GESSAROLI: Our schools should not be political platforms

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Imagine sending your child to school expecting them to learn basic subjects like math, science, and language arts, only to find out later that they participated in, and maybe even took part in, a political protest.

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In Ontario, these concerns came to the fore when a school trip to a protest raised alarm about how deep politics runs in our education system. Toronto District School Board students took part in a “day of action” on water pollution plaguing the Grassy Narrows First Nation, but some marchers were recorded on social media chanting pro-Palestinian slogans.

Canadians live in a pluralistic society, and with this comes a number of values. When teachers teach students what to think rather than how to think, large portions of the population will disagree, some deeply, with the values ​​being taught. Moreover, emphasizing or teaching a certain set of views often means challenging a competing set of views.

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While most Ontarians might agree on the general principle of equality, the details are much more controversial. Should equality focus on equality of opportunity or equality of outcomes? These equalities are very different, raise complex issues with significant ideological differences and impose them on each other, which risks alienating students and parents.

Instead of sending students to protests such as a field trip to Grassy Narrows, a lesson plan could be prepared on water advice in indigenous communities, or perhaps a discussion on disparities in access to health care between urban and rural areas. These are important issues, but even in this case, the specific nature of teaching can cause disputes.

A greater emphasis on core subjects such as mathematics, science, language arts and history will provide students with knowledge and critical thinking skills that are less controversial while still being essential to making meaningful contributions to society.

While peaceful protests are an accepted form of expression, they are undoubtedly a more aggressive and confrontational form of action. Exposing students to political activities risks drawing them into divisive ideological battles at an age when they should be learning to formulate their own views.

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There are many other ways for students to engage in civic life that do not carry the same divisive consequences: voting, signing petitions, writing letters, or volunteering in community programs are effective alternatives.

The solution is to apply universal principles that everyone can agree on, such as educating students to be responsible, productive and civic-minded citizens. Teaching the truth, i.e. “industry”, i.e. hard work, responsibility and productivity.

While some core civic values, such as responsibility and democratic engagement, are essential in any education system, schools must carefully avoid endorsing particular political ideologies or promoting activism that may undermine neutrality. The goal is to develop students' critical thinking skills, enabling them to formulate their own opinions rather than advocating specific positions on controversial topics.

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Citizenship education should teach students about public management, democracy and the rights and responsibilities of citizens. This allows students to reflect independently on how they can engage with society in the future. Providing students with an understanding of our political system will allow them to critically evaluate how they want to participate in society, whether through volunteering, public office, or community activism.

Values ​​are part of education, but how they are taught is key. The Grassy Narrows Project protest field trip and subsequent public outcry underscore the importance of keeping the curriculum as neutral as possible. By focusing on widely accepted civic values ​​rather than politically charged ideologies, we can better protect student outcomes and the integrity of Ontario's education system.

– Jerome Gessaroli is a senior fellow at the Macdonald-Laurier Institute and leads the Solid Economic Policy Project at the British Columbia Institute of Technology

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