All students who apply to university need ‘U’ courses, but Toronto-area research reveals few students with zero Grade 12 ‘U’ courses apply for any post-secondary education at all.
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Researchers from an Indigenous literatures lab examine texts that are well-suited for a new Grade 11 course, First Voices.
A leadership program for Black youth sees students participate in research related to their communities and education to propose solutions to issues that affect their lives.
The media storm that is building on equity work after the death of a Toronto school principal will test Canadians’ commitment to doing the work needed to be done to address racism.
A contributing factor to a rise in violence in Ontario schools is underfunding of education and the social service sector. Using trauma-informed responses is part of the solution.
For Indigenous literature courses to be successful, Indigenous cultural safety must be centred, and commitment to teacher professional development is a must.
To resolve growing violence in schools, policy conversations about gun violence need to include community programs that dismantle systemic barriers and inequities.
Youth violence hasn’t let up in Toronto. In fact, it’s getting worse. Community members say it’s a major problem that needs a more holistic solution.
Accountability measures matter for addressing the urgent problem of anti-Black racism. A new Centre of Excellence for Black Student Achievement at the Toronto District School Board is taking action.
School boards across the country are using different measures to stop the spread of COVID-19. A new study suggests rotating students during different times at school could be most effective.
Decades of inadequate teaching material and resources to support Black students in Ontario means they are severely underserved by their schools.
In examining and addressing opportunity gaps for racialized students in schools, school boards must learn to account for present-day and historical inequities.
Top contributors
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Associate Professor, Faculty of Education, Wilfrid Laurier University
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Researcher in Black education, policy, and community development, University of Toronto
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Professor, Jean Augustine Chair in Education, Community & Diaspora, York University, Canada
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Associate Professor in Curriculum, Teaching and Learning, Ontario Institute for Studies in Education, University of Toronto
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Assistant Professor of Law and Society, Wilfrid Laurier University
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Associate Professor, Department of Leadership, Higher & Adult Education, Ontario Institute, University of Toronto
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Canada Research Chair (Tier 2) in Inclusion, Disability and Education, York University, Canada
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University of Toronto
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PhD Student, Curriculum and Pedagogy, Ontario Institute for Studies in Education, University of Toronto
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PhD Candidate, Curriculum and Pedagogy, Ontario Institute for Studies in Education, University of Toronto
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Assistant Professor, Political Science, University of Toronto
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Founder, Youth Association for Academics, Athletics and Character Education (YAAACE)
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Postdoctoral Visitor, York University
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PhD Candidate, Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education, University of Toronto
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Adjunct Professor, Faculty of Education and in Critical Disability Studies, York University, Canada