Canada’s most regressive school board continues to push its ideology on students:
“Trustees with the Toronto District School Board have approved a motion that will require secondary students in the TDSB to take the Grade 11 English {?} course: “Understanding Contemporary ‘First Nations’, Métis and Inuit Voices”. The decision, made during this evening’s Regular Meeting, would replace the current mandatory Grade 11 English course.
“Understanding Contemporary First Nations, Métis and Inuit Voices”, created by the Ministry of Education, has been taught in the TDSB with great success for many years and is supported by the ‘Elders’ Council’, the ‘Urban ‘Indigenous’ {sic} Community Advisory Committee’, the TDSB’s ‘Urban ‘Indigenous’ Education Centre’, and ‘Indigenous’ writers, poets, and artists.
{Canadian Aboriginals are ‘Indigenous’ to Siberia and Mongolia.}
“The curriculum is organized into five strands – four of which are the same as the current Grade 11 English course – ‘First Nations’, Métis, and Inuit Perspectives and Text Forms in Canada’, ‘Oral Communication’, ‘Reading and Literature Studies’, ‘Writing’, and ‘Media Studies’.
“With this approval, TDSB staff will now prepare a report, to be presented to the Board in June, with additional details on the implementation of the course, including timelines on when students and staff can expect this course to be made available across the system.
‘Quick Facts’
“The Ontario Curriculum, Grades 9 to 12, ‘First Nations’, Métis, and Inuit Studies” (2019) stipulates:
“The Grade 11 course ‘English: Understanding Contemporary First Nations, Métis, and Inuit Voices’ may be used to meet the Grade 11 English compulsory credit requirement”.
“As part of the renewal of the TDSB’s “Multi-Year Strategic Plan”, which is currently underway, the TDSB will be embedding our commitment to the “‘Truth’ and ‘Reconciliation’ Commission of Canada: Calls to Action” as a strategic direction moving forward.
“It is so important that we continue to take meaningful steps such as this one to implement the “‘Truth’ and ‘Reconciliation’ Commission of Canada: Calls to Action”. By incorporating ‘Indigenous’ authors and texts into Grade 11 English, students are not only meeting the Grade 11 English expectations, they are being exposed to a whole range of remarkable ‘First Nations’, Metis and Inuit literature that they may not otherwise learn from in other courses.” – Rachel Chernos Lin, Chair, TDSB
“I am fully supportive of the gradual implementation of this important course in all TDSB secondary schools. Indigenous Elders and scholars have reminded us that truth must come before reconciliation; yet, the TDSB and the Ontario education system have no mechanism yet for ensuring that all students learn the truth about ‘Indigenous’ brilliance {? Racist pandering!}, contributions, history, and learn from contemporary ‘Indigenous’ voices in Canada. This is an exciting opportunity to ensure our students graduate with a greater ‘understanding’ of ‘Indigenous’ cultures and history than their parents/caregivers.” – Colleen Russell-Rawlins, Director of Education, TDSB
“For more information, please contact:
Ryan Bird | TDSB | 416-540-4449 | ryan.bird@tdsb.on.ca
–‘TDSB Approves Mandatory Indigenous Education in Grade 11’,
Toronto District School, February 01, 2023
https://www.tdsb.on.ca/Home/ctl/Details/mid/42863/itemId/66
COMMENTS:
“So replace a course that teaches literacy with a course that peddles a ridiculous Disney version of a pre-literate culture?
Meanwhile, in Singapore they’re introducing courses on coding, AI, robotics, etc., etc.”
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“…What next? A full year if reading only black authors? How about choosing books based on their value as literature?”
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“Why do I feel like this is going to be inaccurate propaganda? 👀”
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“Will there be ANY, even a one sentence mention about the wars held between different tribes. I don’t mean that it should be emphasized, but will it be mentioned?
Because
“ensuring that all students learn the truth about Indigenous brilliance”
seems a wee bit slanted to me.”
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“This is much less about exposing kids to Indigenous material (teachers have been doing this in more than one English subject) and more about pressing the political aspects of indiginaiety onto students.
It weakens the literary value of the material.”
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“Mandatory. So some other career specific course will have to be dropped from students’ schedules. Sounds like a great idea. Who needs all those science courses?”
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“Our students have been slowly failing in math and sciences.. so let’s fix that by forcing kids to learn about indigenous history? How is that setting kids up for the future? The answer is it isn’t. it’s just helping the school board virtue signal. Never do they think of the kids.”
See also:
‘Education or Indoctrination?’ (Mandatory ‘Indigenous’ Courses) {Sept. 5, 2016}:
“It’s wrong to force students to take classes focused on one minority’s history — especially when that minority’s history is already widely-covered in Canadian K-12 curricula.”
https://endracebasedlaw.wordpress.com/2016/09/05/education-or-indoctrination/
‘Leftist Teachers Union Pushes Aboriginal Narrative’ (Alberta Curriculum) {June 13, 2021}:
“The opposition here is due to the fact that teachers and Aboriginals had been able to rewrite educational curriculum – without public participation – under an NDP government and now, the current government is reversing that…
“The UCP created a ‘K-6’ school curriculum draft, planned to be piloted by AB schools this fall. However, most Alberta school divisions do not agree with the proposed curriculum. Of Alberta’s 61 school divisions, 58 have announced that they will not be piloting the draft curriculum. Divisions and Albertans have agreed {Says the teachers union} that the draft largely ignores ‘Indigenous’ history, culture, language, and perspective…”
https://endracebasedlaw.ca/2021/06/13/leftist-teachers-union-pushes-aboriginal-narrative/
‘Overdoing It Again’ (Education) {Nov. 7, 2019}:
“It’s one thing to introduce some aboriginal literature into the school curriculum, but let’s not get silly…
“Most high school students remember being assigned a dog-eared version of “1984”, “Othello” or “Catcher in the Rye”, but today’s Grade 11 students with the Greater Essex County District School Board {southwestern Ontario} (GECDSB) won’t share the same nostalgia. By 2020, ALL of the literature used in the board’s mandatory Grade 11 English courses will be written by ‘Indigenous’ {They are NOT ‘Indigenous’, they’re ‘aboriginal’} authors…”
https://endracebasedlaw.ca/2019/11/07/overdoing-it-again/
‘B.C. Schools Now Re-education Camps’ (Coercing Aboriginal Studies) {Oct.13, 2022}:
“This is coercion. Stop shoving this down people’s throats! And if it’s about “education“, stop using the misnomer “Indigenous“. Canadian Aboriginals are ‘Indigenous’ to Mongolia and Siberia:
“The Ministry of Education, in collaboration with the ‘First Nations’ Education Steering Committee (FNESC), is implementing a new graduation requirement. Expected to take effect in the 2023-24 school year, this requirement will ensure all secondary students complete ‘Indigenous’-focused coursework before they graduate from B.C.’s K-12 education system.”
https://endracebasedlaw.ca/2022/10/13/b-c-schools-now-re-education-camps/
‘Mandatory Aboriginal Industry Propaganda’ (U. Of Manitoba) {Mar.30, 2021}:
“From the increasingly-racist University of Manitoba:
“New students who are entering the Faculty of Arts starting in Fall 2021 will include at least three credit hours of ‘Indigenous’ {sic} course content in their studies in order to graduate with a ‘Bachelor of Arts’ degree…”
{Hopefully, that will include the fact that Aboriginals are NOT ‘Indigenous’ to North America…but it’s unlikely…}
“Is there no one at the university with the spine to tell their timid and misguided leaders that they have lost their way?”
https://endracebasedlaw.ca/2021/03/30/mandatory-aboriginal-industry-propaganda/
‘The ‘Indigenization’ and ‘Racialization’ of Canadian Universities’ (U. Of Regina) {September 25, 2016}:
“There’s a new {racial} buzzword rolling off the tongues of Canada’s university administrators: ‘indigenization’. Campuses are looking for new ways to welcome aboriginal students, recruit aboriginal faculty members and embed ‘indigenous’ content in the curriculum. Some schools are even requiring all students — no matter what their specialization — to take at least one ‘indigenous’ studies course before they graduate.”
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