(Non)Construction of the Teacher: An Inquiry into Ontario’s Equity and Inclusive Education Strategy

In this paper we perform a critical discourse analysis on the policy document Ontario’s Equity and Inclusive Education Strategy (2009). We examine the three core priorities the policy outlines: improve student achievement, reduce achievement gap and increase public confidence in public education. This document is approached from the context of new managerial educational reforms, to understand how the teacher is positioned within this policy. This policy, while laudable in intention, excludes the voice of the teacher. The policy offers much in the way of enhancing the students’ experience yet says little about the role of the classroom teacher or how the policy might be translated and facilitated into schools/classrooms across the province.Dans cet article, nous avons évalué, en employant une analyse critique du discours, le document de politique de l’Ontario Stratégie d’équité et d’éducation inclusive (2009). Nous examinons les trois priorités principales de la politique : améliorer le rendement des étudiants, réduire l’écart entre le rendement des élèves et accroitre la confiance du public dans le système d’éducation publique. Nous étudions le document sous l’optique des nouvelles réformes en matière de gestion et d’éducation afin d’y comprendre la place des enseignants. Cette politique aux intentions louables exclut la voix de l’enseignant. Elle offre beaucoup aux élèves pour améliorer leur expérience mais évoque à peine le rôle de l’enseignant ou l’intégration des mesures dans les écoles de la province.

Students’ Pathways Across Local, National and Supra-National Borders: Representations of a Globalized World in a Francophone Minority School in Ontario, Canada

Informed by anthropology of childhood and youth, this paper examines how elementary students make sense of their diverse trajectories in an expanding culture of spatial, virtual and linguistic mobility (Farmer, 2012). Drawing on data collected in one francophone minority school in Ontario, Canada, we discuss students’ representations of a “globalized world” as they co-construct with peers and teachers the multiple meanings associated with mobility, citizenship and nationhood

Students’ Pathways Across Local, National and Supra-National Borders: Representations of a Globalized World in a Francophone Minority School in Ontario, Canada

Informed by anthropology of childhood and youth, this paper examines how elementary students make sense of their diverse trajectories in an expanding culture of spatial, virtual and linguistic mobility (Farmer, 2012). Drawing on data collected in one francophone minority school in Ontario, Canada, we discuss students’ representations of a “globalized world” as they co-construct with peers and teachers the multiple meanings associated with mobility, citizenship and nationhood