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Open Access Toronto: A new global city of learning

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Toronto, Canada, is emblematic of a new stratum of global cities. Unlike many world capitals, the city has gained stature only over the past half century, having successfully post-industrialized into a new economy and become a major world centre for immigration. Paradoxically, education has emerged as both a major driver of change and a divider of social wellbeing in the city. To interpret this paradox, we discuss: (1) how Toronto is a node in a global education policy network, particularly as an exporter of equity-oriented reforms; (2) how the city's own school system reflects ongoing tensions between forward-looking ideals and its own historical legacies; and (3) how goals of integration are being challenged by new pressures for educational differentiation, which are themselves driven by competing conceptions of multiculturalism and movements for school choice.

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Keywords: CANADA; EDUCATIONAL POLICY; MULTICULTURALISM; POLICY DIFFUSION; SCHOOL CHOICE; TORONTO

Document Type: Research Article

Publication date: September 15, 2016

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  • The London Review of Education is now published by UCL Press. New issues and all the back content shown here are available through ScienceOpen and accessed from the journal's page at UCL Press www.uclpress.co.uk/pages/london-review-of-education. Founded in 2003 by the UCL Institute of Education, the journal reflects the Institute's broad interests in all types of education in all contexts - local, national, global - and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute's aspiration to interrogate links between research, policy and practice, and its principled concern for social justice.

    Drawing on these strengths, LRE is a wide-ranging and engaging journal that features rigorous analysis and significant research across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field. The highest quality of reporting and presentation are ensured through an independent, anonymised peer-review process. As an entirely web-based open access journal, LRE has been able to offer innovative features and formats including: epistolary conversation; colour photos and illustrations; illustrative video clips.

    LRE welcomes relevant articles and book reviews. Please email them to [email protected]

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