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Bugs





Joined: 16 Dec 2009
Posts: 5142
Reputation: 266.5
votes: 8

PostPosted: Sat Feb 03, 2018 10:42 am    Post subject: What are Toronto schools becoming? Reply with quote

And meanwhile, the terror invades education ... This is how the educational system is being used as an engine of social change. It terrorizes teachers because it will affect their jobs, their chances of promotion, and their whole lives if they don't manufacture some enthusiasm for these goals.

There are similar protocols that have already been put in the curriculum, as if it were a subject. Now they are rooting out homophobia. They find the time by putting less emphasis on spelling and math. Math is sometimes referred to as part of the patriarchy.

I hate to tell you this -- but if they're doing it in Toronto schools, they'll soon be doing it in other major school systems. Count on it.

Quote:
LEVY: Are Toronto public schools to become healing centres?
Sue-Ann Levy
February 1, 2018

When I read the latest scheme by Toronto District School Board director John Malloy to enhance equity in the board’s schools and classrooms, I got really angry.

I got angry because his 27-page plan — passed by the equally out-of-touch (and I dare say out-to-lunch) trustees on the priorities and planning committee Wednesday night — seems hell-bent on turning the board’s schools into healing centres instead of venues for encouraging academic excellence.

To be frank, I am glad I have no children in TDSB schools and I feel tremendously sorry for the vast majority of teachers who just want to do their jobs without being lectured about their alleged biases.

Malloy’s plan is the next step following the release of the $163,850 Enhancing Equity Task Force recommendations in mid-December.

At Wednesday’s priorities and planning committee, Malloy — in his traditional holier-than-thou style — told the crowd, nope insisted, that it was not his intention to “adopt a one-sized-fits-all model” in TDSB classrooms. He was of course, referring to the gifted and other specialized programs that will not be phased out, at least for now given the outcry from parents at the mere suggestion.

He also said they intend to look at “each and every student” — particularly those labelled as marginalized and racialized — and ensure they all have “access and opportunities.”

I hate to inform him but those two points aren’t mutually exclusive, especially given limited financial resources.

But on to why the report made me particularly angry.

It goes well beyond phasing out streaming (into applied versus academic courses) in Grades 9 and 10 — a recipe, I believe, for dumbing down the curriculum and mediocrity in the classroom.

What is really troubling is how much Malloy’s plan blames or excuses oppression, racism and marginalization for a lack of academic achievement and equally, how much he intends to pander to the marginalized to the point of, I suspect, compromising school safety.

For instance, if I were a TDSB employee I would find it highly offensive that Malloy feels all TDSB staff (teachers and principals included) are innately biased and need, as he puts it, “professional learning” in equity, anti-oppression, anti-racism, human rights and get this, indigenous education.

“All staff will be asked to identify their own power, bias and privilege to better assist them in their support of students who are most underserved,” he writes in the section on professional learning.

For heaven’s sake. You can’t make this stuff up.

Malloy told me in an e-mailed response Thursday that anti-oppression training is “not more important” than professional development in literacy and numeracy; however it will apply to all staff.

On the safety front, we all know Malloy and the out-to-lunch TDSB trustees already axed their School Resource Officer (SRO) program — despite research by their own board and a subsequent study in Peel that both showed it was widely supported and made students, teachers and parents feel safer.

Desmond Cole tells the Toronto Police Services Board to end the SRO program which puts cops in schools on Thursday June 15, 2017. Michael Peake/Toronto Sun

My hair nearly stood on end when I read that he proposes decreasing suspensions and expulsions for bad behaviour in schools because, as he reports, racialized (black and Indigenous) students are highly overrepresented in suspension and expulsion data.

Malloy suggests that instead TDSB staff “need to understand why inappropriate behaviour occurs and the messages students are communicating through their actions.”

See note about healing centres above. If Malloy has his way the inmates will truly be running the asylum.

Asked whether that means a marginalized (black or visible minority) student who brings a knife or gun to school will no longer be suspended, he responded “not at all” noting that there continues to be circumstances laid out under the Education Act requiring suspensions.

He also claimed that the schools are safe (even without SROs) because of their staff and would be even safer when students “are engaged and feel they belong.”

Okay then.

I’d laugh at the inanity of it all if it weren’t for the thought that these educrats and trustees have responsibility for young minds.

It’s truly painful to watch these people capitulate to political correctness and the vocal minority.
http://torontosun.com/news/loc.....ng-centres
Bugs





Joined: 16 Dec 2009
Posts: 5142
Reputation: 266.5
votes: 8

PostPosted: Sun Feb 04, 2018 1:55 pm    Post subject: Reply with quote

It's wrong to think of this as a capitulation to political correctness. But this isn't a capitulaton, it's an imposition. Education does not change -- particularly basic education -- with the fads and fashions that haunt universities. When did the school system move to please parents? The thought makes me laugh.

You should understand that schools pay a lot of attention to shaping behaviour. It's very important to be on time, for instance. Schools inculcate students into notions of authority, and kids change from their first day in school. Three weeks into kindergarten and my daughter had learned that girls enter and leave before boys. She had short curly hair, and she became worried that she'd be taken for a boy, because the boys were always getting in trouble. So she quit wearing 'boys clothes'.

And it doesn't stop in Grade 1. What is apparent is children in Toronto are now going to schools where everything is being evaluated on the scale of "fairness" and where 'masculinity' itself is being either destroyed or radically altered.

Honestly, in the 1950ies, social psychologists were experimenting with summer camps, and in one famous case took a set of teens, and within a month had them competing so hard they worried it would result in injuries. And within a month, they had turned these seething rivals into models of cooperation.

That kind of experimentation has produced theories that shape education. It is very much about implanting actual behaviours in students, and not so much about teaching Pythagorean geometry. This article confirms that the schools are making the environment as "social justice"ish as they can bear. These will be our new citizens ... political zombies.
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What are Toronto schools becoming?

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