scholarly journals A Critique of Anti-heterosexist Curriculum and Student Consent at the Toronto District School Board

Paideusis ◽  
2020 ◽  
Vol 22 (1) ◽  
pp. 60-70
Author(s):  
Jair Matrim
Keyword(s):  
School Board ◽  
Social Relationships ◽  
Toronto District School Board

Efforts to embed anti-heterosexist curriculum at the Toronto District School Board (TDSB) can become confused and contradictory because of the persistent subjection of the student to the curriculum, and by maintaining sex as a subject of danger and prohibition. Examples from the new TDSB anti-discrimination curriculum resource that were perceived as politically controversial in 2011 are briefly assessed with the popular queer(ed) theories of Foucault (1978/1990), Butler (1990; 1993), and Rubin (1984/1993). Deleuze's (1988) interpretation of Spinoza’s work is also plumbed to explain the consequences of heterosexist discourse in schools. The Deleuzian-Spinozan example of the caricatures of the “moralist trinity” shows that heterosexist discourses promote the production of “sad passions” throughout social relationships by creating “sad” characters within each individual. Finally, anti-heterosexist action in schools is described as modelling consent in curriculum and exposing relationships of subjection.

scholarly journals Entrevista com o professor Christopher Snow, do Toronto District School Board

Signo ◽  
2020 ◽  
Vol 45 (84) ◽  
pp. 119-124
Author(s):  
Hércules Tolêdo CORREA
Keyword(s):  
Public School ◽  
School Board ◽  
Toronto District School Board

Entrevista com professor premiado da educação básica da província de Ontario, no Canadá. Christopher Snow é professor da Huron Public School, uma escola de ensino fundamental situada na região central de Toronto, na província de Ontario, Canadá. Pelo trabalho que tem desenvolvido junto às suas turmas, foi agraciado com um prêmio concedido pelo Primeiro-Ministro Justin Trudeau pelo seu Ensino de Excelência (ver https://www.ic.gc.ca/eic/site/pmate-ppmee.nsf/eng/wz02308.html).

Difference and recognition

2017 ◽  
Author(s):  
Kalervo N. Gulson ◽  
P. Taylor Webb
Keyword(s):  
Black Men ◽  
School Board ◽  
Educational Choice ◽  
Toronto District School Board ◽  
Policy Mechanisms

This chapter examines the shooting deaths of several young Black men from 1988-2007 and how these deaths produced a spectrum of affects for those working to develop the school. This affective spectrum would coalesce with other feelings of empowerment and safety produced by the governing and patterned sequences of neoliberalism and biopolitics. The shootings accelerated the becoming of the school, and specifically, how the school settled into an established array of dispositifs concerned with recognition, difference, and safety. The chapter maps the policy landscape that used and perpetuated these specific dispositifs, largely products of anti-racist literatures. The second half of the chapter maps how Toronto District School Board Trustees used - and were used by - these dispositifs. The chapter concludes with showing how Trustees altered anti-racist dispositifs in favour of the ascendent logics of economic and educational choice. Trustees were simultaneously constituted by the ensemble of anti-racist dispositifs but in ways that accommodated and reinforced the policy mechanisms of educational choice and neoliberal ideas of freedom, understood as unfettered access to (quasi) educational markets.

scholarly journals Schoolyard parks: how the establishment of a formal partnership between the Toronto District School Board and the City of Toronto to green schoolyards can increase access to public park space across the city.

2021 ◽  
Author(s):  
Marika Franko
Keyword(s):  
Spatial Analysis ◽  
Key Words ◽  
School Board ◽  
Green Spaces ◽  
City Governments ◽  
Public Park ◽  
Public Resources ◽  
The City ◽  
Toronto District School Board ◽  
New Strategies

Many built-up and high-density cities such as the City of Toronto are beginning to look at new strategies to increase parkland at a time when land is scarcer and more expensive to acquire. Schoolyards have been identified as underutilized public resources since many of them are deteriorating and predominantly asphalt. Some cities have established initiatives that revitalize public schoolyards into green spaces for student and community use, defined generally as ‘schoolyard parks’. Such initiatives are based upon public-private partnerships between city governments, school boards, park departments, and other stakeholders. This paper uses spatial analysis to estimate how much parkland Toronto District School Board schoolyards could contribute to Toronto’s park system if they were converted to schoolyard parks. It also reviews four schoolyard park programs in different cities to determine what kind of program structure would best suit Toronto, and it provides recommendations on how to implement such an initiative. Key words: schoolyards, parks, green spaces, partnership, underutilized schools

scholarly journals Development of a planning assessment to repurpose and redevelop under-utilized and deteriorating Toronto District School Board properties into community hubs

2021 ◽  
Author(s):  
Safiyyah Omar Saleh
Keyword(s):  
School Board ◽  
Assessment Tool ◽  
Economic Value ◽  
School Facilities ◽  
Structural Condition ◽  
Utilization Rate ◽  
Planning Strategy ◽  
School Year ◽  
Long Run ◽  
Toronto District School Board

One of the main issues faced by the Toronto District School Board (TDSB) is the poor structural condition of its aging school buildings. As of school year 2016/2017, the total renewal/repair backlog for all of TDSB schools has reached $3.4 Billion, with approximately 103 TDSB schools operating at a 65% or lower utilization rate (TDSB, 2014f). There is an immense pressure on school boards, particularly the TDSB, to sell off schools that have been declared as surplus (Mangione & Suen, 2015). However, the selling of school properties that have a high social and economic value is not a sustainable approach for the long run. Hence, there is a need for an effective and resilient planning strategy that will efficiently address the issues faced by the TDSB. As a result, this research will be recommending a land assessment tool that will efficiently repurpose and redevelop school properties, in critical condition, into community hubs and replace old and deteriorating TDBS schools with newer school facilities. Key Words: TDSB; Surplus Schools; Community Hubs; Shrinking Cities; Public Assets;

scholarly journals Entrevista com Heather Lotherington e Cheryl Paige

Signo ◽  
2019 ◽  
Vol 44 (79) ◽  
pp. 154-157
Author(s):  
HERCULES TOLEDO CORREA ◽  
CARLA Viana COSCARELLI
Keyword(s):  
Public School ◽  
School Board ◽  
University Of Toronto ◽  
Young Learners ◽  
Toronto District School Board

Toronto, no Canadá, é uma das cidades mais multiculturais do mundo. Suas escolas públicas costumam receber alunos de diferentes nacionalidades, ascendências, etnias, religiões e culturas, o que pode dificultar bastante os processos de ensino e aprendizagem. Nesta entrevista, as duas especialistas canadenses falam da produtiva parceria que estabeleceram, durante cerca de 10 anos, com objetivo de melhorar o ensino na Joyce Public School, escola situada no noroeste da cidade, na região de York. Com isso demonstram a importância do trabalho conjunto entre os especialistas das universidades e os professores da escola pública. Quem mais ganhou com essa pesquisa foram os professores e os alunos. Heather Lotherington é professora, pesquisadora e diretora associada da Faculdade de Educação da York University, em Toronto, Canadá. É ph. D. em Educação pela University of Toronto. Seus interesses de pesquisa são o ensino/aprendizagem de línguas, mediado pela tecnologia, em ambiente multicultural e multilinguístico. Em sua produção acadêmica, em meio a muitos artigos e papers, destacam-se os livros: Pedagogy of Multiliteracies: Rewriting Goldilocks (Pedagogia dos Multiletramentos: reescrevendo Goldilocks) (Routlege, 2011) e Teaching Young Learners in a Superdiverse World: Multimodal Approaches and Perspectives (Ensinando jovens aprendizes em um mundo superdiverso: abordagens multimodais e perspectivas) (Routledge, 2017), co-editado com Cheryl Paige. Os dois livros constituem a apresentação dos resultados da pesquisa-ação colaborativa realizada na Joyce Public School. Cheryl Paige é mestre em Educação pela University of Toronto, foi diretora da Joyce Public School e atualmente é consultora de Tecnologia Educacional no Toronto District School Board.

A Focusing Tragedy: Public Policy and the Establishment of Afrocentric Education in Toronto

2011 ◽  
Vol 44 (4) ◽  
pp. 807-828 ◽  
Author(s):  
Debra Thompson ◽  
Jennifer Wallner
Keyword(s):  
Public Policy ◽  
School Board ◽  
Policy Change ◽  
School Safety ◽  
Policy Entrepreneurs ◽  
Window Of Opportunity ◽  
Focusing Events ◽  
Afrocentric Education ◽  
Toronto District School Board ◽  
Focusing Event

Abstract. In January 2008, the Toronto District School Board (TDSB) voted to establish Afrocentric education. Earlier proposals dating back to the early 1990s, however, garnered little response from the board. Why was the TDSB suddenly more amenable to the idea? We argue that the death of Jordan Manners acted as a focusing event that triggered concern regarding school safety and the challenges facing Black youth in Toronto, altering the policy climate and opening a window of opportunity for change. This analysis furthers conceptualizations of the connections between focusing events, policy entrepreneurs, the viability of alternative proposals, and the catalysts that facilitate policy change.Résumé. En janvier 2008, le Conseil Scolaire du District de Toronto (CSDT) a voté en faveur de l'établissement d'un programme d'éducation afro-centrée. Des propositions précédentes remontant au début des années 1990 avaient suscité peu d'intérêt de la part du Conseil. Pourquoi le CSDT s'est-il soudainement montré réceptif à cette idée? Nous considérons que le décès de Jordan Manners a servi d'épisode marquant qui a suscité de fortes préoccupations quant à la sécurité à l'école et aux défis auxquels font face les jeunes noirs à Toronto. Cet évènement marquant a contribué à modifier le climat politique et à ouvrir une fenêtre d'opportunité propice au changement. Cette analyse conceptualise de plus les liens entre épisodes marquants, entrepreneurs politiques, la viabilité de différentes propositions et les catalyseurs qui facilitent le changement politique.

scholarly journals Experience with Canada’s First Policy on Concussion Education and Management in Schools

2016 ◽  
Vol 43 (4) ◽  
pp. 554-560 ◽  
Author(s):  
Laureen D. Hachem ◽  
George Kourtis ◽  
Swapna Mylabathula ◽  
Charles H. Tator
Keyword(s):  
High School ◽  
Physical Education ◽  
School Board ◽  
High School Principals ◽  
Parent Education ◽  
School Principals ◽  
Return To Play ◽  
The Impact ◽  
Toronto District School Board ◽  
Concussion Education

AbstractBackground: In response to the rising incidence of concussions among children and adolescents, the province of Ontario recently introduced the Ontario Policy/Program Memorandum on Concussions (PPM No. 158) requiring school boards to develop a concussion protocol. As this is the first policy of its kind in Canada, the impact of the PPM is not yet known. Methods: An electronic survey was sent to all high school principals in the Toronto District School Board 1 year after announcement of the PPM. Questions covered extent of student, parent, and staff concussion education along with concussion management protocols. Results: Of 109 high school principals contacted, 39 responded (36%). Almost all schools provided concussion education to students (92%), with most education delivered through physical education classes. Nearly all schools had return to play (92%) and return to learn (77%) protocols. Although 85% of schools educated staff on concussions, training was aimed at individuals involved in sports/physical education. Only 43.6% of schools delivered concussion education to parents, and many principals requested additional resources in this area. Conclusions: One year after announcement of the PPM, high schools in the Toronto District School Board implemented significant student concussion education programs and management protocols. Staff training and parent education required further development. A series of recommendations are provided to aid in future concussion policy development.

The community of Ursula Franklin Academy: Ursula as friend and inspiration

2018 ◽  
Vol 96 (4) ◽  
pp. xxv-xxviii
Author(s):  
Seth Bernstein
Keyword(s):  
Secondary School ◽  
Environmental Justice ◽  
School Board ◽  
Real World ◽  
Structural Elements ◽  
Integrated Technology ◽  
The Core ◽  
Global Challenges ◽  
Teachers And Students ◽  
Toronto District School Board

Founded in 1995, Ursula Franklin Academy is a Toronto District School Board secondary school that specializes in integrated technology and academics for the real world. Ursula herself was actively involved in the planning of the school, and her values and activism continue to shape our program and community. One of the core structural elements that emerged from the early planning phases was The Wednesday Program, a place where teachers and students can design and deliver unique, locally developed curriculum. Though we no longer have Ursula with us, we work in her memory to best prepare students for the personal and global challenges they face, towards a world with social and environmental justice.

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