It was the first day of Grade 4 for her daughter, Zoe, and, as it turned out, “a seminal moment” in Martha Harron’s own education in the shortcomings of Canadian public schools. During the morning recess, Harron, a volunteer at her daughter’s east-end Toronto school, wandered into Zoe’s empty classroom.
If Karen Marsan had not known better, she would have sworn that her son’s early report cards were written by a pop psychologist. The anecdotal reports were full of feel-good phrases and empty platitudes. “As learners, children, and Peter is no exception, choose to do things at which they feel successful,” wrote his Grade 1 teacher in November, 1991.
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