EADM© 2007

W. R. Dolmage

The Implications of Compulsory Attendance - 2

The Implications of Compulsory Attendance - 2

“ . . . and when we ask you to regard yourself as a ‘guest’ of the education system we mean precisely that. Now, kindly stop referring to yourself as a hostage . . . .”

“ . . . and when we ask you to regard yourself as a ‘guest’ of the education system we mean precisely that. Now, kindly stop referring to yourself as a hostage . . . .”

EADM© 2007

W. R. Dolmage

Blasphemy 030The London Free Press, Saturday, March 3, 1990

Blasphemy 030The London Free Press, Saturday, March 3, 1990

EADM© 2007

W. R. Dolmage

Blasphemy 030Assuming Compulsory Attendance . . .

Blasphemy 030Assuming Compulsory Attendance . . .

What do we teach?What do we teach?

Condoms? No

problem. Just don’t

ask for any Bibles!!

EADM© 2007

W. R. Dolmage

Enrolment By Control, Saskatchewan, 2002 - 2003Data from Saskatchewan Education

Enrolment By Control, Saskatchewan, 2002 - 2003Data from Saskatchewan Education

89.7%

.92%1.39%

8%

EADM© 2007

W. R. Dolmage

Reasons Parents Select Independent Schools Reasons Parents Select Independent Schools - 1- 1

Reasons Parents Select Independent Schools Reasons Parents Select Independent Schools - 1- 1

Parents believe that the public schools implicitly teach doctrines (primarily of a secular humanist nature) which are contrary to their religious convictions, i.e.:

schools promote evolution as opposed to creationism texts contain obscene passages or blasphemous ideas

Public schools fail to teach discipline and respect for authority (some feel the public schools are not safe)

Student achievement standards are too low in public schools

Parents want their children educated in a milieu consistent with the beliefs and values taught in the home

The private school offers a specific pedagogical or philosophical approach favoured by the parents

The private school offers special education programs and facilities superior to those in the public schools

Public school education leads to assimilation and the death of heritage language and culture

Private schools (through lower PTR, higher expectations and controlled enrolment) provide an enriched academic and social environment

Parents believe that the public schools implicitly teach doctrines (primarily of a secular humanist nature) which are contrary to their religious convictions, i.e.:

schools promote evolution as opposed to creationism texts contain obscene passages or blasphemous ideas

Public schools fail to teach discipline and respect for authority (some feel the public schools are not safe)

Student achievement standards are too low in public schools

Parents want their children educated in a milieu consistent with the beliefs and values taught in the home

The private school offers a specific pedagogical or philosophical approach favoured by the parents

The private school offers special education programs and facilities superior to those in the public schools

Public school education leads to assimilation and the death of heritage language and culture

Private schools (through lower PTR, higher expectations and controlled enrolment) provide an enriched academic and social environment

EADM© 2007

W. R. Dolmage

Reasons Parents Select Independent Reasons Parents Select Independent Schools - 2Schools - 2

Reasons Parents Select Independent Reasons Parents Select Independent Schools - 2Schools - 2

A primary democratic principle (liberty) includes the right to enjoy the fruits of one’s labour as one wishes; this includes the right to provide a superior education to one’s children if one wishes to do so

Are there other more pragmatic, and Are there other more pragmatic, and perhaps less laudable, reasons for enrolling perhaps less laudable, reasons for enrolling children in a private school?children in a private school?

Private boarding school relieves the parents of responsibility for child-rearing

“Problem Children” are placed in an environment (particularly boarding school), in which it is more difficult to get into trouble

Social advantages accrue from attendance in particular schools

A primary democratic principle (liberty) includes the right to enjoy the fruits of one’s labour as one wishes; this includes the right to provide a superior education to one’s children if one wishes to do so

Are there other more pragmatic, and Are there other more pragmatic, and perhaps less laudable, reasons for enrolling perhaps less laudable, reasons for enrolling children in a private school?children in a private school?

Private boarding school relieves the parents of responsibility for child-rearing

“Problem Children” are placed in an environment (particularly boarding school), in which it is more difficult to get into trouble

Social advantages accrue from attendance in particular schools

EADM© 2007

W. R. Dolmage

Branksome HallBranksome Hall

EADM© 2007

W. R. Dolmage

Branksome HallBranksome Hall

EADM© 2007

W. R. Dolmage

Upper Canada CollegeUpper Canada College

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W. R. Dolmage

Upper Canada CollegeUpper Canada College

EADM© 2007

W. R. Dolmage

Arguments in Favour of PublicArguments in Favour of PublicSupport of Independent SchoolsSupport of Independent SchoolsArguments in Favour of PublicArguments in Favour of Public

Support of Independent SchoolsSupport of Independent Schools

parents have a prior right to choose the kind of education they believe is appropriate for their children, without undue hardship imposed by financial constraints

it is discriminatory to provide denominational education to one religious denomination and not to others

having to pay property tax and tuition is double taxation, which is inherently unfair

there is more than one way to achieve the “public goals” of education. It is unwise to “put all our eggs in one basket”

like all monopolies, public schools are inefficient and ineffective - competition stimulates quality

diversity is appropriate to a pluralistic, multicultural society

parents have a prior right to choose the kind of education they believe is appropriate for their children, without undue hardship imposed by financial constraints

it is discriminatory to provide denominational education to one religious denomination and not to others

having to pay property tax and tuition is double taxation, which is inherently unfair

there is more than one way to achieve the “public goals” of education. It is unwise to “put all our eggs in one basket”

like all monopolies, public schools are inefficient and ineffective - competition stimulates quality

diversity is appropriate to a pluralistic, multicultural society

EADM© 2007

W. R. Dolmage

Arguments Against Public Support of Arguments Against Public Support of Independent SchoolsIndependent Schools

Arguments Against Public Support of Arguments Against Public Support of Independent SchoolsIndependent Schools

given current economic conditions, the province cannot afford to fund independent schools.

Funding independent schools sanctions segregation of students on the basis of religion and socio-economic class, processes which inevitably foster fear, prejudice and intolerance

funding independent schools erodes the financial and ideological foundations of the public schools:

since private schools can offer a “tailored” experience and public schools cannot; there will be an exodus of students, and dollars, from the public system

public schools provide a “shared experience” which promotes social integration, and the development of a common “Canadian” identity; independent schools define students by their differences rather than their similarities

given current economic conditions, the province cannot afford to fund independent schools.

Funding independent schools sanctions segregation of students on the basis of religion and socio-economic class, processes which inevitably foster fear, prejudice and intolerance

funding independent schools erodes the financial and ideological foundations of the public schools:

since private schools can offer a “tailored” experience and public schools cannot; there will be an exodus of students, and dollars, from the public system

public schools provide a “shared experience” which promotes social integration, and the development of a common “Canadian” identity; independent schools define students by their differences rather than their similarities

EADM© 2007

W. R. Dolmage

The Critique of the Left:The Critique of the Left:Structural-Functionalism v.v. Conflict Theory in

Education

The Critique of the Left:The Critique of the Left:Structural-Functionalism v.v. Conflict Theory in

Education

Structural-Functionalism

1. Society is an organic system; school is one of its vital organs.

2. The school’s socialization function is both an integral part of, and necessary to, the survival of the society.

3. The school socializes children so that they can adapt successfully to the social, economic, and political institutions of society.

4. The school's "latent" function is to produce individuals who share the basic economic, political and cultural practices and norms of the society.

Structural-Functionalism

1. Society is an organic system; school is one of its vital organs.

2. The school’s socialization function is both an integral part of, and necessary to, the survival of the society.

3. The school socializes children so that they can adapt successfully to the social, economic, and political institutions of society.

4. The school's "latent" function is to produce individuals who share the basic economic, political and cultural practices and norms of the society.

Feinberg, W. & Soltis, J.F. (1985). School and society. New York: Teachers College Press.

EADM© 2007

W. R. Dolmage

The Critique of the Left:The Critique of the Left:Structural-Functionalism v.v. Conflict Theory in

Education

The Critique of the Left:The Critique of the Left:Structural-Functionalism v.v. Conflict Theory in

Education

Conflict Theory1. Schooling is a social practice used by those in

power to maintain their dominance in the social order.

2. Students learn to be obedient workers and excessive consumers in order to ensure that the profits of the upper classes will be maximized.

3. Schools are publicly supported through taxes in order to give workers the sense that they are in control of their schools when, in reality, they are merely paying for their own training and repression.

4. The school is an instrument of class domination serving to reproduce the workforce and maintain class distinctions.

Conflict Theory1. Schooling is a social practice used by those in

power to maintain their dominance in the social order.

2. Students learn to be obedient workers and excessive consumers in order to ensure that the profits of the upper classes will be maximized.

3. Schools are publicly supported through taxes in order to give workers the sense that they are in control of their schools when, in reality, they are merely paying for their own training and repression.

4. The school is an instrument of class domination serving to reproduce the workforce and maintain class distinctions.

Feinberg, W. & Soltis, J.F. (1985). School and society. New York: Teachers College Press.

EADM© 2007

W. R. Dolmage

The Courts Respond to Attempts The Courts Respond to Attempts to Accommodate Diversityto Accommodate Diversity

The Courts Respond to Attempts The Courts Respond to Attempts to Accommodate Diversityto Accommodate Diversity

R. v. Jones R. v. Jones (1986)(1986)

Zylberberg v. Sudbury Zylberberg v. Sudbury (1988)(1988)

C.C.L.A. v. Ontario C.C.L.A. v. Ontario (1990)[(1990)[Elgin Elgin CountyCounty]]

Bal v. Ontario Bal v. Ontario (1994)(1994)

Adler v. Ontario Adler v. Ontario (1996)(1996)

Islamic Schools Federation v. Ottawa Islamic Schools Federation v. Ottawa Board Board (1997)(1997)

R. v. Jones R. v. Jones (1986)(1986)

Zylberberg v. Sudbury Zylberberg v. Sudbury (1988)(1988)

C.C.L.A. v. Ontario C.C.L.A. v. Ontario (1990)[(1990)[Elgin Elgin CountyCounty]]

Bal v. Ontario Bal v. Ontario (1994)(1994)

Adler v. Ontario Adler v. Ontario (1996)(1996)

Islamic Schools Federation v. Ottawa Islamic Schools Federation v. Ottawa Board Board (1997)(1997)

EADM© 2007

W. R. Dolmage

Saskatchewan’s Response: Historical High Schools

Saskatchewan’s Response: Historical High Schools

Athol Murray College of Notre Dame

Caronport High School

College Matieu (High School)

Luther College (High School)

Luthern Collegiate Bible Institute

Rivier Academy

Rosthern Junior College

St. Angela’s Academy

Athol Murray College of Notre Dame

Caronport High School

College Matieu (High School)

Luther College (High School)

Luthern Collegiate Bible Institute

Rivier Academy

Rosthern Junior College

St. Angela’s Academy

Historical High Schools are deemed to hold Certificates of Registration as Independent Schools

EADM© 2007

W. R. Dolmage

Saskatchewan’s Response:Saskatchewan’s Response:Independent SchoolsIndependent Schools

Saskatchewan’s Response:Saskatchewan’s Response:Independent SchoolsIndependent Schools

owned or operated by a Saskatchewan corporation has a board that:

exercises powers similar to those of a board of education comprises a minimum of three adults, representing three

different family units enrols pupils between the ages of 6 and 21 from a minimum of

two different family units has facilities which meet health, safety and construction

standards has goals of education which are not inconsistent with the

goals of education for Saskatchewan is not owned or operated for the benefit of pupils from an

Indian Band within the meaning of the Indian Act has a name that:

is distinct from the names of other existing educational institutions;

reflects the level of programming offered; and does not inaccurately reflect the location or geographical

area to be served

owned or operated by a Saskatchewan corporation has a board that:

exercises powers similar to those of a board of education comprises a minimum of three adults, representing three

different family units enrols pupils between the ages of 6 and 21 from a minimum of

two different family units has facilities which meet health, safety and construction

standards has goals of education which are not inconsistent with the

goals of education for Saskatchewan is not owned or operated for the benefit of pupils from an

Indian Band within the meaning of the Indian Act has a name that:

is distinct from the names of other existing educational institutions;

reflects the level of programming offered; and does not inaccurately reflect the location or geographical

area to be served

EADM© 2007

W. R. Dolmage

Accredited Independent Accredited Independent SchoolsSchools

Accredited Independent Accredited Independent SchoolsSchools

conforms to provincial curriculum

employs only certified teachers is supervised by either the Dept.

or an approved person has operated for a full year prior

to application for accreditation subscribes to the Saskatchewan

“goals of education”

conforms to provincial curriculum

employs only certified teachers is supervised by either the Dept.

or an approved person has operated for a full year prior

to application for accreditation subscribes to the Saskatchewan

“goals of education”

EADM© 2007

W. R. Dolmage

Associate SchoolsAssociate Schools

These are schools which, while independent, operate under the supervision of an existing public or separate school board. They are:

deemed to be registered while their agreement with a board is in effect

subject to all provisions of the Regulations except: they are not required to appoint a director they are not required to permit inspection or

provide the department with records parents of pupils attending are not required to

provide the local school district with written notice that their child is attending an independent school

the school is not required to notify parents that the school is not accredited, if this is the case

These are schools which, while independent, operate under the supervision of an existing public or separate school board. They are:

deemed to be registered while their agreement with a board is in effect

subject to all provisions of the Regulations except: they are not required to appoint a director they are not required to permit inspection or

provide the department with records parents of pupils attending are not required to

provide the local school district with written notice that their child is attending an independent school

the school is not required to notify parents that the school is not accredited, if this is the case

EADM© 2007

W. R. Dolmage

Saskatchewan's Response:Saskatchewan's Response:Alternative SchoolsAlternative Schools

Saskatchewan's Response:Saskatchewan's Response:Alternative SchoolsAlternative Schools

Accredited Alternative Schools conforms to provincial curriculum policy with respect to

alternative education employs only certified teachers is supervised by either the Dept. or an approved person has operated for a full year prior to application for

accreditation subscribes to the Saskatchewan ”goals of education” accepts pupils placed by:

boards of education independent school boards Department of Social Services Saskatchewan Department of Justice Dept. of Indian and Northern Affairs (Canada) with the approval of the Minister, the pupil’s parent

or guardian offers to special needs pupils courses and programs

that are qualitatively different from regular education courses and programs.

Accredited Alternative Schools conforms to provincial curriculum policy with respect to

alternative education employs only certified teachers is supervised by either the Dept. or an approved person has operated for a full year prior to application for

accreditation subscribes to the Saskatchewan ”goals of education” accepts pupils placed by:

boards of education independent school boards Department of Social Services Saskatchewan Department of Justice Dept. of Indian and Northern Affairs (Canada) with the approval of the Minister, the pupil’s parent

or guardian offers to special needs pupils courses and programs

that are qualitatively different from regular education courses and programs.

EADM© 2007

W. R. Dolmage

Saskatchewan's Response:Saskatchewan's Response:Home-based EducationHome-based Education

Saskatchewan's Response:Saskatchewan's Response:Home-based EducationHome-based Education

Prior to September 15, 1994, there really wasn’t any way for parents to legitimately home-school their children.

As of September 15, 1994, Saskatchewan boards are required to establish procedures for:

registration and renewal of registration of all home-based education programs in their jurisdictions;

monitoring all home-based education programs; cancellation of such registrations; dispute resolution.

If the board has not established procedures for the registration of home-based education programs or where the board refuses to register a program, parents can apply directly to the Department of Education which may elect to act as the registering authority

Requirements to be met by Home-based Education Programs are detailed in Regulation 15.

Prior to September 15, 1994, there really wasn’t any way for parents to legitimately home-school their children.

As of September 15, 1994, Saskatchewan boards are required to establish procedures for:

registration and renewal of registration of all home-based education programs in their jurisdictions;

monitoring all home-based education programs; cancellation of such registrations; dispute resolution.

If the board has not established procedures for the registration of home-based education programs or where the board refuses to register a program, parents can apply directly to the Department of Education which may elect to act as the registering authority

Requirements to be met by Home-based Education Programs are detailed in Regulation 15.