The Door Is Slamming Shut

I have been retired from teaching high-school English for almost 20 years. When I look back, I realize how fortunate I was to have been able to spend the bulk of my career free from too much interference from administrators and public sentiment. For me, teaching literature was the gateway to helping create analytic skills, reading appreciation and, perhaps most importantly,  critical thinking skills. Honest inquiry was sacred in my classroom, and nothing was ever really off-topic, given the range of human experience that literature encompasses: human dignity, cruelty, exploitation, savage monopolistic business practices (read The Grapes of Wrath for a full display of those qualities) among them. 

Alas, that is no longer the case. I doubt that I could thrive or even survive in today's atmosphere, an atmosphere that sees increasing restrictions on what can be discussed in the classroom. 

A temporary ban on students sharing their family’s culture in class. A parent-organized Pride event moved outside school hours. Teachers afraid to answer students’ questions around the Israel-Hamas war.

Over the past academic year, Toronto parents and teachers say activities and discussions that would typically be normal to have in the classroom have suddenly become a source of fear and confusion — and they pin the blame on an edict dropped by the Ontario government last September.

Ahead of the one-year anniversary of the Oct. 7 attacks, then-education minister Jill Dunlop issued a memo to Ontario school boards to keep “political biases” out of the classroom to ensure these spaces remain “safe, inclusive and welcoming for all students and staff.”

Given the risk-averse nature of today's school administrators, that memo is having a chilling effect, even though the directive is vague as to what constitutes political biases.

Can civic lessons on who is prime minister continue as normal? What about sex-ed lessons on different genders and sexualities? Class discussions around race?

“Nothing is neutral,” said Carl James, a professor and the Jean Augustine Chair in Education, Community & Diaspora at York University. “The curriculum cannot be seen as outside of providing and producing a way of seeing things.”

The Star spoke to a number of Toronto teachers and parent, many of whom do not wish to be identified for fear of reprisal.

When a public speaking competition was coming up at the elementary school of Zoë Wool’s child this past year, the west-end parent said students were invited to write a short speech on an important issue.

But when Wool’s child wanted to talk about Palestine, she said they were told it was “not a good idea.”

Wool said the incident came around the same time the school’s principal allegedly put a blanket ban on students sharing their culture in class — but that the ban was later lifted after the principal met with parents.

Neither Wool nor her child is Palestinian (they are Jewish), but she worries about the impact the ministry’s memo will have on those who are.

“Palestinian families are being given the message by the Ministry of Education that there is something wrong or dangerous or problematic about their very identity and history and that acknowledging their existence puts other kids at risk,” Wool said.

The Palestinian issue has presented a problem for many. 

Palestinian teachers who spoke to the Star said they, too, felt constrained by the province’s edict, even when students ask them questions about their heritage. 

“I’m too scared,” said a Palestinian TDSB elementary teacher, who explained how she doesn’t answer her young students’ questions on what the Palestinian flag and watermelon pins attached to her fanny pack represent.

Amongst the other casualties of the memo are Pride events, now being forced to take place outside of school hours. Indigenous issues may also be sidelined.

Unfortunately, some of the public (and they are usually a loud minority) conflate discussion and information with indoctrination, preferring that children learn in a sterile and contextless environment.

However, we have already seen where that has taken Americans, further down the road of prejudice, intolerance and ignorance. If we allow the door of critical inquiry to slam shut here in Canada, will we not follow the same trajectory?