Living and Learning Through System Change

• In Event: 21.060 - Fairmont Royal York Roundtable Session Two
  In Roundtable Session: 21.060-1 - Contributions to Equity Through Systems, School Choice, Teachers, and Arts

Abstract

Academic streaming (or tracking) has been identified as a significant policy and practical issue (Oakes, 1985; 1990; To, Lloyd, Bacchus, & Gaymes San Vicente, 2017). Responding to research on disproportionality and ability grouping (Author 1, 2013; Mitchell, 2010), the Toronto District School Board (TDSB) launched a de-streaming initiative, wherein 16 schools volunteered to collapse their Grade 9 Applied and Academic level courses into Academic only credits. Using a critical institutional ethnographic approach and critical disability theory framework, this paper outlines the experiences of students, teachers and administrators engaged in de-streaming and system reform. The paper includes critical insights as well as best practices identified and utilized by educators working towards more just outcomes for historically marginalized students.

Authors

• Gillian Parekh, York University

• Robert S. Brown, Toronto District School Board

• Vidya Shah, York University

• Arthur Burrows

• Rabiea Riaz