Public Good

2.4 "Parental Rights" Special Series: Parental Rights As A Smokescreen for Privatization with Heather Ganshorn

Episode Description In the fourth and final episode of a four part mini series about "parental rights", Stephen and Shannon speak with Heather Ganshorn from SOS Alberta. Heather Ganshorn is the Research Director for Support Our Students Alberta, a volunteer organization that advocates for an equitable and accessible public education system. SOS believes that privatization threatens public education by diverting dollars from accountable systems that serve all children to unaccountable private providers who serve a customer niche rather than the public interest. Heather has written a number of media articles and op eds on current issues related to privatization and curriculum in Alberta. She is also an academic librarian at the University of Calgary, with experience in research support and knowledge synthesis. Through this episode, Stephen and Shannon speak to Heather Ganshorn about the ways that the parental rights movement advance and legitimize privatization of/in public schools. Ganshorn describes the parental rights movement as a smokescreen for groups with a broader culture war agenda. In addition, Ganshorn elucidates the connection between groups stoking fear about parental rights and those calling for more school choice. Stephen and Shannon ask Heather about specific examples within Alberta and also what she has noted about the spread and alliances of parental rights groups across Canada. Ganshorn offers a clear answer about the problem of increased parental choice; these choices are not available to everyone and leave schools to make choices about students. Episode Resources Carter, M. (2008). “Debunking” Parents’ Rights In The Canadian Constitutional Context. The Canadian Bar Review, 86(3), Article 3. https://cbr.cba.org/index.php/cbr/article/view/4085 [https://cbr.cba.org/index.php/cbr/article/view/4085] Cowen, J. (2022, July 20). After two decades of studying voucher programs, I’m now firmly opposed to them. The Hechinger Report. http://hechingerreport.org/opinion-after-two-decades-of-studying-voucher-programs-im-now-firmly-opposed-to-them/ [http://hechingerreport.org/opinion-after-two-decades-of-studying-voucher-programs-im-now-firmly-opposed-to-them/] Ganshorn, H. (2023, January 23). Populism, Polarization and Privatization in Alberta Education. The Monitor. https://monitormag.ca/articles/populism-polarization-and-privatization-in-alberta-education/ [https://monitormag.ca/articles/populism-polarization-and-privatization-in-alberta-education/] Ganshorn, H. (2022, November 8). Undermining public education. Education Forum. https://education-forum.ca/2022/11/08/undermining-public-education/https://education-forum.ca/2022/11/08/undermining-public-education/ [https://education-forum.ca/2022/11/08/undermining-public-education/] Ganshorn, H., & Moussa, M. (2022, September 1). Beware “privatization creep” in education system. Leaderpost. https://leaderpost.com/opinion/heather-ganshorn-medeana-moussa-beware-privatization-creep-in-education-system [https://leaderpost.com/opinion/heather-ganshorn-medeana-moussa-beware-privatization-creep-in-education-system] LeBrun, L. (2024, January 8). Conservative MP Helped Draft Text of Conspiratorial United Nations Petition, Author of Petition Says. PressProgress. https://pressprogress.ca/conservative-mp-helped-draft-text-of-conspiratorial-united-nations-petition-author-of-petition-says/ [https://pressprogress.ca/conservative-mp-helped-draft-text-of-conspiratorial-united-nations-petition-author-of-petition-says/] Magusiak, S. (2022, September 16). Danielle Smith Backs Plan to Spend More Public Dollars on Elite Private Schools and Homeschooling. PressProgress. https://pressprogress.ca/danielle-smith-backs-plan-to-spend-more-public-dollars-on-elite-private-schools-and-homeschooling/ [https://pressprogress.ca/danielle-smith-backs-plan-to-spend-more-public-dollars-on-elite-private-schools-and-homeschooling/] Magusiak, S. (2023a, April 27). New Data Shows Danielle Smith’s Education Plan Benefits Wealthiest Socioeconomic Households. PressProgress. https://pressprogress.ca/new-data-shows-danielle-smiths-education-plan-benefits-wealthiest-socioeconomic-households/https://pressprogress.ca/new-data-shows-danielle-smiths-education-plan-benefits-wealthiest-socioeconomic-households/ [https://pressprogress.ca/new-data-shows-danielle-smiths-education-plan-benefits-wealthiest-socioeconomic-households/] Magusiak, S. (2023b, April 30). Mapping Canada’s Right-Wing Networks. PressProgress. https://pressprogress.ca/mapping-canadas-right-wing-networks/https://pressprogress.ca/mapping-canadas-right-wing-networks/ [https://pressprogress.ca/mapping-canadas-right-wing-networks/] Magusiak, S. (2023c, October 26). Right-Wing ‘Take Back Alberta’ Group Purges Top Organizers As It Plans to Target School Boards Across Canada. PressProgress. https://pressprogress.ca/right-wing-take-back-alberta-group-purges-top-organizers-as-it-plans-to-target-school-boards-across-canada/ [https://pressprogress.ca/right-wing-take-back-alberta-group-purges-top-organizers-as-it-plans-to-target-school-boards-across-canada/] Ravitch, D. (2023, January 8). Josh Cowen: The Extremism of the School Privatization Movement. Diane Ravitch’s Blog. https://dianeravitch.net/2023/01/08/josh-cowen-the-extremism-of-the-school-privatization-movement/ [https://dianeravitch.net/2023/01/08/josh-cowen-the-extremism-of-the-school-privatization-movement/] Additional Resources SOS Alberta: https://www.supportourstudents.ca/ [https://www.supportourstudents.ca/]Have You Heard Podcast: https://www.haveyouheardpodcast.com/

2.3 "Parental Rights" Special Series: Public Values in Public Schools with Dr. Wayne Journell

Episode Description In the third episode of a four part mini series about "parental rights", Stephen and Shannon speak to Dr. Wayne Journell. Dr. Journell is Professor of Social Studies Education and Associate Chair of the Department of Teacher Education and Higher Education at the University of North Carolina at Greensboro (UNCG). A former high school social studies teacher, Dr. Journell received his undergraduate degree and teacher licensure at James Madison University. He then received a master's degree in Curriculum & Instruction from Virginia Tech and a Ph.D. in Secondary Social Studies Education from the University of Illinois at Urbana-Champaign. Since then, he has taught at UNCG, where he also coordinates the Secondary Teacher Education Program. Dr. Journell's research focuses primarily on the teaching of politics and controversial issues in secondary education, with secondary interests in teaching social studies with technology and via inquiry. Dr. Journell has received numerous awards for his scholarship, including being a two-time recipient of the Exemplary Research in Social Studies Award from the National Council for the Social Studies. He is also the current editor of Theory & Research in Social Education, which is the premier empirical journal in the field of social studies education, and editor for the Research and Practice in Social Studies book series at Teachers College Press. Bio source: https://www.waynejournell.com/ [https://www.waynejournell.com/] Through this episode, Stephen and Shannon speak to Dr. Journell about the distinction between public and private values--and the relevance of this distinction to the public school classroom. Specifically, we speak about issues that remain open and valid for discussion in public school classrooms, and those that should be approached as closed or settled. Dr. Journell introduces criterion that can help educators determine which issues are closed for debate in public school classrooms. In particular, we speak about the ethical responsibility of educators to approach issues as closed/settled when they impact the identity, rights, and well-being of students in the classroom. Dr. Journell’s writing, and responses through this interview, intersect with discussions of parental rights and the attempted enforcement of private values in public schools. As he says, people can hold private values, but in the public school classroom we must uphold decided public values. Episode Resources Journell, W. (2016). Teaching Social Studies in an Era of Divisiveness: The Challenges of Discussing Social Issues in a Non-partisan Way. Rowman & Littlefield. Journell, W. (2017). Framing Controversial Identity Issues in Schools: The Case of HB2, Bathroom Equity, and Transgender Students. Equity & Excellence in Education, 50(4), 339–354. https://doi.org/10.1080/10665684.2017.1393640 [https://doi.org/10.1080/10665684.2017.1393640] Journell, W. (2018). Should Marriage Equality be Taught as Controversial Post-Obergefell v. Hodges? Teachers College Record, 120(8), 1–28. Journell, W. (2022). Classroom Controversy in the Midst of Political Polarization: The Essential Role of School Administrators. NASSP Bulletin, 106(2), 133–153. https://doi.org/10.1177/01926365221100589 [https://doi.org/10.1177/01926365221100589]

2.1 "Parental Rights" Special Series: "The status of the parent is almost like a moral alibi" with Dr. Jen Gilbert

Episode Description In this first episode in a four part mini series about "parental rights", Stephen and Shannon speak to Dr. Jen Gilbert. Dr. Gilbert is Professor and Chair of the Department of Curriculum, Teaching and Learning (CTL). Dr. Gilbert’s scholarship and teaching explores the experiences of LGBTQ+ students, teachers, and families in schools and the history of controversies over sex education in schools. Dr. Gilbert's work is international in scope and she has established a strong research partnership network in both the U.S. and Australia. She is an active public scholar and designs projects that explores the connections of social equity and education. Dr. Gilbert previously held Professorship and academic leadership roles at York University in the Faculty of Education. She has been formally recognized for her scholarship, mentorship and leadership by the American Educational Research Association, World Association of Sexual Health and Canadian Society for the Study of Education. Bio Source: https://discover.research.utoronto.ca/54461-jen-gilbert Dr. Gilbert begins the episode by explaining the ways that parental rights have been used throughout history to oppose more inclusive models of gender and sexuality in schools. While there are historical echoes, we also speak about the specific factors in the current context that have amplified and mobilized the parental rights movement. Dr. Gilbert challenges the misunderstanding that sexuality is brought into schools through teachers and curriculum, and provokes the construction of the innocent child that is often used to limit important conversations about gender and sexuality in schools. We also speak about the way the notion of parental rights privileges particular parents and erases parents and children. Dr. Gilbert shares two important cases in which youth have opposed regressive curricular moves. Rather than limiting and narrowing curriculum, we speak about the ways sex education, and discussions of gender and sexuality more broadly, need to move beyond the health curriculum. Dr. Gilbert ends our interview with an important, although reluctant, manifesto about how to foster educational hospitality. Episode Resources Gilbert, J. (2010). Ambivalence only? Sex education in the age of abstinence. Sex Education, 10(3), 233–237. https://doi.org/10.1080/14681811.2010.491631 [https://doi.org/10.1080/14681811.2010.491631] Gilbert, J. (2014). Sexuality in School: The Limits of Education. University of Minnesota Press. https://www.jstor.org/stable/10.5749/j.ctt7zw6j4 [https://www.jstor.org/stable/10.5749/j.ctt7zw6j4] Gilbert, J. (2016). The pleasure of protest: LGBTQ youth in school. Journal of Curriculum and Pedagogy, 13(1), 33–35. https://doi.org/10.1080/15505170.2016.1138260 [https://doi.org/10.1080/15505170.2016.1138260] Gilbert, J. (2018a). Contesting consent in sex education*. Sex Education, 18(3), 268–279. https://doi.org/10.1080/14681811.2017.1393407 [https://doi.org/10.1080/14681811.2017.1393407] Gilbert, J. (2021). Getting dirty and coming clean: Sex education and the problem of expertise. Curriculum Inquiry, 51(4), 455–472. https://doi.org/10.1080/03626784.2021.1947732 [https://doi.org/10.1080/03626784.2021.1947732] Gilbert, J. (2018b, November 29). Responding to sexual violence in schools: What can educators learn? The Conversation. http://theconversation.com/responding-to-sexual-violence-in-schools-what-can-educators-learn-107769 [http://theconversation.com/responding-to-sexual-violence-in-schools-what-can-educators-learn-107769] Gilbert, J., & Rawlings, V. (2022, June 21). “Parental rights” lobby puts trans and queer kids at risk. The Conversation. http://theconversation.com/parental-rights-lobby-puts-trans-and-queer-kids-at-risk-184804 [http://theconversation.com/parental-rights-lobby-puts-trans-and-queer-kids-at-risk-184804]

2.2 "Parental Rights" Special Series: "Rights language is inherently divisive." with Dr. Lauren Bialystok

Episode Description In this second episode in a four part mini series about "parental rights", Stephen and Shannon speak to Dr. Lauren Bialystok. Professor Lauren Bialystok is an Associate Professor at the Ontario Institute for Studies in Education in the Department of Social Justice Education. Her areas of expertise are ethics and education, identity, feminist philosophy, social and political philosophy, and women's health and sexuality. She is the co-author (with Lisa Andersen) of Touchy Subject: The History and Philosophy of Sex Education (Chicago, 2022) and author of a forthcoming book on identity and education. Bio Source: https://discover.research.utoronto.ca/11213-lauren-bialystok Through this episode, Dr. Bialystok shares her perspective on what is motivating the parental rights movement. Drawing on her recently co-authored book, Touchy Subject, Dr. Bialystok explains how the history of sex education can shed light on the current context. Stephen and Shannon also ask Lauren about her writing on the conflicts surrounding comprehensive sex education in Ontario, specifically about the way political leaders have used the conflict to create division, undermine public education, and deprofessionalize teachers. Lauren offers a clear perspective as to why we cannot cater curriculum to particular parents. Importantly, she reminds listeners that children’s rights exist, while codified parents’ rights do not. Episode Resources Bialystok, L. (2017). My Child, My Choice? Mandatory Curriculum, Sex, and the Conscience of Parents. https://tspace.library.utoronto.ca/handle/1807/78899 [https://tspace.library.utoronto.ca/handle/1807/78899] Bialystok, L. (2019). Ontario Teachers’ Perceptions of the Controversial Update to Sexual Health and Human Development. Canadian Journal of Education / Revue Canadienne de l’éducation, 42(1), 1–41. Bialystok, L., & Andersen, L. M. F. (2022). Touchy Subject: The History and Philosophy of Sex Education. University of Chicago Press. Bialystok, L., & Wright, J. (2019). ‘Just Say No’: Public dissent over sexuality education and the Canadian national imaginary. Discourse: Studies in the Cultural Politics of Education, 40(3), 343–357. https://doi.org/10.1080/01596306.2017.1333085 [https://doi.org/10.1080/01596306.2017.1333085] Bialystok, L., Wright, J., Berzins, T., Guy, C., & Osborne, E. (2020). The appropriation of sex education by conservative populism. Curriculum Inquiry, 50(4), 330–351. https://doi.org/10.1080/03626784.2020.1809967 [https://doi.org/10.1080/03626784.2020.1809967]

Special Series E4- Public Conversations About Privatization-Resistance

Through this four episode special series of Public Good, Stephen and Shannon speak to presenters from a SSHRC funded symposium, Public Conversations About Privatization: Rejecting the Marketization of Public School Systems in Canada. The symposium, held on May 26 & 27th, 2023, at the Ontario Institute for Studies in Education (OISE), brought together academics, educators, activists and community groups from across Canada to discuss: a) the ideological motivations of educational reforms; b) the way these reforms are manifesting “uniquely” in each province; and c) the political and community resistance to the reforms. The two-day symposium included ten thought provoking presentations on the three symposium themes (ideological motivations, provincial privatization, resistance). Through this special podcast series, we will speak to presenters from within each theme. In this fourth episode we speak to Sachin Maharaj (U of O), Stephanie Tuters (OISE), and Vidya Shah (York) about resistance. Specifically, the moves to resist the undermining and privatization of public education across Canada. Bios Sachin Maharaj, Ph.D., is an Assistant Professor of Educational Leadership, Policy and Program Evaluation in the Faculty of Education at the University of Ottawa. His research, which focuses on school boards, teacher unions, and the equity implications of academic streaming and school choice, has been published in Education Policy Analysis Archives, Leadership and Policy in Schools, and the Canadian Journal of Educational Administration and Policy. Prior to joining the University of Ottawa, he was a secondary school teacher for 14 years at the Toronto District School Board. He is currently writing a book taking a critical look at Ontario educational policy, to be published by the University of Toronto Press. Steph Tuters is an Assistant Professor, Teaching Stream in the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. She researches how social justice pursuits are enacted through leadership, policy, and practice. She is currently investigating how actors within and outside of school districts are working towards racial and greater social justice. Steph has published 13 journal articles, 4 book chapters and numerous popular articles. She has done professional development for school boards, teacher and Principal organisations, and adult educators. Dr. Vidya Shah is an educator, scholar and activist committed to equity and racial justice in the service of liberatory education. She is an Assistant Professor in the Faculty of Education at York University, and her research explores anti-racist and decolonizing approaches to leadership in schools, communities, and school districts. She also explores educational barriers to the success and well-being of Black, Indigenous, and racialized students. Dr. Shah teaches in the Master of Leadership and Community Engagement, as well as undergraduate and graduate level courses in education. She has worked in the Model Schools for Inner Cities Program in the Toronto District School Board (TDSB) and was an elementary classroom teacher in the TDSB. Dr. Shah is committed to bridging the gaps between communities, classrooms, school districts and the academy, to re/imagine emancipatory possibilities for schooling. References Maharaj, S. (2019a). From Oversight to Advocacy: An Examination of School-Board Leadership.Leadership and Policy in Schools, 19(3), 421-443. https://www.researchgate.net/publication/331948433_From_Oversight_to_Advocac [https://www.researchgate.net/publication/331948433_From_Oversight_to_Advocac]_An_Examination_of_School-Board_Leadership [https://www.researchgate.net/publication/331948433_From_Oversight_to_Advocac] Maharaj, S. (2019b). Teacher Unions in the Public Sphere: Strategies Intended to Influence Public Opinion - ProQuest. https://www.proquest.com/openview/87d4bcce8439f1d7464dbe1f950d4989/1?pq-origsite=gscholar&cbl=51922&diss=y [https://www.proquest.com/openview/87d4bcce8439f1d7464dbe1f950d4989/1?pq-origsite=gscholar&cbl=51922&diss=y] Maharaj, S., & Bascia, N. (2021). Teachers’ Organizations and Educational Reform: Resistance and Beyond. Canadian Journal of Educational Administration and Policy / Revue Canadienne En Administration et Politique de l’éducation, 196, 34–48. https://doi.org/10.7202/1078516ar [https://doi.org/10.7202/1078516ar] Ryan, J., & Tuters, S. (2017). Picking a hill to die on: Discreet activism, leadership and social justice in education. Journal of Educational Administration, 55(5), 569–588. https://eric.ed.gov/?id=EJ1148292 [https://eric.ed.gov/?id=EJ1148292] Shah, V. (2018). Leadership for social justice through the lens of self-identified, racially and other-privileged leaders. Journal of Global Citizenship & Equity Education, 6(1).https://journals.sfu.ca/jgcee/index.php/jgcee/article/view/168/399 [https://journals.sfu.ca/jgcee/index.php/jgcee/article/view/168/399] Shah, V. (2021). The Colour of Wellbeing: How Do We Ensure the Wellbeing and Success of BIPOC Students and K-12 Staff. EdCan Research. https://www.edcan.ca/articles/colour-of-wellbeing/ [https://www.edcan.ca/articles/colour-of-wellbeing/] Shah, V., Aoudeh, N., Cuglievan-Mindreau, G., & Flessa, J. (2022). Subverting whiteness and amplifying anti-racisms: Mid-level district leadership for racial justice. Journal of School Leadership, 32(5), 456–487.https://eric.ed.gov/?id=EJ1347567 [https://eric.ed.gov/?id=EJ1347567] Shah, V., Cuglievan-Mindreau, G., & Flessa, J. (2022). Reforming for racial justice: A narrative synthesis and critique of the literature on district reform in Ontario over 25 years. Canadian Journal of Educational Administration and Policy, 198, 35–54.https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/73144 [https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/73144] Shah, V., & Grimaldos, D. (2022). Lies, denials, and cover-ups: The pervasiveness of whiteness in school districts relations with black and racialized parents. Urban Education. https://journals.sagepub.com/doi/10.1177/00420859221095004 [https://journals.sagepub.com/doi/10.1177/00420859221095004] Shah, V., & Grimaldos, D. K. (2023). Rising up: Collectivizing, strategizing, and forging solidarities among parents and caregivers leading for racial justice. VUE (Voices in Urban Education), 51(1).https://vue.metrocenter.steinhardt.nyu.edu/article/id/20/ [https://vue.metrocenter.steinhardt.nyu.edu/article/id/20/] Tuters, S. (2017). What informs and inspires the work of equity minded teachers. Brock Education Journal, 26(2).https://journals.library.brocku.ca/brocked/index.php/home/article/view/605 [https://journals.library.brocku.ca/brocked/index.php/home/article/view/605] Tuters, S., & Portelli, J. (2017). Ontario school principals and diversity: Are they prepared to lead for equity? International Journal of Educational Management, 31(5), 598–611.https://www.researchgate.net/publication/315501499_Ontario_school_principals_and_d [https://www.researchgate.net/publication/315501499_Ontario_school_principals_and_d]versity_Are_they_prepared_to_lead_for_equity [https://www.researchgate.net/publication/315501499_Ontario_school_principals_and_d] Tuters, S., Portelli, J. P., & MacDonald-Vemic, A. (2018). Navigating neoliberalism: Challenges faced by social justice educators. In M. J. Harkins & S.E. Singer (Eds.), Educators on Diversity, Social Justice, and Schooling: A Reader. Canadian Scholars.https://canadianscholars.ca/book/educators-on-diversity-social-justice-and-schooling/ [https://canadianscholars.ca/book/educators-on-diversity-social-justice-and-schooling/]