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• W4387501077 abstract "ABSTRACTDespite many policies produced to mitigate racism and other forms of discrimination in the public education sector, the inability to implement these policies fall short. These policies may appear to address inequities by attempting to meet legal requirements, however, they do not always address the structural power dynamics grounded in white supremacy which continue to perpetuate systemic racism. Drawing on examples from the Ontario public education sector such as employment equity policies, Afrocentric Alternative Schools in the TDSB and the Student Resource Officer program in Toronto schools, I illustrate how positivist inspired “evidence-based” policy processes fail at offering policy solutions for equity issues by ignoring those who do not fall into the purview of the economic and political interests of dominant stakeholders in the policy process. Deploying an anti-racist and anti-colonial framework, I examine the superficial attempts to garner inclusivity through equity policies that continually fail to heal the wounds of exclusion by reproducing multiple band-aid policies rather than formulating a restructuring of public education in the Ontario public education system that will allow equity seeking groups a place at the table.KEYWORDS: anti-colonialanti-racisteducation policypolicy cyclesocial policysystemic oppression Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1. The establishment of Afrocentric Alternative Schools in Toronto was a response to the educational needs of the of the Afro-Canadian community, aiming to provide culturally relevant education for Black students. Advocated by community activism, these schools prioritize acknowledging and celebrating the African diaspora’s heritage. They address student engagement, identity affirmation, and academic achievement using Afrocentric pedagogies and curriculum.2. Espinoza (Citation2007) explores the ongoing debates and definitions of how the differences between equity and equality underscore their complexities, particularly when striving to balance excellence and fairness in educational systems and broader social contexts. For the purpose of this paper, I draw on Espinoza’s definitions that 'equality' focuses on uniform distribution without necessarily addressing existing disparities, 'equity' emphasizes fairness and justice by considering individual circumstances and historical disadvantages, aiming to provide everyone with an equal opportunity to succeed.3. In 2007, Julian Falconer, a human rights lawyer, leads a School Community Safety Advisory Panel to examine the increase of violent incidences at schools and to offer the TDSB advice on how to ‘fix’ ‘unsafe’ schools across the Toronto region. Multiple consultations occurred with groups such as parents, professional organizations, administrators, superintendents, trustees, social service providers, the Ontario Human Rights Commission and community groups that were included in the final report. For further discussion about the report see: School Community Safety Advisory Panel (Toronto, Ont.), Falconer, J., Edwards, P., & MacKinnon, L (School Community Safety Advisory Panel et al. Citation2008). The road to health: A final report on school safety. Toronto District School Board.4. The Truth and Reconciliation Commission (TRC) was established in Canada with the goal of addressing the historical injustices and systemic impacts of the residential school system on Indigenous peoples. The TRC’s final report, extensively documented the experiences of survivors, their families, and communities affected by the residential school system. It made comprehensive recommendations to address the legacy of the schools and promote reconciliation between Indigenous and non-Indigenous peoples. The report highlighted urgent need for transformative change in various aspects of Canadian society, including education, to rectify the historical wrongdoings and work towards a more just and equitable future.Additional informationNotes on contributorsMichael Steven FraschettiMichael Steven Fraschetti is currently pursuing a PhD in Policy Studies at Toronto Metropolitan University. Much of his research focuses on the power dynamics regarding issues of race and ethnicity in both the private and public spheres in the Canadian labour market. Understanding Canada as a white settler colonial state, he explores how white dominance operates within the Canadian labour market and highlights its impact on racialized individuals more broadly. By examining racialized individuals’ access to employment, validity of credentials and qualifications, as well as earnings gaps and mobility within places of employment, Michael aims to inform social and public policy that will ultimately aspire to eliminate intersectional inequities in both the public and private spheres of the Canadian labour market." @default.
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• W4387501077 date "2023-10-10" @default.
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• W4387501077 title "Whose ‘truth’ matters? Problematizing the epistemological underpinnings of social policy research" @default.
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• W4387501077 doi "https://doi.org/10.1080/19460171.2023.2264896" @default.
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