In From Hope to Harris: The reshaping of Ontario’s schools, Gidney intents to “chart the developments” of education system in Ontario from mid to end of the last century, “to provide a historical map of the major landmarks, the paths taken or not taken, the debates that have washed across the educational landscape.” (p. 3) Chapter 7 described the comprehensive and detailed process how Roman Catholic School system in Ontario managed to extend to full secondary level and receive full government funding. Much of the chapter focuses on the progress since Premier Davis’ speech in 1984 announcing the bill, but Gidney also provides sufficient background of the Catholic school system since mid century for readers to better understand where the motion comes from, and explains to some extent the challenges and tensions in the development and passing of the bill. Gidney elaborates almost chronologically on resistance or support of different interest groups, public hearings, first reading, the provincial court’s hearing and ruling, and the final ruling by the Supreme Court over three years period.
Gidney took “a seemingly value-free approach” (Rudin,2002,p.105) in recording this historical development in Ontario education system, as part of major landmarks. He depicts how major political parties use or react on this event to solicit votes and support, and how different power and interest groups fight for their rights. Other than a short paragraph on the consequences of Bill 30, Gidney does not provide much critiques on the equity of the separate school system with regards to other religions and ethnic groups, and the general public’s rights as learners, parents and taxpayers.
As an immigrant new to Canada and Canadian/Ontario education system, I find the chapter and the book very useful reference of history of Ontario public education system. There is a Chinese saying “take history as a mirror and you will understand why (dynasties) rise and fall”, as a parent and future educator, the history of the development, changes, conflicts, challenges of the Ontario education system sheds light on the future of the education system.
Coming back to the chapter of this week’s reading, the three decades’ history of the completion of the Roman Catholic separate school system strikes me as a non-religious ethnic immigrant parent. I am surprised by how recent the full range of separate school system is, and how new the additional full government funding is granted. Despite steadily decrease of religious adherence (there are three churches for sale just in my neighbourhood), Roman Catholic still represent close to 40% of the Canadian population, while other Christians represent another 30%. Is it just because there are more of them, their needs to religious education are accommodated by the government’ public funds? Does the Ontario government send the message that Catholic religion is more powerful and dominant in the province thus should receive special treatment? How about other religions? How about other ethnic education needs? While Jewish schools in Quebec receive up to half of the funds from the province, the Ontario Jewish education financial support came through Equity in Education Tax Credit, which has been revoked since 2010. The average tuition without government funding is hence around $15,000. Chinese account for the largest visible minority population in Ontario (over 5%), is the Ontario government considering funding the study of Chinese language or culture? Does the government fund other alternative or independent schools? After all, these groups are not politically important enough for any party to use public funds to please for their support. It is also interesting to observe that the Catholic school system did not declare complete triumph in the event, they had to compromise to accept non-religious students and to recruit non-religious teachers.
Thinking of the recent (re)introduction of Ontario Sex Education curriculum by the Premier earlier this year, I find it a contradiction with the separate school system event 30 years ago. Although it is anticipated that many parents, especially religious parents would be furious to see the new Sex Ed curriculum, the government introduced it anyway. Many believe that it is because the Liberal government is in majority position and do not see election coming in close term. Some suspects the government tries to use this event to disrupt public attention on other government issues.
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ReplyDeleteI actually don't know the formula for how funding is allocated to independent schools and alternative schools. But you raise good examples of the unmet needs and issues around adequate provision of education. When does the education become public?
ReplyDeleteThe evolution of the public system in Ontario is quite complicated. You had asked "is it just because there are more of them." In fact, that Ontario has guaranteed Catholic education comes from the Constitution Act of 1867, which decreed that the provinces had control of education, and that any law they could pass could not infringe on the rights of minority denominational schools that existed prior to Confederation. That meant for example Ontario, rights tied to Catholic schools and in Quebec, rights related to Protestant schools. It reflected a time when Protestantism and Catholicism were the largest groups and for a large segment of the population, education was always going to be intertwined with religion. Perhaps no one could foresee the days when religion would play less of a role in society! So there many parts of the education system, including the fact that we have 10 provinces plus the territories with different systems, that today appear anachronistic and other parts that are more up to date. For example the French linguistic minorities weren't protected until much much later, so that was particular problem in provinces with large French minorities like Ontario
Conrad