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.

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

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

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;

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.

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

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

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;

Trans Forming Education: An examination of the ways in which Teachers' construct gender and understand gender independence in TDSB elementary school classrooms

This study focuses on the ways in which teachers construct and understand gender and gender independence in children. This study also explores the ways in which teachers strive to accommodate and include children who are gender independent. Six elementary school teachers who were positive space representatives or who self-identified as Lesbian, Gay, Bisexual, Transgendered or Queer (LGBTQ) advocates in their schools were interviewed regarding the ways in which they constructed and understood gender identity and gender independence in their classrooms. The teachers, who taught between kindergarten and grade eight, were questioned about their familiarity with the Toronto District School Board (TDSB) guideline for the accommodation of transgender and gender non-conforming students and staff. Teachers' experiences with children who were gender independent were also examined. Interviews focused on examining the ways that teachers constructed gender in their classrooms. Teachers were asked to identify barriers to inclusion, as well as the resources and supports available regarding the inclusion of gender independent children. Teachers were also asked to identify any additional resources they felt would be beneficial towards facilitating the inclusion of children who were gender independent. A combination of theoretical lenses consisting of disability theory, queer theory and feminist theory has been used throughout this study. Themes found include: Gender as constructed, Gender as performed, teachers' roles in reinforcing or shaping gender performance, constructing male and female gender independence, and creating inclusive environments. The implications of these results include suggestions for creating classrooms and schools that are inclusive to children who may be gender independent.

Trans Forming Education: An examination of the ways in which Teachers' construct gender and understand gender independence in TDSB elementary school classrooms

This study focuses on the ways in which teachers construct and understand gender and gender independence in children. This study also explores the ways in which teachers strive to accommodate and include children who are gender independent. Six elementary school teachers who were positive space representatives or who self-identified as Lesbian, Gay, Bisexual, Transgendered or Queer (LGBTQ) advocates in their schools were interviewed regarding the ways in which they constructed and understood gender identity and gender independence in their classrooms. The teachers, who taught between kindergarten and grade eight, were questioned about their familiarity with the Toronto District School Board (TDSB) guideline for the accommodation of transgender and gender non-conforming students and staff. Teachers' experiences with children who were gender independent were also examined. Interviews focused on examining the ways that teachers constructed gender in their classrooms. Teachers were asked to identify barriers to inclusion, as well as the resources and supports available regarding the inclusion of gender independent children. Teachers were also asked to identify any additional resources they felt would be beneficial towards facilitating the inclusion of children who were gender independent. A combination of theoretical lenses consisting of disability theory, queer theory and feminist theory has been used throughout this study. Themes found include: Gender as constructed, Gender as performed, teachers' roles in reinforcing or shaping gender performance, constructing male and female gender independence, and creating inclusive environments. The implications of these results include suggestions for creating classrooms and schools that are inclusive to children who may be gender independent.

The African Heritage Program: community members speak

In this study, the extent to which African heritage is important in the schools under the Toronto District School Board is explored using the anti-racism and social constructivism frameworks. Phenomenology guided the research process and open ended questions were used to collect data. Thematic analysis was used to analyze the data. The major findings indicate that some of the needs of students of African descent were met through: identity affirmation; the integration of the African experience; reinforcement of culture and connectedness. The study contributes to anti-oppressive practices which stipulate that social programs and services should respond to multiple forms of oppression. Several recommendations that could potentially improve the program were made. These recommendations are: community based curriculum development and program delivery; the need for comprehensive government funding of the program and the need for the program to address contemporary gaps in skills development.

The African Heritage Program: community members speak

In this study, the extent to which African heritage is important in the schools under the Toronto District School Board is explored using the anti-racism and social constructivism frameworks. Phenomenology guided the research process and open ended questions were used to collect data. Thematic analysis was used to analyze the data. The major findings indicate that some of the needs of students of African descent were met through: identity affirmation; the integration of the African experience; reinforcement of culture and connectedness. The study contributes to anti-oppressive practices which stipulate that social programs and services should respond to multiple forms of oppression. Several recommendations that could potentially improve the program were made. These recommendations are: community based curriculum development and program delivery; the need for comprehensive government funding of the program and the need for the program to address contemporary gaps in skills development.

Naming and Claiming: The Tension Between Institutional and Self-Identification of Disability

The relationship between the social construction and self-identification of disability is complex and has been integral to the work of critical disability scholars (Ben-Moshe, Chapman & Carey, 2014; Davis, 2013; Erevelles, 2011; Yergeau, 2018). In 2006-07 and 2016-17, the Toronto District School Board conducted a student census and asked students to identify whether they had a disability that was assessed by either their doctor or school. Interestingly, the proportion of students who self-identified as having a disability was only a fraction of those who had been institutionally identified (formally and informally) through special education. Additionally, among students within special education, distinct trends emerged around who was likely to self- identify across class, income, gender and racial categories.

A Critique of Anti-heterosexist Curriculum and Student Consent at the 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.