School boards and provincial ministries often launch “public consultations” to hear from parents, teachers, and communities. But how often do these consultations actually change policy — and how often are they a stage-managed exercise to justify decisions already made?
Why It Matters
Democratic legitimacy: Consultation is supposed to give citizens a voice in education policy.
Trust in institutions: When consultations feel like political theatre, cynicism grows.
Impact on students: Empty processes waste time while real issues — overcrowding, mental health supports, inequity — remain unsolved.
The Canadian Context
Consultations vary widely: some are open forums with feedback loops, others are rigid surveys with leading questions.
Parents often note that the “big” decisions (school closures, curriculum overhauls) seem pre-determined, with consultation used more for optics than influence.
Political cycles can make consultations feel like tools to buy time, diffuse criticism, or frame opposition as already “heard.”
The Opportunities
Transparency: Publishing not just what was asked, but how feedback influenced the final decision.
Deliberative models: Citizens’ assemblies, participatory budgeting, or structured dialogues can go beyond checkbox surveys.
Ongoing feedback: Consultation should be continuous, not crisis-driven.
The Risks
Tokenism: Communities see their input sidelined, eroding long-term trust.
Exclusion: Groups without digital access or English/French fluency may be shut out.
Theatre: Consultation becomes a scripted performance rather than a tool for governance.
The Bigger Picture
When consultation is real, it strengthens democracy. When it’s performative, it trains citizens to disengage — convincing them their voices don’t matter. The difference lies not in the number of meetings, but in whether power-holders are willing to change course based on what they hear.
The Question
How do we ensure that education consultations aren’t just political theatre — but genuine opportunities for communities to shape the future of schools?
Public Consultation or Political Theatre?
The Concept
School boards and provincial ministries often launch “public consultations” to hear from parents, teachers, and communities. But how often do these consultations actually change policy — and how often are they a stage-managed exercise to justify decisions already made?
Why It Matters
The Canadian Context
The Opportunities
The Risks
The Bigger Picture
When consultation is real, it strengthens democracy. When it’s performative, it trains citizens to disengage — convincing them their voices don’t matter. The difference lies not in the number of meetings, but in whether power-holders are willing to change course based on what they hear.
The Question
How do we ensure that education consultations aren’t just political theatre — but genuine opportunities for communities to shape the future of schools?