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 languages, only to find out they attended and perhaps even participated in a political protest.

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In Ontario, this concern came to the forefront when a school field trip to a protest raised alarms about how deeply politics is in our education system. Students from the Toronto District School Board attended a “day of action” concerning 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 that comes a range of values. When educators teach students what to think, rather than how to think, large portions of the population will disagree, some profoundly, with the values being taught. Moreover, emphasizing or teaching a certain set of views often means undermining a competing set.

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While most Ontarians might agree on the broad principle of equality, the specifics are far more contentious. Should equality focus on equality of opportunity or equality of outcomes? These equalities are very different, raising complex issues with significant ideological differences and pushing one over the other risks alienating students and parents.

Instead of sending students to protests, such as the Grassy Narrows field trip, a lesson plan on water advisories in Indigenous communities could have been prepared, or perhaps a discussion on the disparity in healthcare access between urban and rural areas. These are important issues, but even here, the specifics of what is taught can generate disagreement.

A stronger emphasis on essential subjects like math, science, languages and history will give students the knowledge and critical thinking skills that are not as contentious, yet vital to contributing meaningfully 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 activism risks drawing them into divisive ideological battles at an age when they should be learning to form their own views.

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There are many other ways for students to engage in civic life that don’t carry the same divisive implications: voting, signing petitions, writing letters, or volunteering in community programs are all effective alternatives.

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

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

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Civics education should teach students about public governance, democracy, and the rights and responsibilities of citizens. This allows students to think for themselves about how they might engage in society in the future. Giving students an understanding of our political system will allow them to critically assess how they wish to participate in society, whether through volunteerism, public office, or social activism.

Values are part of education, but how they are taught is crucial. The Grassy Narrows protest field trip and the subsequent public outcry highlight 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 Sound Economic Policy Project at the British Columbia Institute of Technology

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