Today’s public school teachers are expected to serve a number of masters — provincial education authorities, regional school boards, students and parents, and teachers’ federations. Traditionally, under Canadian education law,they have been seen to stand in loco parentis ––to have within the area of their responsibility the same authority over students as would a reasonable, kind and judicious (careful) parent and to be expected to act, at a minimum, in that manner. Today, Canadian education law expert Dawn C. Wallin has noted that teachers act more and more as “educational state agents.”
The initial expectation of teachers acting in loco parentis has been substantially supplemented and, in some cases supplanted, by legal duties and requirements of teachers acting as agents of the state. The role of parents has also changed, as governments have come to play a more active role in shaping the framework and terms of engagement in family-school relations. The raging controversy over Ontario sex education curriculum reform in June and July of 2018 has, once again, brought the struggle for dominance in this “contested terrain” to a head.
Fundamental questions supposedly laid to rest with the 2015 Ontario sex education curriculum have resurfaced, much to the chagrin of former Queen’s Park education insiders, politically-active teachers, and allied health professionals. Who speaks for the majority of today’s parents? For which parents, in urban school settings –and rural/small town school settings? And in which of Ontario’s diverse range of etho-cultural communities? Do “teachers know best” what today’s children and teens need to know about sex, gender identities, and leading healthy lives?
The Doug Ford PC Government, judging from Education Minister Lisa Thompson‘s latest statement, is preparing to review the 2015 health curriculum and to maintain the 2014 status quo until the Ministry of Education has conducted a new round of parent consultations. That’s a watering down of its 2018 “For the People” election promise to revert back to the 1998 curriculum, but still honours a commitment made to the public. The revised policy position makes considerable sense, since only some 10 per cent of the curriculum deals specifically with sex education and is really in contention.
Much of the populist opposition to the 2015 Ontario sex education curriculum is rooted in the deep distrust engendered by the final term Kathleen Wynne Liberal Government. For those swept up in Ford Nation, it was a glaring example of Ms Wynne’s ideological adherence to costly progressive solutions, close connections with well-healed downtown Toronto do-gooders, condescending manner in telling parents what was good for their children, and preference for moving forward without listening enough to everyday concerns.
Ontario’s 2015 sex education curriculum was always based upon what might accurately be termed a ‘forged consensus,” patched-together after Premier Dalton McGuinty ditched the proposed 2010 reforms in the face of fierce opposition from Catholic parents and boards as well as vocal social conservatives. Current claims that the Wynne round of consultation was all-inclusive does not stand up to close scrutiny. Her government relied heavily upon the usual OISE-Toronto insiders and appendages, well-known progressive education experts, 2,400 teachers, and some 4,000 parents drawn from the notably friendly confines of elementary school PACs.
Manufacturing consent can work to block populist educational ventures, as it did in staving-off British Columbia traditional schools, but it relies upon marginalizing opposing forces and can unravel after achieving the target objective. Shaming old-fashioned “moral traditionalists” and labelling “Christian fundamentalists,” and hidden “homophobes” might have worked again. It was the groundswell of new Canadians, mainly Asian, Middle Eastern, and East Indian, families with more conservative values in Toronto’s suburbs like Thorncliffe Park and the GTA, that upset the best-laid plans of the Liberal-dominated Ministry of Education.
‘Common sense’ seems to be is short supply, possibly because the term bears the stigma of the earlier incarnation of Ontario conservatism during the wrenching and divisive Mike Harris years. That’s a shame because it’s exactly what Ontario needs right now to resolve the sex education conundrum.
With respect to sex education, finding a more stable, common sense resolution starts with a different assumption – that parents are every child’s first educators and have to be meaningfully engaged because they are sill primary responsible for raising and rearing children, albeit in close partnership their child’s teachers. Acknowledging the critical role of parents and families is the first step to winning over skeptical traditional and ethnic minority parents and setting Ontario on the road to a more satisfactory resolution. It’s also a good reminder that the teacher is, after all, still expected to act in loco parentis and, where possible, with the consent of parents and families.
Any new Sex Education task force should be composed of a new set of players, as much as possible independent of the ideologues and activists on both sides. It should be carefully constructed so as to achieve a legitimate balance, involving liberal and conservative-minded parents, recognized scientific authorities, and respected members of religious communities. Sorting out the differences will not be easy, but will only happen if proponents of more conservative views, rooted in character education, morality, and modesty in sexual matters have a legitimate place at the table.
Reforming the sex education curriculum now means listening harder and working to resolve the fundamental objections over a few critical pieces of the sex education program and applying an more nuanced “age-appropriate” lens to the contentious components. Imposing a state-mandated curriculum without further consultation is out-of-the question. That’s why there’s so little consistency in what is taught and when, from province-to-province across Canada.
Without a consistent federal presence in education, assessing the state of sex education province-to-province can be quite a challenge. The best we have is a fairly reliable survey conducted in 2015 for Global TVNews , illustrating the full spectrum of variations in ages when the key topics are introduced:
• Proper Names of Body Parts: British Columbia and Manitoba required children know in kindergarten, while PEI and New Brunswick wait until Grade 6.
• Sexual Orientation: It was taught in Ontario, Saskatchewan, and Nova Scotia in Grade 3, but Newfoundland only taught LGBT awareness in grade 9 (Manitoba had no clear agenda.)
. Sexual Consent: Nova Scotia introduced the topic in 2011, in advance of Ontario. It is also part of the Quebec curriculum, but it makes only a passing reference to reproductive rights, described as the risk of “going through an unwanted pregnancy.”
• Sexually Transmitted infections (STis) and Prevention: Taught in Nova Scotia starting in Grade 5 but New Brunswick avoided the topic until Grade 10.
• Birth Control: Taught in Grade 6 in BC and in Grade 9 in Nova Scotia and Saskatchewan. While N.S. taught STI prevention in Grade 5, it waits until high school to introduce birth control.
When Ontario introduced Gender Identities and LGBT concerns in 2015, they were in the vanguard with Nova Scotia and Quebec, but in some provinces like Saskatchewan it was still not mentioned at all. Alberta followed Ontario with sex ed curriculum changes that included sexual consent, sexual orientation, and cyberbullying/ sexting.
Love and Intimacy: The only province to teach love, attraction and intimacy is Quebec. Its curriculum is closely aligned with teaching human biology and makes a clear distinction between love and the purely physical aspects of puberty and reproduction.
Central to the newly-announced Ford sex education curriculum review will be a careful study of the readiness of children to learn certain topics in the early grades, Children can and should be taught the biological facts in the early grades, but it’s hard to justify teaching sexual preferences before children understand the nature of sexual desire. Warning young children about sexual pornography, internet porn, and sexting cannot be postponed, nor can teaching about same-sex couples when children see that for themselves among parents in their own school.
A Ford Government sex education curriculum will, in all likelihood, leave teaching more contentious and contested topics until the later elementary and junior high years. Exploring the full range of sexual desire in all its diversity is still best left to adolescence. Newly created teaching resources such as the “Genderbread Person Charts” fall into that category and should not be employed when students are simply too young to fully understand the complexities of gender identity, sexual preference, and biological sex types.
Teaching about sexual fluidity remains a radioactive topic, especially when the biological science is so contested and there is still a risk of doing harm by exposing young children to unproven, possibly harmful theories. In the case of one Sacramento, California, charter school kindergarten, a teacher’s well-intended strategy to demonstrate transgenderism backfired badly when children came home in distress, with some five-year-old boys left “afraid they were turning into girls.” Children can be taught to accept and respect peers who are different without applying labels at such an early age.
Parent knowledge, wisdom and counsel are critical in finding a better way forward and one, as Calgary professor Yan Guo reminds us, that respects the very real diversity among families in contemporary Canadian society. It presents a fresh opportunity to find a more flexible approach, making reasonable accommodations consistent with differing community and family values. State-mandated sex education without accommodating differences does not accord so well with the time-tested “Canadian way” of finding a workable consensus.
Should sex education curriculum be essentially family-centred or state-mandated on the basis of changing child rearing theories and practices? What’s wrong with an “age-appropriate revision” postponing certain topics to the later grades? Is it still possible for Ontario to proceed with most of the 2015 curriculum revision, with the exception of a few hotly-contested topics? How prepared are we to take the time to get it right by accommodating more of the unresolved concerns, and especially those expressed by new Canadian families from other religious, cultural and family traditions?
Thank you very this sensible approach. No matter the state or condition of any particular family, no student of any kind is being given respect when the deeply held beliefs of their family are ignored, sidelined or mocked. Children know what is going on or at least they sense it. Compassion is the way forward. Appreciate the suggestions.
You may believe that Teresa but the majority do not.
I realise that.
Ford is backpedaling like mad now as he realizes he is in the minority.
Forum poll 47% approve the 2015 curriculum and 33% disapprove. He won with 40% which leaves him 7% underwater. This really matters. I just finished ” The Age of Voter Rage” by Nik Nanos where he discussed “the tyranny of small numbers”.
Too many decisions offside from the majority digs you into a deep hole with the public. Tim Hudak 33% lost by a mile. Ford 40% won by a mile. 7% decides if you are a hero or a zero.
What’s significant here is how one politician actually listened to parent concerns.
Finally.
There are very contentious issues that fall under the heading of the sex ed curriculum, and it’s prevalent across our country. Concerned parents in Saskatchewan question exposing the general public to 9,10 & 11 yr old kids on twitter, all the while allowing controversial subject material in the classroom
https://twitter.com/7StonesGSA/status/1005177309693800448 & https://docs.google.com/presentation/d/1AYhfeA_acm3SePi1GRSSRK0XtVB3Ez8pb45NCU1n1Sw/edit#slide=id.g3bb08c9f05_1_58
It’s happening in AB and BC as well https://twitter.com/NHL94_/status/1015514265564823553, & https://www.youtube.com/watch?v=H4GiSk78_Qs along with multiple other jurisdictions.
Most parents agree that sex ed should be taught in schools. Many though are conflicted about what is accurate and appropriate to teach in a classroom setting. Perhaps bring back school nurses to teach some aspects of this particular subject; leave teachers to the 3 R’s, and focus on getting math performance back up, and ensuring all kids leave elementary school with strong reading and writing skills.
In Ontario, according to Forum polling, 47% want the new 2015 curriculum, 33% want the 1998 curriculum. The problem is that the 33% is largely congruent with the Tory base and they won the election.
Another great argument for Proportional Representation which guarantees that the govt has over 50% support.
Governments are supposed to strive towards the common good. This is why we teach or should teach
– literacy and numeracy
– tolerance and respect among those who differ in so many ways
– problem-solving, conflict resolution, and co-operation among people working towards a common goals
– physical and mental health
– a respect for facts, finding out facts or learning to resolve issues when the facts are not so obvious
We seem to have an issue with a curriculum that had more public consultation than any other in recent memory and it was completed with the best understanding we had in 2015.
Curricula get or should get reviewed when situations change.
In this case, based on the public statements of many, that the baby is being tossed out with the bathwater. The political process reminds me of curriculum change in countries less democratic than ours.
One local CTV Toronto News clip in September 2015 captured well the deeply held views of dissenting Thorncliffe Park parents: https://www.ctvnews.ca/video?clipId=694905&playlistId=1.2544604&binId=1.810401&playlistPageNum=1&binPageNum=1#_gus&_gucid=&_gup=twitter&_gsc=iXdsHHD
The parents with deeply help views are terribly misinformed. They believe you can “turn someone gay” by telling them homosexuality exists. Homosexuality is genetically in a person from birth like being left handed.
That is not in dispute. The CTV News clip was posted as an example of the resistance and an indication that the divisions run deep. More work to be done to build understanding and, yes, help correct misperceptions.
I know a lot of the players like Charles McVety. In my humble opinion the anti sex ed crowds at Queens Park were about 1/3 Evangelicals 1/3 Chinese and 1/3 south Asian, mostly Muslim. I am deeply immersed in Chinese culture due to a Chinese wife and it is very surprising what they believe on this subject even amongst very educated people.
There is a push back however. The ones who have integrated more deeply into western society hold quite different views from the less integrated section.
You are accurate in your assessment of the resistance. The BC research on traditional schools provided similar figures – for moral traditionalists, Christian evangelicals, and immigrant religious minorities. I think you are underestimating the number of “moral traditionalists” who are not Christian evangelicals but rather small-c conservative and PC voters.
I believe there are people who supported Ford for other reasons but prefer the 2015 curriculum. We used to call it “false consciousness”.