Transcript: Focusing on Inequality in Education | Nov 14, 2017

Steve sits in the studio. He's slim, clean-shaven, in his fifties, with short curly brown hair. He's wearing a gray suit, purple gingham shirt, and a polka dotted gray tie.

A caption reads "Focusing on equity in education."

The caption changes to "Twitter: @spaikin, @theagenda."

Steve says AT THE START OF THIS
SCHOOL YEAR, ONTARIO ANNOUNCED A
THREE-YEAR STRATEGY TO ADDRESS
ISSUES OF EDUCATIONAL FAIRNESS
AND THE SYSTEMIC BARRIERS THAT
CAN STAND IN STUDENTS' WAY.
TO OVERSEE THAT PLAN, THE
PROVINCE TAPPED FORMER HUMAN
RIGHTS LAWYER AND ASSISTANT
DEPUTY MINISTER PATRICK CASE TO
HEAD UP THE NEWLY ESTABLISHED
EDUCATION EQUITY SECRETARIAT.
AND HE JOINS US NOW FOR A LOOK
AT WHAT HIS NEW JOB IS ALL
ABOUT. MR. CASE, NICE TO HAVE
YOU HERE. THANKS FOR COMING IN.

Patrick is in his fifties, with short, receding curly brown hair and he wears a blue suit, a pale blue shirt and a red tie.

The caption changes to "Focusing on equity in education. Hello Mister Secretariat."

The caption changes to "Patrick Case. Education Equity Secretariat."

Patrick says THANKS VERY
MUCH FOR HAVING ME.

Steve says WHAT IS AN EDUCATION
EQUITY SECRETARIAT?

Patrick says IN ESSENCE IT'S A HUB.

Steve says A HUB TO WHAT?

Patrick says IT'S A HUB OF PEOPLE THAT ARE
FOCUSED ON ADDRESSING EQUITY IN
EDUCATION, AND THE SENSE IS THAT
BOTH... MAINLY THE BOARDS AND
ALSO THE PROVINCE HAVE BEEN
FOCUSED ON EQUITY FOR A LONG
TIME, BUT THERE ARE SOME ISSUES
THAT HAVE BEEN HARD TO MOVE.

Steve says LIKE WHAT?

Patrick says WELL, ONE OF THOSE THINGS HAS
TO DO WITH THE DIVERSITY OF
TEACHING STAFF ACROSS THE
PROVINCE.

Steve says IT IS NOT DIFFERS
NOW?

Patrick says IT IS NOT AS DIFFERS AS IT
SHOULD BE.

Steve says AS IT SHOULD BE?

Patrick says THAT'S CORRECT.

Steve says DO YOU HAVE A TARGET
ON WHAT YOU THINK IT OUGHT TO
BE?

Patrick syas WELL, I THINK CHILDREN SHOULD
SEE THEMSELVES REFLECTED IN
SCHOOL STAFF.

Steve says SURE.

Patrick says BEYOND THAT, CHILDREN ACROSS
THE PROVINCE SHOULD SEE
RACIALIZED TEACHERS, SHOULD SEE
TEACHERS FROM DIFFERENT
BACKGROUNDS IN THEIR CLASSROOMS
AS WELL.

Steve says I'D LIKE TO CUT TO
THE CHASE HERE.
MR. CASE, ARE YOU SAYING WE HAVE
TOO MANY WHITE TEACHERS; IS THAT
THE PROBLEM?

Patrick says IT'S NOT TOO MANY WHITE
TEACHERS, THERE AREN'T ENOUGH
RACIALIZED TEACHERS.

Steve says THE REASON FOR THAT
IS WHAT?

The caption changes to "Patrick Case. Assistant Deputy Minister of Education."

Patrick says THE REASONS ARE MULTI-FOLD.
ONE OF THE THINGS IS THAT A LOT
OF RACIALIZED KIDS DON'T SEE
THEMSELVES IN CLASSROOMS.
THEY DON'T SEE THEMSELVES IN
CLASSROOMS OR TEACHERS.
THEY DON'T SEE THEMSELVES IN
CLASSROOMS DOING THE JOB.
SO THAT'S A PROBLEM.
WE WANT TO CHANGE SOME OF THAT.
OF COURSE, THAT STARTS BEFORE
UNIVERSITY, IN THE HIGH SCHOOLS.
AND SO OUR STRATEGY IS TO WORK
WITH SCHOOLS, WORK WITH VARIOUS
LEVELS OF GOVERNMENT TO CHANGE
THAT PICTURE.

Steve says DO WE KNOW WHAT THE
PERCENTAGE IS OF SO-CALLED
RACIALIZED TEACHERS IN THE
SCHOOL SYSTEM?

Patrick says UNFORTUNATELY WE DO NOT.
AND ONE OF THE REASONS FOR THAT
IS BECAUSE, TO THIS TIME, VERY
FEW BOARDS HAVE KEPT DATA HAVING
TO DO WITH THE DIVERSITY OF
THEIR EMPLOYEE POPULATIONS.

Steve says WOULD YOU LIKE THEM
TO?

Patrick says WE WOULD LIKE THEM TO, AND
INDEED, AT THIS TIME, 17 BOARDS
HAVE COME TOGETHER, LOOK IN
RELATION TO THEIR STUDENTS
POPULATIONS.
SOME OF THOSE BOARDS ARE ALREADY
DOING WORK IN THEIR POPULATIONS.

Steve says I HAVE TO TELL YOU
IT'S HIGHLY UNUSUAL FOR AN
ASSISTANT DEPUTY MINISTER TO BE
GIVEN A HIGH-PROFILE POSITION
LIKE THIS AND THEN COME ON
TELEVISION TO GIVE INTERVIEWS
ABOUT IT.
NORMALLY PUBLIC SERVANTS ARE IN
THE BACKGROUND AND KIND OF LIKE
BEING THERE.
SO YOU HAVE A HISTORY OF WORKING
IN THE HUMAN RIGHTS, CIVIL
RIGHTS FIELD.

Patrick says THAT'S RIGHT.

Steve says IN EDUCATION AS
WELL.
WHAT SPECIFICALLY HAS THE
PREMIER TASKED YOU WITH DOING?

Patrick says WELL, WHAT I'VE BEEN ASKED
WITH DOING IS COMING UP WITH A
STRATEGY, A MULTI-PRONGED
STRATEGY, THAT WOULD ADDRESS
SOME OF THE BLOCKAGES, IF YOU
LIKE, IN THE EDUCATION SECTOR,
BUT ALSO IN THE MINISTRY OF
EDUCATION.
SO THOSE BLOCKAGES HAVE TO DO
WITH THINGS LIKE THE NEED TO
GIVE PRINCIPALS,
SUPERINTENDENTS, AND DIRECTORS
THE TOOLS THAT THEY NEED IN
ORDER TO MOVE THE NEEDLE AS FAR
AS EQUITY IS CONCERNED.

Steve says SO YOU'VE GOT TO
SPEND A LOT OF TIME, I PRESUME,
MEETING WITH THEM, HEARING
WHAT'S GOING ON WITH THEM?

Patrick says THAT'S CORRECT.

Steve says DO YOU ULTIMATELY
MAKE RECOMMENDATIONS TO SOMEBODY
AT THE END OF THE DAY?

Patrick says ACTUALLY, NO.
IT'S NOT SO MUCH ABOUT MAKING
RECOMMENDATIONS AS IT IS ABOUT
MAKING CHANGE.
THE RECOMMENDATIONS, AS YOU
PROBABLY KNOW, HAVE BEEN MADE
GOING ALL THE WAY BACK TO
STEPHEN LEWIS' REPORT AFTER THE
RODNEY KING...

Steve says YES.

Patrick says BUSINESS IN THE U.S.

Steve says THAT'S MORE THAN 25
YEARS AGO.

Patrick says IT GOES WAY, WAY BACK.
SO REPORTS, RECOMMENDATIONS...
WE'VE SEEN THEM ALL.
AND SO WHAT'S HAPPENED RECENTLY
IS THAT THE GOVERNMENT HAS
RECOGNIZED THAT AND SAID, LET'S
GET DOWN TO DOING SOME ACTION.

Steve says AND DO YOU HAVE A
TERM, A LENGTH OF TERM?

Patrick says TWO YEARS.

Steve says TWO YEARS?

Patrick says YES.

Steve says CAN YOU GET WHAT YOU
NEED TO GET DONE IN TWO YEARS?

The caption changes to "Patrick Case. @equitychatter."

The caption changes to "Connect with us: @theagenda, TVO.org, Facebook, YouTube, Periscope and Instagram."

Patrick says WELL, WHAT I CAN GET DONE IN
TWO YEARS IS TO EMBED SOME OF
THE PRACTICES THAT ARE OUTLINED
IN THE EQUITY ACTION PLAN WITHIN
THE MINISTRY ADMINISTRATION.
THE DESIRE IS THAT THEY WILL
THEN LIVE THERE AND CARRY ON.

Steve says LET'S GET INSIDE THE
CLASSROOM FOR A SECOND, SHALL
WE?
I KNOW... YOU TALK ABOUT FOR
YEARS AND YEARS.
FOR YEARS AND YEARS, THERE HAVE
BEEN EFFORTS TO KIND OF END OR
REFORM OR CHANGE OR BEVEL THE
EDGES OF STREAMING STUDENTS INTO
EITHER ACADEMIC OR APPLIED
CATEGORIES.
DOES THAT STILL HAPPEN IN
ONTARIO?

The caption changes to "Focusing on equity in education. School and Classroom Practices."

Patrick says STREAMING STILL TAKES PLACE.
BUT I WANT TO BE CLEAR ABOUT
THIS, RIGHT?
WE'RE NOT FOCUSED RIGHT NOW ON
STREAMING AS A STRUCTURE.
THE FACT OF THE MATTER IS THAT
THERE ARE A LOT OF THINGS THAT
DETERMINE WHETHER KIDS GO INTO
ONE STREAM OR ANOTHER.
THE STRUCTURE IS THERE, BUT SO
TOO ARE THE ATTITUDES OF PEOPLE
WHO WORK WITH CHILDREN.

Steve says THAT'S WHY I RAISED
IT.

Patrick says SO ARE THE EXPECTATIONS OF
THE CHILDREN THEMSELVES.

Steve says THAT'S WHY I RAISED
IT.
WE'VE HEARD NUMEROUS TIMES OVER
THE YEARS AND I'M NOT MAKING A
BLANKET STATEMENT HERE,
OBVIOUSLY, BUT THERE ARE
TEACHERS WHO TEND TO STREAM
WHITE KIDS INTO ACADEMIC AND
KIDS FROM SO-CALLED RACIALIZED
COMMUNITIES INTO APPLIED, AND
THAT'S WHERE THE SYSTEMIC BIAS
BEGINS, AND I WONDER IF THAT'S
ON YOUR PLATE, TO ATTEMPT TO DO
SOMETHING ABOUT THAT?

Patrick says WELL, WHAT'S ON THE PLATE IS
THE NEED TO SIT DOWN WITH ALL OF
THE PARTNERS IN EDUCATION, THAT
IS WITH THE FOLK IN THE UNIONS,
THE FOLK IN THE COMMUNITIES, AS
WELL AS THE MINISTRY TO BEGIN TO
UNDERSTAND FROM SOUP TO NUTS, IF
YOU LIKE, WHAT IS GOING ON
WITHIN THE SYSTEM.
WHY DO THE NUMBERS FALL OUT THE
WAY THAT THEY DO, AND WHAT ARE
WE GOING TO DO ABOUT IT?

Steve says DO YOU HAVE A THEORY
AS TO WHY THE NUMBERS FALL OUT
THE WAY THEY DO?

Patrick says RIGHT NOW I WANT TO KEEP AN
OPEN MIND ABOUT A LOT OF THAT
STUFF BECAUSE I DON'T WANT TO
PUT THE MINISTRY, TEACHERS, OR
MYSELF IN THE POSITION OF
SAYING, OKAY, HERE ARE THE
ANSWERS TO WHAT WE'RE SEEING.

Steve says AND AGAIN, I'M GOING
TO ASK YOU IF YOU HAVE NUMBERS
ON THE NUMBERS OF STUDENTS WHO
ARE SUSPENDED AND-OR EXPELLED
FROM THE PUBLIC SYSTEM.
DO WE HAVE A RACIAL BREAKDOWN OF
HOW THOSE NUMBERS FALL OUT?

WE KNOW THAT THERE ARE
DISPROPORTIONATE NUMBERS OF
RACIALIZED KIDS WHO ARE
SUSPENDED AND EXPELLED WITHIN
OUR SYSTEMS.
WE DO KNOW THAT, YES.

Steve says THAT IS THE CASE?

Patrick says YES.

Steve says THEY ARE
OVERREPRESENTED?

Patrick says YES.

Steve says DO WE KNOW WHY THEY
ARE OVERREPRESENTED?

Patrick says NO, WE DO NOT.
WE KNOW THAT IN SOME INSTANCES
WHAT IT COMES DOWN TO IS
PEOPLE'S EXPECTATIONS OF KIDS.
YOU HAD AT ONE TIME THE FOLK
FROM THE CHILDREN'S AID HERE,
AND THEY TOLD YOU ABOUT THE
OVERREPRESENTATION OF RACIALIZED
KIDS WHO ARE IN RARE.
AND IN MY VIEW, IN OUR VIEW,
SOME OF THE SAME MECHANISMS THAT
GIVE RISE TO THAT GIVE RISE TO
OVERREPRESENTATIONS OF
RACIALIZED KIDS IN SUSPENSIONS
AND EXPULSIONS.

Steve says SO IT MAY NOT BE
THAT THEY'RE ANY WORSE THAN SAY
WHITE KIDS, BUT THE EXPECTATIONS
OF THOSE WHO MAKE THE DECISIONS
ARE DIFFERENT?

Patrick says YES.

Steve says THEN THAT'S SYSTEMIC
RACISM, IS IT NOT?

Patrick says THAT'S SYSTEMIC RACISM.

Steve says SO I'VE ACCURATELY
IDENTIFIED THAT AS SYSTEMIC
RACISM.
SO PART OF YOUR MANDATE WILL BE
TO DO SOMETHING ABOUT THAT?

Patrick says THAT'S CORRECT.

Steve says WHAT CAN YOU HOPE TO
DO ABOUT THAT?

Patrick says WELL, I THINK WHAT WE HAVE TO
DO IS TO WORK WITH PEOPLE WHO
ARE ON THE FRONT LINES SO THAT
WE ALL UNDERSTAND WHAT IT IS
WE'RE DOING WHENEVER WE'RE DOING
IT WITH REGARD TO PARTICULAR
CHILDREN.
THAT'S WHAT WE CAN DO.
THE THING HERE THAT'S REALLY
IMPORTANT TO UNDERSTAND, WE'RE
TALKING ABOUT AN AGGREGATE.
WE'RE NOT TALKING ABOUT THE
BEHAVIOURS OF ANY INDIVIDUAL
TEACHER OR ANY INDIVIDUAL
ADMINISTRATOR.
AND SO IT'S ABOUT UNDERSTANDING
HOW THE SYSTEM OPERATES AND HAVE
PEOPLE FULLY CONSCIOUS ABOUT HOW
A SYSTEM OPERATES IN SUCH A WAY
THAT MAY ADVANTAGE SOME KIDS,
DISADVANTAGE OTHERS.

Steve says DO YOU THINK AT SOME
POINT PRINCIPALS AND-OR TEACHERS
NEED TO BE TAKEN ASIDE, AND I
DON'T KNOW HOW THE HECK YOU'D DO
THIS, BUT YOU'D KNOW HOW TO DO
THIS, AND ESSENTIALLY TOLD,
"RIGHT NOW YOU SEEM TO HAVE A
ZERO TOLERANCE ATTITUDES TOWARDS
RACIALIZED KIDS WHEN THEY ACT UP
AND THEY'RE GETTING SUSPENDED OR
EXPELLED IN THE WAY WHITE KIDS
ARE NOT.
IT'S HAPPENING AND WE HAVE TO
DEAL WITH IT."
DO YOU HAVE TO MAKE THAT SPEECH
TO THEM SOMEHOW?

Patrick says I'VE MADE A SPEECH TO PEOPLE
SAYING WHAT WE NEED TO DO IS WE
NEED TO CHANGE OUR APPROACH TO
EDUCATION IN THE PROGRAM, WE
HAVE TO CHANGE THE WAY WE
APPROACH EXPECTATIONS OF KIDS,
RIGHT?
SO THAT SPEECH IS ONE OF THE
ONES THAT I'M MAKING CONSTANTLY
TO PEOPLE.

Steve says TO GROUPS ALL OVER
THE PROVINCE?

Patrick says YEAH.
BUT IT'S NOT JUST ABOUT
SPEECHES.
IT'S ABOUT GIVING PEOPLE THE
TOOLS THAT WILL ASSIST IN
CHANGING THE WAY THAT WE DO
THINGS.
ONE OF THE THINGS THAT THE
OFFICE IS INVOLVED WITH IS
WORKING WITH TEACHERS AND WE'RE
WORKING RIGHT NOW WITH A LARGE
NUMBER OF BOARDS ON PRACTICES
THAT WILL...

Steve says WHAT CAN YOU CHANGE
ABOUT THE WAY THAT TEACHING
HAPPENS TO GET A DIFFERENT
OUTCOME?

Patrick says WELL, I THINK ONE OF THE
STRATEGIES HAS TO DO WITH
LOOKING AT KIDS MORE DIRECTLY IN
TERMS OF WHERE THEY COME FROM,
WHAT THEIR HOME LIVES ARE LIKE,
WHAT THE CULTURES AROUND THEM...
WHEN I SAY "CULTURE," I DON'T
MEAN SAMOSAS AND SARIS.
WHAT'S GOING AT HOME, WHAT'S
GOING ON IN THE COMMUNITY.
AND WHAT YOU FIND IS YOUNG
PEOPLE'S MINDS ARE PREOCCUPIED
WITH THOSE THINGS.
TO THE EXTENT WE CAN TAP INTO
THAT, WE CAN ALSO TAP INTO
DIFFERENT WAYS OF TEACHING
BECAUSE THOSE EXPERIENCES GIVE
RISE TO STRATEGIES IN RELATION
TO TEACHING.
WE CAN ALSO TAP INTO RECOGNIZING
MORE FULLY OR DEVELOPING MORE
FULLY BETTER RELATIONSHIPS
BETWEEN TEACHERS AND STUDENTS.

Steve says LET ME GUESS,
THOUGH, AT HOW SOME TEACHERS
WOULD RESPOND TO THAT, WHICH IS
TO SAY, "YOU WANT ME TO BE A
TEACHER?
SOMETIMES I NEED TO BE THE KID'S
PARENT, SOMETIMES I NEED TO BE
THEIR PSYCHOLOGIST, THEIR SPORTS
COACH, THEIR MUSIC COACH, I NEED
TO MAKE SURE THEY'RE FED, I NEED
TO MAKE SURE THEY'RE DOING THEIR
HOMEWORK."
YOU ARE ASKING, MR. CASE, FOR
TEACHERS TO ASSUME A GREATER
LOAD AND THEY'RE ALREADY
OVERBURDENED.

Patrick says THE FACT IS THEY ARE NOT
REACTING THAT WAY TO THAT.

Steve says THEY ARE NOT.
WHAT IS THE REACTION YOU'RE
GETTING?

Patrick says I THINK THE REACTION... LOOK,
THE SCHOOLS IN WHICH THIS SORT
OF WORK HAS BEEN DONE, THE
RESULTS HAVE BEEN REALLY, REALLY
GOOD.
AND IT HASN'T RESULTED IN
TEACHERS SAYING, "YOU'RE GIVING
US EXTRA."
WHAT HAS RESULTED IS PEOPLE
SAYING, "OH, SO THAT'S HOW I CAN
DO MY WORK DIFFERENTLY."

Steve says DID YOU EXPECT THAT
KIND OF REACTION?

Patrick says YES, I DID.

Steve says YOU DID?

Patrick says YEAH.

Steve says HUH.

Patrick says THE FACT OF THE MATTER IS
THAT MOST TEACHERS GET INTO THE
PROFESSION BECAUSE THEY WANT TO
CHANGE THE WORLD.
THEY WANT TO CHANGE THE WORLD
ONE KID AT A TIME, ONE CLASSROOM
AT A TIME.
AND IF YOU GIVE PEOPLE THE TOOLS
TO DO SOME OF THAT WORK, THEY
ACCEPT IT.

Steve says LET ME CIRCLE BACK
TO SOMETHING YOU SAID A MOMENT
AGO, WHICH IS WE NEED TO HAVE A
BETTER UNDERSTANDING AS WELL OF
THE KIND OF HOME THAT A STUDENT
COMES FROM SO THAT WHEN THEY GET
TO SCHOOL, THEY ARE IN A
POSITION TO BEGIN LEARNING.

The caption changes to "Subscribe to the agenda podcasts: tvo.org/theagenda."

Patrick says RIGHT.

Steve says AND OBVIOUSLY IF YOU... MY
SISTER-IN-LAW IS A TEACHER AND
SHE TELLS ME FREQUENTLY THAT THE
KIDS WHO COME FROM HOMES WHERE
PARENTS HAVE ENGLISH AS A SECOND
LANGUAGE AND MAYBE MOM OR DAD
DIDN'T GET PAST GRADE 8,
OBVIOUSLY THAT'S DIFFERENT THAN
COMING FROM A HOME WHERE MOM AND
DAD BOTH HAVE A Ph.D. WHEN IT
COMES TO THEIR ATTITUDE TOWARD
EDUCATION.
HOW DO YOU PLAN TO GET PARENTS
INVOLVED IN THE KINDS OF REFORMS
YOU'RE HOPING TO SEE THROUGH?

Patrick says ONE OF THE WAYS WE PLAN TO
GET PARENTS INVOLVED IS TO FOCUS
MORE... THE MINISTRY HAS FOR
SOME TIME NOW WORKED TO FUND
PARENT INVOLVEMENT IN SCHOOLS.
WE'RE CHANGING THE FOCUS OF THAT
FUNDING SO THAT IT'S FOCUSED
MORE ON MOVING PARENTS WHO HAVE
BEEN AT THE MARGINS OF SCHOOLS
INTO THE CENTRE OF SCHOOLS.

Steve says WE HAVE PARENT
COUNCILS NOW.
THAT'S SUPPOSED TO HAVE DONE
THAT.

Patrick says PARENT COUNCILS ON THEIR OWN
HAVE NOT DONE THAT.
BUT WHAT COULD DO THAT IS MORE
OUTREACH TO PARTICULAR GROUPS OF
PEOPLE.
BRINGING MORE FOCUSED OUTREACH
TO PARTICULAR GROUPS OF PEOPLE
AND BRINGING THEM INTO THE
SCHOOL.

Steve says HOW DO YOU DO THAT?

Patrick says A PARENT COUNCIL CAN BE
SOMETIMES A FAIRLY PASSIVE
ACTIVITY.
THOSE WHO WANT TO GET INVOLVED
GET INVOLVED.
BUT WHAT YOU'D WANT TO DO IS TO
USE OUTREACH WORKERS, FOR
EXAMPLE, TO BRING IN PEOPLE TO
SCHOOL WHO SPEAK DIFFERENT
LANGUAGES, COME FROM DIFFERENT
COMMUNITIES, AND WORK ON ISSUES
HAVING TO DO WITH THEIR
PARTICULAR INTERESTS, WITH THEIR
CHILDREN IN THAT SCHOOL.

Steve says AGAIN, I'M GOING TO
PLUCK JUST OUT OF THIN AIR HERE
AN EXAMPLE OF A FAMILY THAT
BASICALLY... THE FAMILY BUSINESS
IS RUNNING A CORNER STORE AND
THEY'RE FROM A RACIALIZED
COMMUNITY, SO-CALLED, AND
THEY'RE ALREADY WORKING 18 HOURS
A DAY, YOU KNOW, TRYING TO RUN
THIS FAMILY BUSINESS AND MOM AND
DAD BOTH WORK THERE, AND MAYBE
THE KIDS WORK THERE SOMETIMES
TOO, ON THE WEEKENDS OR IN THE
EVENINGS.
HOW DO YOU TELL THAT FAMILY, "WE
NEED YOU TO BE EVEN MORE DEEPLY
INVOLVED IN YOUR KID'S
EDUCATION, COME TO MEETINGS AT
THE SCHOOL, COME TO MEETINGS
WITH TEACHERS AND PRINCIPALS"?
THAT SOUNDS LIKE A PRETTY HEAVY
TOLL.

Patrick says IT IS.
I THINK YOU'RE ABSOLUTELY RIGHT.
THERE ARE SOME PARENTS WHO ARE
IN THAT SITUATION, BUT NOT ALL
ARE.
AND CERTAINLY NOT ALL OF THOSE
WHO ARE NOT ENGAGED IN THE
SCHOOLS AT THIS POINT ARE IN
THAT SORT OF A SITUATION.
MORE TO THE POINT I THINK IS
THAT THERE HAVE BEEN
DIFFICULTIES IN REACHING OUT TO
PARTICULAR GROUPS OF PARENTS WHO
MAY HAVE THE TIME, HOWEVER
SMALL, TO BE INVOLVED WITH THE
SCHOOL.

Steve says AND WHY AREN'T THAT
GROUP OF PARENTS, WHY WOULDN'T
THAT GROUP OF PARENTS BE
INVOLVED RIGHT NOW?

Patrick says I THINK THEY'RE NOT BECAUSE
SOMETIMES THE PARENT COUNCIL
DOESN'T LOOK LIKE A PLACE THAT
THEY WOULD WANT TO BE.
IT'S PARENTED... IT'S RUN BY
PEOPLE WHO SEEM TO HAVE THE TIME
AND WHO SEEM TO HAVE MORE OF AN
IN WITH THE SCHOOL.
THE SCHOOL LOOKS MORE LIKE THEM,
THE PEOPLE WHO ARE INVOLVED IN
THE SCHOOL THAN IT DOES TO A LOT
OF PARENTS. AND SO IT'S ABOUT
CHANGING THAT. HOW DO YOU CHANGE
THE PERCEPTION OF THE SCHOOL?
HOW DO YOU CHANGE THE WAY THAT
THE SCHOOL LOOKS SO THAT PEOPLE
ARE ATTRACTED TO IT?

The caption changes to "Focusing on equity in education. Getting everyone involved."

Steve says WE WISH YOU WELL
WITH YOUR WORK AND WE WILL BE
HAPPY TO HAVE YOU BACK HERE IN A
YEAR OR TWO AND GET A PROGRESS
REPORT ON HOW YOU'RE DOING.

Patrick says LOVE TO.

Steve says THAT'S PATRICK CASE,
ASSISTANT DEPUTY MINISTER NOW
HEADING UP THE EDUCATION EQUITY
SECRETARIAT FOR THE PROVINCE OF
ONTARIO. THANK YOU, MR. CASE.

Patrick says THANK YOU VERY MUCH.

The caption changes to "Focusing on equity in education. Producer: Meredith Martin. @MeredithMartin."

Watch: Focusing on Inequality in Education