are that approach take a multi-faceted and layered rather than linear as we move is interconnected schooling that centers honours the humanity in schooling that centers families and communities students, educators, 2019). In this time of (Battiste, 2013; Love, write this article as an intense change, we possi and reimagine reset invitation to pause, that bilities for schooling as sites transformation and social capital have experienced challenges and social capital in these and freedom with access, opportunity between their alignment times, we see greater what many Indigenous, calls for change and communities have been Black and racialized to along: an approach advocating for all intentionally constructed to sort students students to sort constructed intentionally (Gaymes San abilities perceived based on that 2019) and & Brown, 2016; Parekh Vicente, inequities for to maintain grave they continue populations. oppressed historically humanity. our collective that honour formation as sites trans for schooling possibilities and reimagine pause, reset invitation to article as an we write this intense change, In this time of 38 content totheprivatesectorinnameof out ofcurriculumdevelopmentandeducational a two-tiered educationsystem,andcontracting nities for“school choice” thatresult infurthering funnels publicdollarsinprivatehands,opportu erative andrelational nature ofteachingthat asareplacemente-learning fortheco-gen aims tode-professionalize teaching,moves to white supremacy (Lopez,2020)ineducation. disaster capitalism(Saltman,2009)and demands vigilanceinrecognizing anddisrupting after HurricaneKatrina.Humanizingeducation as schoolsinNewOrleanswere privatized personal gain,whichwesawwithavengeance capitalist aimstofurtherself-interest and opportunity isalignedwithwhitesupremacist, justice andwithcommunities.Sometimes,that the collectivegood,withsocialandpolitical Sometimes, thatopportunityisalignedwith opportunity (andforwhom). conscious ofthewaysinwhichcrisisbreeds communities andidentities. that educateschildren awayfrom theirfamilies, inequity through anassimilationistideology or denigratethosedifferences, wefurther are notconsciousofhow wemaypathologize oppression. Ifwedonotsee difference, andwe inflict harmandtherefore constituteformsof that nonrecognition andmisrecognition can ‘The PoliticsofRecognition’(1994)states realities. CharlesTaylor’s seminalessayon recognizing andresponding tothesedifferent • • • Humanizing thereturn toschoolmeans disabilities challenges COVID-19 related andnot In particular, weneedtobevigilantabout As wereturn toschool, weneedtobe Families withmemberswhohave Families experiencingmentalhealth Families thathaveexperienceddeathsboth - oppression, which haveresulted in sexist, xenophobic systemsof talist, ableist,cisheteronormative, colonial, whitesupremacist, capi addition totraumacaused bysettler trauma existsbecauseofand in health challenges.Forothers, this to increased traumaandmental of emotionaldisconnectionhasled and future, andanincreased sense aboutourpresentisolation, concern For many, monthsofphysical Relationality and well-being “efficiency” and “cost containment”. - - - our assumptionsofwhohasexperienced by schooling.Intheprocess, wemustquestion constitutes traumaforthosemostoppressed students, andstaff,a must alsoreckon withknowing that,forsome some studentshomeisnotasafespace,we disconnection, andeventherealization thatfor this traumaisrooted inmonthsofisolation, individual andcollectivelevels.Whileforsome students andeducatorsexperiencingtraumaat attend tothementalhealthandwellnessof to Chromebooks andreliable WiFi. sion; onethatneededtogofarbeyondaccess systemic discussionaboutequityandoppres at theneedforafar-reaching andmuchmore move towards hinted online(crisis)learning to technologyintheleadupandduring aboutstudentandfamilyaccess concerns of exclusionandviolence,more. Vocalized quate socialstructures, ongoingexperiences disproportional accessto basicrights,inade more broadly, howmightcommunities ofcare families, schoolandcommunities? Andeven new andnecessaryrelationships between vaccine isavailable?How might thisshiftcreate from lockdownissimplynotanoptionuntila immunocompromised, forwhomreemergence compromised orhavefamilymembersthatare their thinkingconsiderthosewhoare immuno environment? Howmighttheiractionsand themselves, eachotherandthelarger school dents to demonstrate their capacities to care for How mightwecreate theconditionsforstu Shotwell (2020)refers toascommunitycare? our classrooms becomesitesofwhatAlexis teachers andfriends?Inreopening, howmight new rulesabouthowtheycaninteractwith for howsensoryneedscanbemet),andthere continued physicaldistancing(withimplications far fewerstudentsintheirclassrooms, there is physical return to schools inwhichthere are grounds. Howmightstudentsrespond toa available outsideofschoolhoursoroff ment through plannedactivitiesthatmaynotbe access toschoolbreakfast orlunch,engage the implicationsofstudentsnolongerhaving absence, whenquestionswere raisedabout physical schoolbecamemore evidentinits desires, thepossibilitiesandhope? also acknowledgethejoy, theresistance, the in waysthatacknowledgethetrauma,and to ourselves,eachotherandourenvironment and classistdiscourses.Howcanwerelate trauma, assumptionsthatoftenrooted inracist As wereturn toschools,wewillneed During lockdown,therole playedbythe return toclassiswhat - - - - - 39 - - ritical https:// . New York, . New York, Education Multiculturalism, , 115–128. play; on what we Upping the Anti. could Our Schools/Our Selves œ magazine.

https://medium.com/@mslisamkelly/ is Director of the CCPA National Office and editor of and editor Office National CCPA the of is Director is Assistant Professor in the Faculty of Education at at Education of Faculty in the Professor is Assistant know; on what we’ve learned about Medium. to learn. Princeton: Princeton University Press. 33(1), 111—135. . don’t The inadequacy—and the trauma and But, as far too many students, educators But, as far too many of reck a moment COVID-19 has provided Policy, Policy, Saltman K.J. (2009) Schooling in disaster capitalism: How the political right is using disaster to privatize public schooling. In: Macrine S.L. (eds) C Pedagogy in Uncertain Times. Education, Politics, and Public Life Palgrave Macmillan. NY: Shotwell, A. (2020, May 5). The virus is a relation. uppingtheanti.org/blog/entry/the-virus-is-a-relation (Ed.), In C. Taylor C. (1994). The politics of recognition. Taylor. 25–72 violence—of ‘recovery’ ‘normal’ makes a mere untenable. The only possibility for social for justice, for truly engaged, anti-op progress, and connected education that honours pressive students, families, educators and communities Anything less is to turn our is re-emergence. of public education, and backs on the promise have been those communities and voices who it. excluded from Shah Vidya to approaches anti-racist explores research Her University. York district reform. school and leadership educational Shaker Erika Selves Our Schools/Our References Battiste, M. (2012). Decolonizing education: Nourishing the learning spirit. Saskatoon, SK: Purich Publishing Ltd. at best: A narrative on A. (2016, Spring). Marginal Gaymes San Vicente, in public education. streaming perpetuate educational L. (2020). How moderate teachers Kelly, oppression. how-moderate-teachers-perpetuate-educational-oppression-fc9479a661a7 K-8 critical classrooms: Lewinson, M., Leland, C. & Harste, J. (2014). Creating Routledge. writing with an edge. New York: and reading of scholar collective action in this moment (2020, May 8). The role Lopez, V. (Part 2). Zoom webinar. teaching and the than survive: Abolitionist want to do more Love, B. (2019). We Boston, MA: Beacon Press pursuit of educational freedom. R. (2019). Changing Lanes: The Relationship Between & Brown, G. Parekh, Special Education Placement and Students’ Academic Futures. of young people, the power of families and families and of the power people, of young of educators. and the power communities, Re-emergence as economies and post-COVID19, The focus been on largely has begin to reopen, institutions of “normal” (with and a resumption “recovery,” that this is a “new some acknowledgement normal”). of more and as many know, and communities shutdown, normal witness to over the us were in some cases always been inadequate; hasn’t been outright damaging. it’s education of reimagining oning; a possibility communities it plays in our based on the role it and lives, and the role now know know about education and what we we and what we engaged and connected schooling need - - This pause allows us the This pause lands and waters? lands and to let go of the opportunity ahistorical and neoliberal apolitical, have to schooling that approaches to individuality, given preference competition and effectiveness and values of relationality, re-center connection and community. change our relationships and and our relationships change our protecting to responsibilities

Such an approach to education means that Such an approach This type of deep engagement with learningThis type of deep engagement with Learning, on the whether in our homes, with students, to honour their creativity, imagi with students, to honour their creativity, that is co-creating nation and solutions towards humane and compassionate. just, more we need to center much of what has been sidelined all along in education—the power 19. While a fear-based approach will focus will approach 19. While a fear-based attention on gap-filling the “fundamentals” of language and mathematics, it is the arts (in all its forms), physical education, social studies the container for and science that will provide learning and wellness. This type of engagement possibilities also invites us to imagine future It requires that we challenge notions of It requires students as empty vessels and educators as the “depositors of knowledge”, notions that in the Ontario government’s ever-present are during and possibly push for e-learning pre, post-physical distancing in the time of COVID- tives, to make relevant connections to larger connections to larger tives, to make relevant and to socio-political and historical contexts, social justice (Lewinson, take action towards Leland & Harste, 2014)? about who we critical self-reflection requires to each other and the world. in relation are streets or in our classrooms is co-generative or in our classrooms streets imagine and co-constitutive. How might we that is also critically a learning environment the status conscious in its ability to challenge perspec quo, to center and analyze multiple schools, can we question which elements of schools, can we question which elements or even leave formal schooling we might relax, and behind altogether? How might we nurture encourage curiosity and wonder—that need and accounted for at every not be measured stage—deep and individual and relations collective transformation? Critically engaged learning engaged Critically of formalized measures Schooling involves learning, evaluations and standardized such as of social stratification often testing and is a site race, social class, gender along the lines of to and other social identities. As we return

the world. each other and and other each are in relation to to in relation are about who we we who about self-reflection self-reflection requires critical critical requires with learning learning with engagement engagement of deep deep of This type type This EST/ÉTABLI 1980

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