本文发表在 rolia.net 枫下论坛It was also noted that programs such as the Gifted and Home School programs and practices such as streaming are deepening divisions along socio-economic and racial lines, and contributing to the deficit mentality towards certain students, especially Indigenous and Black students, that educators, administrators, and even fellow classmates may hold



Bias and Discrimination

Racism
Racism was frequently raised as a concern by a very wide variety of stakeholders, notably by families and students. Explicit and implicit forms of racism were reported, expressed in both subtle and strong ways. Stories ranged from a teacher making a casual jokes about lynching to a teacher allowing racist comments to be said in the classroom and telling the class that everyone is entitled to their opinions. The Task Force found that when educators do not address unacceptable occurrences in their classrooms appropriately, harmful perspectives and behaviours are legitimized and perpetuated at the expense of other students.

Participants further reported how bias and discrimination affect decision-making for students, due to a deficit mindset held by some staff. As noted earlier, streaming was raised many times as an example of this pattern, as assumptions are made about students from certain races and backgrounds. These experiences were supported by research (James & Turner,2017; Queiser & De Araujo, 2017). Students shared how this impacted their well-being and morale in negative ways. Specific attention was drawn to anti-Indigenous and anti-Black racism, and recent reports examining the relationship between race, achievement, and well-being were cited supporting peoples’ stories and lived experiences. The Student Resource Officer (SRO) program was also frequently raised as an example of perceived criminalization of racialized youth, due to the over-representation of SROs in more racialized schools. Many of these related concerns were reflected in the recommendations shared with the Task Force by the Black Student Achievement Advisory Committee (see Appendix C).

Islamophobia

Participants felt that the Board is not doing enough to address the problem of rising Islamophobia and the negative impact this has on Muslim students. Participants reported instances of school staff planning school events without taking into account of religious holidays that affect Muslim students. Some students and parents/caregivers expressed frustration at having to explain and advocate for their need for religious accommodation.

Biased Curriculum and Materials

Participants raised the issue of bias in the curriculum and textbooks, noting in particular the Eurocentric orientation of both. Many felt that students often struggle to see themselves represented in schools. It was felt that de-centering this Eurocentric curriculum and providing more training for teachers in culturally relevant and responsive pedagogy is needed.

Biased Teachers and Staff

Some participants spoke out about experiencing prejudice from school staff, particularly on the basis of their socio-economic or racial background. They stressed that it is the duty of the Board to ensure that staff do not perpetuate such prejudices. It is felt that Board staff need to self-reflect and challenge their own biases. Participants were clear that it is necessary to hold challenging conversations about racism, oppression, privilege, classism and other barriers to equity. People also felt that partnering with faculties of education and unions to ensure teacher training is culturally reflective and diverse would help reduce the bias educators hold.更多精彩文章及讨论，请光临枫下论坛 rolia.net

本文发表在 rolia.net 枫下论坛>
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> From Eleanor Stainsby
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> I'm reaching out to you as the parent council leads for your school. I'm hoping that you will circulate the note below urging parents to take action and make their voices heard regarding the Enhancing Equity Task Force Recommendations relevant to the Gifted Program.
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> SUBJECT: URGENT: We need your help to save the Gifted program!
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> The Toronto District School Board recently released the draft Enhancing Equity Task Force report.
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> The report includes recommendations to “reform” (dismantle) the Gifted Program by placing and integrating gifted students into regular classes.
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> The report initially called for phasing out specialized schools, such as a school for the Arts. Parents were also concerned that specialized programs such as TOPS or International Baccalaureate would be cancelled. After a massive outcry from the students and parents in these programs, Director of Education John Malloy back-pedaled and said these programs won't be affected. This shows that students and parents can have an impact!! Unfortunately, the Gifted program is not protected by Malloy’s recent reprieve.
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> The report’s recommendation to integrate gifted students into a regular classroom is not supported by the research. Policy changes should be supported by evidence-based decision making and the research consistently shows that grouping gifted students benefits both gifted and non-gifted students.
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> We wholeheartedly oppose the draft Enhancing Equity Task Force recommendations to dismantle the Gifted Program by integrating gifted students into regular classes. We need your help to protect the Gifted Program!
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> What you can do:
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> • Provide your feedback here before November 20 (OPTIONAL SURVEY RESPONSE BELOW)
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> https://surveys.tdsb.on.ca/index.php?r=survey/index&sid=542812&newtest=Y
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> • Email the TDSB Trustees & Director of Education, John Malloy (OPTIONAL EMAIL RESPONSE & full Trustee list below). They each get a vote on accepting this Report and its recommendations. The more people they hear from the more impact the messages will have (cut and paste list below, online list: http://www.tdsb.on.ca/Leadership/Trustees)
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> • Read the Report summary http://www.tdsb.on.ca/Portals/0/Community/docs/EETFSummaryandRecommendations.pdf
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> • Read the full Report http://www.tdsb.on.ca/Portals/0/Community/docs/EETFReport.pdf
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> • Read this article from the Star: https://www.thestar.com/opinion/commentary/2017/10/24/someone-has-to-stand-upfor-the-gifted-students-mallick.html
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> • Read this article from The Conversation about why gifted students should go to a separate school:
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> http://theconversation.com/should-gifted-students-go-to-a-separate-school-71620
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> • SHARE, SHARE, SHARE! Help us get the word out to anyone this Report may affect.
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> TDSB Trustees & Director Contact List – Cut and Paste Format
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> Avtar.Minhas@tdsb.on.ca, chris.glover@tdsb.on.ca, pamela.gough@tdsb.on.ca, Tiffany.Ford@tdsb.on.ca, Alexandra.Lulka@tdsb.on.ca, chris.tonks@tdsb.on.ca, Robin.Pilkey@tdsb.on.ca, Jennifer.Arp@tdsb.on.ca, Marit.Stiles@tdsb.on.ca, Ausma.Malik@tdsb.on.ca, shelley.laskin@tdsb.on.ca, Alexander.Brown@tdsb.on.ca, gerri.gershon@tdsb.on.ca, Chris.Moise@tdsb.on.ca, Jennifer.Story@tdsb.on.ca, sheila.cary-meagher@tdsb.on.ca, Ken.Lister@tdsb.on.ca, Parthi.Kandavel@tdsb.on.ca, david.smith4@tdsb.on.ca, Manna.Wong@tdsb.on.ca, abdul.patel@tdsb.on.ca, jerry.chadwick@tdsb.on.ca, rakeeb.hossain@tdsb.on.ca, shams.mehdi@tdsb.on.ca; john.malloy@tdsb.on.ca
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> OPTIONAL EMAIL/SURVEY RESPONSE
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> If you don’t have time to write an original email or survey response, here’s something you can cut and paste. Ideally, add some info about your child’s success with the gifted program or challenges he or she faced in the regular classroom:
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> I wholeheartedly oppose the draft Enhancing Equity Task Force recommendations to dismantle the Gifted Program by integrating gifted students into regular classes. I demand that recommendations to reform the gifted program are removed from the Enhancing Equity Task Force Report.
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> Research at both the national and international level has long advocated that students who are gifted have specific learning needs that require:
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> - tailored learning strategies
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> - education supported by a challenging curriculum
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> - teachers trained in gifted education
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> - more exposure to students of similar ability
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> - opportunities for acceleration
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> Failing to provide an appropriate education for students who are gifted increases the risk of mental health issues, boredom, frustration, developing behavioural problems both at school and at home, leading to disengagement and dropping out of school.
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> <INSERT YOUR CHILD’S SUCCESS IN THE GIFTED PROGRAM/CHALLENGES WITH THE REGULAR PROGRAM HERE>
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> Equity is not enhanced by integrating gifted students into regular classes. I demand that recommendations to reform the gifted program are removed from the Enhancing Equity Task Force Report.更多精彩文章及讨论，请光临枫下论坛 rolia.net

凭能力分班，而非年纪