Address the issues

Ideology: roll back radical activism

While academic achievement falters, the Board prosecutes a culture war and promotes misguided educational theories. The Board often turns away from evidence-based approaches in favour of progressive ideology. This shows up in at least three ways.

• Inquiry-based learning and other disproven approaches like whole-word reading are called 'zombie ideas' for a reason—they just keep coming back! Our students should be educated using traditional approaches with a proven track record.
• Critical social justice creates a hostile, racially-charged environment where some students are accused of ethnic privilege and the word 'family' is deemed racist. Innocent students are excluded from opportunities on the basis of race. The Board promotes a one-sided version of history and cancels—without a full and balanced consideration of evidence—nation-builders like Sir John A. Macdonald.
• Gender identity has been uncritically adopted by the Board. Rather than providing scientific evidence for this new idea, the WRDSB provides only an incoherent definition. Not protecting minors from an evidence-free political ideology is a child safeguarding failure that places students "at risk of lifelong medical harm."

Perhaps more than any other issue in my platform, progressive ideology has proliferated hand-in-hand with a culture of intimidation and censorship. Emotional harm protection is no excuse for keeping silent on issues that affect our students and our nation's future.

If the Board insists on teaching as factual highly contested claims—some skin colours impart privilege; Canada is a systemically racist genocide state; one can be born into something other than one's natal sex—then the Board must subject its claims to public scrutiny.

Until then, radical activists should check their political ideologies at the school door.

What We Can Do

Review Pedagogical Approaches: The Board should review the prevalence of these 'zombie' theories and design professional development curricula to prioritize knowledge-rich, direct instruction over unguided discovery (also called 'inquiry-based') learning.

Uncancel Canada: Sir John A. Macdonald's legacy has been tarnished by an unfair process lacking a strident defence. Restoring Sir John A's name—bring back SJAM!—would send a clear signal that anti-Canadian activist bullying will no longer be entertained.

Restore the West: Foundational ideals—like due process, presumption of innocence, free thought, and everyone playing by the same rules—are at the root of Western flourishing. While the Ministry undermines these ideals, the Board can push back by offering a better vision.

Insist on Evidence: The Board, Ministry, and unions have been advancing unproven activist claims for years—claims that have gone almost entirely unchallenged. The Board should insist that these ideas be fully and openly debated. Only a fully informed public can meaningfully consent to exchanging Western ideals for social justice.

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