About

The Faculty’s annual Summer Institute addresses very timely and relevant needs for students, communities, School Boards and the Ontario Ministry of Education. Our belief is that a variety of stakeholders must contribute to this dialogue in meaningful and powerful ways to ensure that collective knowledge is generated and mobilized, resulting in significant systemic changes for all students.

The Summer Institute welcomes various stakeholders to learn from and with one another and to engage in relevant and critical conversations involving the achievement, engagement and well-being of youth. Community partners, youth, teacher candidates, parents/guardians, and educators in various contexts, exchange ideas about how to best meet the educational needs, interests and aspirations of young people and mobilize knowledge towards systemic change in education. The following questions will be addressed at this year's Summer Institute:

● Which values and ideologies are legitimized and normalized in education in Ontario?

● Which values and ideologies are marginalized?

● How do current values and ideologies influence leadership practices, budget decisions, equitable policies, student programming, inclusive hiring and promotion, professional learning and other structures?

● How might the knowledge of families, students, staff and community partners be honoured and how can these groups be consulted and engaged in meaningful ways to dismantle the barriers in education?

● How might we promote and encourage collaboration, solidarity and movement building in the current political climate of austerity?

● What are the root causes of the canons that exist and how are they used to inform leadership practices, budget decisions, equitable policies, student programming, inclusive hiring and promotion, professional learning and other structural barriers?

● What examples of effective programming and practices have been used to dismantle the dominant narrative?

● How can curriculum, teaching and learning perpetuate stereotypes, biases and assumptions about racialized, marginalized and Indigenous students?

● Which voices are consistently and historically ignored, silenced and omitted in our curriculum, classrooms, schools and communities?

● What are examples of educational systems that hold themselves responsible for ongoing transformation, critical democracy and equity?