This thesis is based on an ethnographic study conducted in a split grade five and six classroom in Toronto during the 1985/86 academic year. Data were collected through participatory observation, as well as through individual and focus group interviews. A group of eight activist African-Canadian high school students, as well as 26 Euro- Canadian “drop-backs” were also interviewed. The time during which I conducted the study was a period of intensive education activism of parents and the community in Toronto. I was interested in determining whether or not, and this activism was reflected at the school level, and if it was reflected, how. I also wanted to examine whether or not the historically supportive auxiliary role that parents played during this period was elevated to more substantive and meaningful active involvement in the education of their children during the last half of the 1980s. This study shows that activities in the classroom were driven by pre-packaged curriculum materials and were implemented with very few modifications. Coupled with teacher-centred practice, this closed the door for any diversifying opportunities that could have found their way into the classroom, not only from the homes of the children and the school community, but also from critics of the use of prepackaged material and, most importantly, from the students themselves. Furthermore, teacher-centred classroom discourse pushed students to develop a cynical attitude towards schooling. Having no say in what or how they were taught provided the children with few choices but to develop a coping mechanism of passive resistance. Their short-term survival strategies included appearing as though they were striding along, but not embracing their school experiences fully. By the same token, they were not challenged to think critically, to evaluate or to problem-solve. A link was also established between the students’ passive resistance at the elementary level with ‘fading out’ or ‘dropping out’ and successful resistance at the high school level.

This thesis is based on an ethnographic study conducted in a split grade five and six classroom in Toronto during the 1985/86 academic year. Data were collected through participatory observation, as well as through individual and focus group interviews. A group of eight activist African-Canadian high school students, as well as 26 Euro- Canadian “drop-backs” were also interviewed. The time during which I conducted the study was a period of intensive education activism of parents and the community in Toronto. I was interested in determining whether or not, and this activism was reflected at the school level, and if it was reflected, how. I also wanted to examine whether or not the historically supportive auxiliary role that parents played during this period was elevated to more substantive and meaningful active involvement in the education of their children during the last half of the 1980s. This study shows that activities in the classroom were driven by pre-packaged curriculum materials and were implemented with very few modifications. Coupled with teacher-centred practice, this closed the door for any diversifying opportunities that could have found their way into the classroom, not only from the homes of the children and the school community, but also from critics of the use of prepackaged material and, most importantly, from the students themselves. Furthermore, teacher-centred classroom discourse pushed students to develop a cynical attitude towards schooling. Having no say in what or how they were taught provided the children with few choices but to develop a coping mechanism of passive resistance. Their short-term survival strategies included appearing as though they were striding along, but not embracing their school experiences fully. By the same token, they were not challenged to think critically, to evaluate or to problem-solve. A link was also established between the students’ passive resistance at the elementary level with ‘fading out’ or ‘dropping out’ and successful resistance at the high school level.