I would expand on this in that education is a microcosm of any community/society, no mattter where you are or who is in it. This would be supported by internal and extenal factors or pressures acting upon that community such as ecomomic social elements. It is interesting that the Census that was just taken will be used in part to show demographics and a host of other information. Governments at various levels will be accesssing this data to provide better support for regions and communities. Data such as this in addition to strong policy and actual action in inequities, will hopefully change lives.

As the Ministry of Education has turned Faculties of Education upside down and continues to give them all a shake: they are currently scrambling to reorganise, rewrite and attempt to have these new course programs fit the new mandate they have been given. Will they take the opportunity to bring in more space for inclusion and equity or will the status quo remain?

Although this article raises many valid issues that are still rampent in Ontario schools, I believe readers need to frame this entry as a place in time, which in some aspect, time has allowed for forward movement in addressing and changing practices. If you look at the Principle's Qualification program website, they offer AQ's in inclusivenes and mentor amongst others, with in a "culturally responsive" frame work. I would state the programs they offer are at least atttempting to be relevant and supporting of racialized groups in Ontario schools.

If you look at the Peel Region District School Board (PDSB), which is in an incredibly diverse region of the GTA, in 2025 they published a review of hiring practices ( hopefully carried through); was an attempt to establish a more transparent and equitable hiring practices within which included " Hiring Practices Procedure is to assist individual hiring managers" which has several sections including "1. Build a community of practice, action and accountability; 2. Institute practices that mitigate various biases (e.g., unconscious and implicit biases); 3. Expand the applicant pool to ensure that candidates with diverse identities and lived experiences reflect those of the students and community; This was after an extensive census report was taken on staffing and student ratios etc., (2021-2022) which in the conclusion was acknowled by the Board there were short comings in practices. This Board is probably not "perfect", but effect it seems is being made to advance inequities in hiring and practice.

Abawi ( 2021) doesn't explain or illustrate the barriers these teachers face, but makes a broad statement and cites Pollock (2010) who's work is based around research mainly from the early 2000's. We have covered/ made up ground since then. If you go to the OCT website just for International Teachers, the steps are there on how to apply, as well as training and support and links to others sessions. Perfect, probably not, better since 2010, I would believe so.

This is only partially true. Each province and territory have Ministers of Education and they sit on a national council called the Council of Ministers. They meet to oversee trends in education, strategies and alignments with/about curriculum. Curriculum nationally is very much identical, fractions are still fractions in primary/junior. This system allows for regional priorities and knowledge to be implemented so as to meet the needs/view of that region. In the past because of teacher licencing in each regions; there was almost a protectivist attitude to teachers with licences out side of province, this is getting better.

I find it interesting that for a group of individuals that have the means to do pretty much what they want with these programs, that perhaps they just lack the will to do so. A large part of motivations for these owners of LLMS, is the profit/ business model that is being used to optimize the LLM. Time is money, perhaps if it is not hurting the revenue stream- why change it.