Cindy Gangaram holding "Stop the Conservatives" sign outside

Cindy Gangaram reflects on all the reasons to get involved in the June 2022 provincial election.

Candy Palmater

Voice in conversation with Indigenous writer, humourist and broadcaster Candy Palmater.

Dawn Samuel and students

Dawn Samuel considers best practices for inclusion and engagement, focusing on promoting positive interactions with Black students and their families and acknowledging histories and experiences of systemic discrimination.

teacher and students in classroom

Melissa Rabess and PeggySue Bacon reflect on their experience of Project Overseas.

teacher with students outside in snow

Tanya Murray celebrates the growing cultural and educational movement toward nature-based education and inquiry as a way to create powerful learning experiences with and for our students.

Book cover for M is for Mustache

Gordon Nore considers the importance of representing the diversity of our classrooms and communities in the literature we teach.

People at Rally for Education at Queen's Part in 2012

ETFO has a long history of advocating for and negotiating significant improvements to educator working conditions and student learning conditions. There’s no doubt that our collective efforts have helped make Ontario’s public education system one of the best in the world.

teachers reading to class

Sangeeta McAuley emphasizes the importance of creating community and ensuring representation by introducing Culturally Relevant and Responsive Pedagogy (CRRP) early and continuing to ensure it is part of the curriculum we teach.

teacher in front of classroom pointing at fake news

Erin Oxland writes about using a new resource called NewsWise to help her students learn critical thinking, navigate misinformation online and learn news and information literacy.

Book cover of Transformative Change and Real Utopias in Early Childhood Education

Francesca Alfano reviews Peter Moss’s Transformative Change and Real Utopias in Early Childhood Education, a book which proposes that the neoliberal narrative currently being used to understand early childhood education is not neutral or inevitable.