Ontario’s Equity and Inclusive Education Strategy: A Critical Analysis of School Board Policy Documents
DOI: 10.54647/sociology841288 39 Downloads 3275 Views
Author(s)
Abstract
This SSHRC-funded study critically analyzes equity policies across 14 Ontario school boards, based on their engagement with equity-related concepts and data collection practices. The analysis reveals a spectrum of policies, from weak to robust, and the risk of perpetuating inequalities through diversity-heavy rhetoric. It explores how the absence of clear demographic data collection and reliance on school climate surveys in weaker policies can impede efforts to identify and address systemic barriers. It also emphasizes the need for adopting apophatic language, promoting transparency, and radically revising professional development for meaningful transformation. The study underlines the urgent need for a reflexive policy blueprint that adheres to the ideals of the Ontario Equity and Inclusive Education Strategy. Recommendations from this study offer pathways towards fostering authentically equitable educational environments.
Keywords
Ontario equity policy; anti-oppressive; anti-racist; decolonizing
Cite this paper
Soudeh Oladi, John P. Portelli, Maral Karimi, Henrjeta Mece, Tanitia Munroe, Manuel Ellul,
Ontario’s Equity and Inclusive Education Strategy: A Critical Analysis of School Board Policy Documents
, SCIREA Journal of Sociology.
Volume 8, Issue 3, June 2024 | PP. 163-191.
10.54647/sociology841288
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