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Histories of Racism and Globalization: The WHORM and HOG games

WHORM (World History of Racism in Minutes) and HOG (History of Globalization) are large-group interactive awareness-raising activities in anti-racism and neo-liberal globalization respectively.


The New Vogue for Financial Literacy

There was a time when calling for a curriculum that emphasized critical literacies was thought of as progressive, radical, even subversive.

But these terms have been co-opted into mainstream educational policy. They are even used by governments and political parties that were once deeply hostile to these ideas.

How could this happen and what can we do about it?


A Response to the Falconer Panel’s Final Report On School Safety

What follows is the first draft of Education Action: Toronto’s response to the School Community Advisory Panel’s final report on school safety for the Toronto District School Board. The panel was chaired by civil rights lawyer Julian Falconer. Its report is entitled The Road to Health, and was published in January 2008. The report can be found in its complete form at School Safety Panel

We hope you will find the time to criticize this response to Falconer and add your suggestions for improving it. You can reach us at

This first draft was done quickly in order to bring our concerns into the discussion going on around Falconer’s recommendations. This discussion is still in its earliest stages. We don’t pretend to have the last word on what the most effective response should be. We really need your help to get it right. Indeed, parts of our response are not complete, as you will see, and await further discussion and contributions from people like yourselves.

We hope you will find the time to criticize this response to Falconer and add your suggestions for improving it.


Africentric Schools

Education Action: Toronto has been a solid supporter of the development of an Africentric school at the Toronto District School Board. Two articles that follow – African-Centred Schools: Not Segregation, but a Path to Survival by Murphy Browne and Making the case for Africentric Education in Toronto by Grace-Edward Galabuzi — provide many of the arguments that have led to our support.


African-Centred Schools: Not Segregation, but a Path to Survival

What follows are excerpts from Murphy Browne’s columns in Share
Newspaper – from November 2007 to June 2008 – which deal with the
question of African-centred schools. Murphy Browne is an African Heritage
Instructor, community activist and columnist with Share, writing about the
history, culture and concerns of Africans on the continent and in the
Diaspora. She can be reached at


Education Action: Toronto

We are at the very beginning of a difficult journey.

This website, we hope, will let us chart this journey and help prepare us to take the steps we need to bring us a good distance along the road. We don’t expect sweeping large-scale victories any time soon, but we’re convinced the time is right to build a base for school reform that will last and will eventually bring us these victories.


My Experience of Bottom Streaming

by Fowzia Mahamed
In the year 1993, our family moved to Jamestown, in Etobicoke North – a low-income, metro-housing, inner-city community. It is one of the three targeted at-risk communities under the Mayor’s Neighborhood Action Plan for its high crime rate, shootings, killings, poverty, desperation, desperation, gangs—the list is endless. Jamestown is also a place where the bottom streaming of its children, including my brothers and sisters, is very real and apparent to us all.


It’s the Bottom Streaming that Matters Most

by George Martell

The main headline of the Saturday Star (February 28, 2009) read “Toronto School Survey: Race, poverty matter as early as Grade 3.” No question about it. Race and poverty matter a lot in our schools. In fact, they matter a lot more than this survey suggests and a good deal earlier than Grade 3.


How do we build an anti-racist curriculum and culture in Toronto schools?

An anti-racist curriculum and culture starts with the insistence that all our children be treated as full human beings – deserving our love and respect and the promise of a future with dignity and purpose. It is this perspective that has to be central to how we deal with the curriculum and how we evaluate it, how we fund and run our schools, and how we deal with the various social class and racial divisions our children face at school.


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