Alberta
IN CASE OF EMERGENCY, READ THIS! ALBERTA’S COVID-19 REPORT
From the Frontier Centre for Public Policy
By Barry Cooper
The report calls for emergency management experts – not doctors or health care bureaucrats – to be in charge when such disasters strike, with politicians who are accountable to the people making the key decisions. Most important, the report demands much stronger protection for the individual freedoms that panic-stricken governments and overbearing professional organizations so readily quashed.
Nobody needs reminding that the Covid-19 pandemic – and the official responses to it – left hardly a person, group or country unaffected. From the lost learning of school closures to the crushed businesses and ruined lives, to the recurring social separation, to the physical toll itself, the wreckage came to resemble recession, social disintegration, war and the ravages of disease all in one. Yet the governments and organizations that designed and oversaw the emergency’s “management” have proved decidedly incurious about delving into whether they actually did a good job of it: what went right, what went wrong, who was responsible for which concepts and policies, who told the truth and who didn’t, and what might be done better next time. Few countries are performing any such formal evaluation (the UK and Sweden being prominent exceptions).
In Canada, the Justin Trudeau government has rebuffed calls for a public inquiry (perhaps a small mercy, as it is hard to envision this prime minister not politicizing such an exercise). Nearly every Canadian province is also ignoring the matter. The sole exception is Alberta, which in January created the Public Health Emergencies Governance Review Panel to, as its terms of reference state, “review the legislation and governance practices typically used by the Government of Alberta during the management of public health emergencies and other emergencies to recommend changes which, in the view of the Panel, are necessary to improve the Government of Alberta’s response to future emergencies.” The Panel’s inquiry fulfilled a promise made by Premier Danielle Smith when she was running for the leadership of the United Conservative Party.
These terms of reference need to be understood because they greatly influenced what followed – both the restrictions on the Review Panel’s inquiries and the broad scope of its recommendations, released in a densely written Final Report (367 pages including appendices) on November 15. The Panel was chaired by Preston Manning, Leader of the Official Opposition in Ottawa some 25 years ago but who more recently became a prominent voice of skepticism regarding the pandemic response, particularly the dismissive treatment of Canadians’ rights and liberties. With this report Manning has driven and led not one but two major pandemic-related reviews, as he was also central in the non-governmental National Citizens Inquiry on Canada’s Response to the Pandemic, which heard wrenching personal testimony.
Despite working under limitations, Manning and his colleagues have rendered valuable and, indeed, unparalleled public services with each effort. Here one must note whom Manning requested for Alberta’s Review Panel. They are in alphabetical order: Martha Fulford, an academic pediatrician at McMaster University with numerous scholarly articles to her credit; Michel Kelly-Gagnon, a businessman and President Emeritus of the Montreal Economic Institute; John C. Major, a former Justice of the Supreme Court of Canada; Jack Mintz, arguably Canada’s most distinguished living economist; and Rob Tanguay, a Calgary-based clinical psychiatrist specializing in treating addiction, depression and pain. Additional specialists prepared several of the report’s 11 appendices.
This is important because the response of Alberta’s NDP and its left-wing media helpers has been to accuse the Panel of mongering conspiracy theories and attempting to legitimize quack pseudo-science. They are using Manning, the founder and longtime leader of the Reform Party of Canada, as a convenient whipping boy. But they are effectively calling the entire panel – including a former member of the nation’s highest court who stood out for his calm and measured approach – a bunch of nutters if not worse. These critics seem to have emitted not one positive thought about any aspect of the Panel Report. That tells you a great deal about them, including that they probably didn’t even read it.
The report also prompted some balanced to favourable coverage, including from several journalists who previously were pro-lockdown, pro-masking and/or pro-vaccine. Edmonton Sun columnist Lorne Gunter, for example, termed the report “sensible and moderate,” noting that it calls for following “all of the credible science.” Gunter’s use of “all” is significant for, he notes, “a lot of what was pitched to the public as definitive scientific knowledge, such as the vitalness of mask and vaccine mandates, school closures, event cancellations and lockdowns was questioned by solid, reputable scientists (not just streetcorner anti-vaxxers and ‘I did my own research’ social-media experts).” Calgary Herald columnist Don Braid, a habitual UCP critic, also sounded impressed.
Alberta had a thoroughly designed, tested and previously deployed emergency plan. It just chose not to use it against Covid-19. This bizarre and gravely damaging decision has still not been explained.
So what is actually in the report? Chapter 1’s review of the Panel’s purpose notes it was set up to review the procedures Alberta has to respond to “any public emergency, including a public health emergency,” and how its preparations could be improved, including by broadening and deepening “the role of science in coping with future emergencies.” Its purpose was not to criticize Alberta’s actual responses to the Covid-19 event. While the Covid-19 public health emergency was the initial reason the panel was established, its recommendations would apply more broadly. And while science should be considered central to good public policy, science should not be regarded as consisting of a single narrative. Accordingly, “alternative perspectives” (Report, p. 5) should also be considered.
Alberta Emergency Management Agency
The spring 2020 spectacle of wildly shifting statements from public health officials and political leaders, its blizzard of decrees and edicts, proliferating “mandates,” haphazard changes of direction, imposition of seemingly arbitrary rules, public chaos, and sheer aura of panic – sweat-drenched faces, bulging eyes – might lead any citizen to believe that governments had never planned for or faced an emergency. The promiscuous use of “unprecedented” to describe Covid-19 only added to this feeling. In fact, Alberta had a thoroughly designed, tested and previously deployed emergency plan. It just chose not to use it against Covid-19. This bizarre and gravely damaging decision has still not been explained.
The Final Report’s largely overlooked Chapter 2 discusses improvements to the Alberta Emergency Management Agency (AEMA), making it important on several levels. The Panel recommends AEMA be adequately funded and remain the lead agency in dealing with any future emergency, including any future medical emergency. This alone is huge and hugely welcome. To ensure that individuals who are capable of dealing with emergencies and not just apprehended medical crises are in fact in charge, the Panel recommends several legislative changes to the Emergency Management Act and Public Health Act. Even better.
This sound recommendation rests upon the distinction between emergency management and normal policy decisions made by bureaucrats. The original Alberta emergency plan was developed in 2005 to deal with an anticipated influenza pandemic, and was in turn based on planning initiated across North America following the 9/11 terror atrocity. Alberta’s plan was similar to the approach followed by Sweden in 2020, which despite widespread initial condemnation proved highly successful. Its essential feature was that it was written and was to be implemented by individuals who specialize in emergencies, not by individuals with alleged expertise in the specific attributes of an anticipated emergency such as influenza or Covid-19, what the Panel on page 25 refers to as “subject-matter experts” (a more extensive quote is below).
By way of analogy, societies well-prepared to deal with emergencies do not put a limnologist in charge of an emergency response when riverbanks are unexpectedly breached and cause catastrophic flooding. Nor do they scramble to place a vulcanologist in charge when a volcano erupts and threatens lives and livelihoods. The purpose of putting highly trained emergency professionals in the lead during difficult situations is to remove as much as possible the shock effect from the surprises that emergencies typically bring, especially to normal politicians and conventional bureaucrats who expect normalcy to last forever and who panic when it doesn’t.
The emergency plan Alberta had going into 2020 was designed by David Redman, a former senior Canadian Forces officer whose 27 years of service included combat experience, a vocation that typically deals with unexpected surprises. The problem as the pandemic began was not in any lacunae that the Alberta emergency plan may have contained. Rather, as Redman, who at the time was director of Community Programs for Emergency Management (i.e., coordinating local responses), told C2C Journal in an interview in late 2020, “Governments took every plan they had ever written and threw them all out the window. No one followed the process. [The politicians] panicked, put the doctors in charge, and hid for three months.”
Redman was also emphatic on the question of fear, which is inevitably transmitted by panicked officials. He spent countless hours during the pandemic trying to warn every Canadian premier and many federal politicians that discarding emergency management principles and giving healthcare bureaucrats unprecedented authority was dangerous and would likely lead to disaster. Specifically, he urged healthcare officials and politicians to avoid expressing fear. Instead, he sadly noted in an interview with the Western Standard last week, “They used fear as a weapon. In emergency management you never use fear. You use confidence. You show confidence that the emergency can be handled and present a plan to show how this will be achieved.”
The Government of Alberta made a catastrophic and, as said, never-explained mistake when it turned the province over to a narrowly focused, unimaginative career bureaucrat credentialed only with an M.D. To be fair, this was probably too much for any one person, and Chief Medical Officer of Health Deena Hinshaw was placed in a near-impossible position. The consequences of this decision led to the removal of Premier Jason Kenney, and it is also why nearly the first thing his successor did was fire Hinshaw. That is also why the Manning Panel was commissioned.
So let us agree that the Panel’s recommendations to strengthen AEMA would improve emergency management the next time it is needed. That said, the Panel ignored the fact (or at least declined to state) that, had existing procedures been followed in 2020, things would have turned out much better.
Making Proper Use of Science – and Avoiding the Dictatorship of “Experts”
Chapter 3 deals with the place of “science” in public policy. It was self-evident to the Panel that science could help fashion sound public policy responses but could also be used for “political expedience and ideology.” Here the Panel was half-right. On the one hand it advanced a notion of “the scientific method” that dominated science classes a couple of generations ago. According to this account, a researcher develops testable hypotheses that can be modified in light of experimental results. Such was the philosophy of science that I was taught in grade 7 physics.
Its great defect is that it takes no account of what we now call conflicting paradigms or of what German Enlightenment-era philosopher Immanuel Kant called the power of judgment. A pandemic, for example, is not a “fact” but the product of somebody’s judgement. On the other hand, the Panel showed great clarity in asserting that “science is open to the consideration and investigation of alternative hypotheses…and is subject to some degree of uncertainty as an ever-present characteristic of scientific deliberations.” (Report, p. 24)
Before considering how it elaborated the problems of conflicting and alternative hypotheses and of uncertainty, one should note how opponents to both the Panel and UCP government responded to its commonsensical observations. According to NDP Leader Rachel Notley, they were “incredibly irresponsible.” Indeed, she asserted, “What you see is an invitation to normalize conspiracy theories and pseudo-science at the expense of evidence-based medical care.” Notley and CTV went on to attack Premier Smith for embracing “fringe views” – including those found in the October 2020 Great Barrington Declaration, a document written by three of the world’s most respected epidemiologists and subsequently endorsed by, at last count, 939,000 fellow scientists.
One of the Panel-endorsed “fringe views” was that “the number one priority” when a pandemic event is declared should be “protection of the most vulnerable,” (Report, p. 25) which is to say not everybody. Should a particular pandemic’s impact subsequently spread to other social, political and economic relationships, this priority may be modified and adjusted. That sounds eminently responsible, but the NDP wants everybody locked down right from the start.
Still the real question is: who would order the adjustments? The Panel’s answer is forthright, much to the consternation of scientific “experts”: “That a clear and conscious decision be made by elected officials as to the scope of the scientific advice to be sought and that this decision not be left entirely to the subject-matter agency, given that it may have a narrower perspective than that actually required.” (Report, p. 25, emphasis added) As Manning later said: “Political people have to be responsible for the overall direction and management because they’re the people that the public can hold accountable.”
Manning’s determination to avoid having a democracy become a dictatorship of “experts” also reflects a critical aspect of pandemic response: that there are issues far beyond medicine in play, and that the associated decisions are not scientific ones. Weighing risks, for example, is an exercise in logic (a branch of philosophy) and judgment, which depends on inductive reasoning. Assessing costs and benefits of various possible actions is economic in nature. And then, deciding just how much risk to take on and what costs to bear in the pursuit of benefits are questions of ethics. Such things should be undertaken by politicians because, if the people as a whole have a different view of such matters, they can vote in a different government (or, as happened in Alberta, select a decidedly different leader from the same party).
To the experts and their spokespersons, this was an anathema. Lorian Hardcastle, an associate professor in the University of Calgary’s law school and medical school, warned: “We would see ideologically driven response to a public health emergency” that would make it difficult “to keep people alive.” We can characterize the Hardcastle position, which was endorsed strongly during the pandemic by legacy media, the NDP, the “expert” class and the health care bureaucracy, as the “orthodox” doctrine. A health care emergency must be left to the so-called health care experts. Everyone else (including presidents, prime ministers and premiers) should defer to their expertise and do as they are told. The public “conversation” is entirely one-way.
In reality, however, public health does not involve just a single disease but all aspects of the health of a population. Thus, focussing on illness stemming from the SARS-CoV-2 virus was not enough even for so-called specialists because such a focus meant that, for instance, cancer screening was postponed so hospitals would be empty enough to accept the (incorrectly) projected tsunami of Covid-19 patients. Yet cancer is also part of public health, as was the collateral damage from the economic and social effects of lockdowns, school closures and social distancing, none of which the orthodox doctrine considers. Skeptics pointed out all of this throughout the pandemic – and were shouted down as granny-killers.
Alberta
How economic corridors could shape a stronger Canadian future
Ship containers are stacked at the Panama Canal Balboa port in Panama City, Saturday, Sept. 20, 2025. The Panama Canals is one of the most significant trade infrastructure projects ever built. CP Images photo
From the Canadian Energy Centre
Q&A with Gary Mar, CEO of the Canada West Foundation
Building a stronger Canadian economy depends as much on how we move goods as on what we produce.
Gary Mar, CEO of the Canada West Foundation, says economic corridors — the networks that connect producers, ports and markets — are central to the nation-building projects Canada hopes to realize.
He spoke with CEC about how these corridors work and what needs to change to make more of them a reality.
CEC: What is an economic corridor, and how does it function?
Gary Mar: An economic corridor is a major artery connecting economic actors within a larger system.
Consider the road, rail and pipeline infrastructure connecting B.C. to the rest of Western Canada. This infrastructure is an important economic corridor facilitating the movement of goods, services and people within the country, but it’s also part of the economic corridor connecting western producers and Asian markets.
Economic corridors primarily consist of physical infrastructure and often combine different modes of transportation and facilities to assist the movement of many kinds of goods.
They also include social infrastructure such as policies that facilitate the easy movement of goods like trade agreements and standardized truck weights.
The fundamental purpose of an economic corridor is to make it easier to transport goods. Ultimately, if you can’t move it, you can’t sell it. And if you can’t sell it, you can’t grow your economy.
CEC: Which resources make the strongest case for transport through economic corridors, and why?
Gary Mar: Economic corridors usually move many different types of goods.
Bulk commodities are particularly dependent on economic corridors because of the large volumes that need to be transported.
Some of Canada’s most valuable commodities include oil and gas, agricultural commodities such as wheat and canola, and minerals such as potash.
CEC: How are the benefits of an economic corridor measured?
Gary Mar: The benefits of economic corridors are often measured via trade flows.
For example, the upcoming Roberts Bank Terminal 2 in the Port of Vancouver will increase container trade capacity on Canada’s west coast by more than 30 per cent, enabling the trade of $100 billion in goods annually, primarily to Asian markets.
Corridors can also help make Canadian goods more competitive, increasing profits and market share across numerous industries. Corridors can also decrease the costs of imported goods for Canadian consumers.
For example, after the completion of the Trans Mountain Expansion in May 2024 the price differential between Western Canada Select and West Texas Intermediate narrowed by about US$8 per barrel in part due to increased competition for Canadian oil.
This boosted total industry profits by about 10 per cent, and increased corporate tax revenues to provincial and federal governments by about $3 billion in the pipeline’s first year of operation.
CEC: Where are the most successful examples of these around the world?
Gary Mar: That depends how you define success. The economic corridors transporting the highest value of goods are those used by global superpowers, such as the NAFTA highway that facilitates trade across Canada, the United States and Mexico.
The Suez and Panama canals are two of the most significant trade infrastructure projects ever built, facilitating 12 per cent and five per cent of global trade, respectively. Their success is based on their unique geography.
Canada’s Asia-Pacific Gateway, a coordinated system of ports, rail lines, roads, and border crossings, primarily in B.C., was a highly successful initiative that contributed to a 48 per cent increase in merchandise trade with Asia from $44 million in 2006 to $65 million in 2015.
China’s Belt and Road initiative to develop trade infrastructure in other countries is already transforming global trade. But the project is as much about extending Chinese influence as it is about delivering economic returns.
Piles of coal awaiting export and gantry cranes used to load and unload containers onto and from cargo ships are seen at Deltaport, in Tsawwassen, B.C., on Monday, September 9, 2024. CP Images photo
CEC: What would need to change in Canada in terms of legislation or regulation to make more economic corridors a reality?
Gary Mar: A major regulatory component of economic corridors is eliminating trade barriers.
The federal Free Trade and Labour Mobility in Canada Act is a good start, but more needs to be done at the provincial level to facilitate more internal trade.
Other barriers require coordinated regulatory action, such as harmonizing weight restrictions and road bans to streamline trucking.
By taking a systems-level perspective – convening a national forum where Canadian governments consistently engage on supply chains and trade corridors – we can identify bottlenecks and friction points in our existing transportation networks, and which investments would deliver the greatest return on investment.
Alberta
When Teachers Say Your Child Has Nowhere Else to Go
When educators argue that children who don’t fit their system should have nowhere else to go, you’re witnessing institutional self-interest dressed up as social justice.
A petition is making its way through Alberta that could fundamentally reshape education in the province, and not for the better. The “Alberta Funds Public Schools” initiative, launched by Calgary high school teacher Alicia Taylor, asks a deceptively simple question: “Should the Government of Alberta end its current practice of allocating public funds to accredited independent (private) schools?”
Taylor isn’t just any teacher. She’s a Calgary district representative on the Alberta Teachers’ Association’s governing council. And while the ATA has been careful to maintain that this is Taylor’s personal initiative, they’ve conspicuously failed to repudiate it. In fact, ATA president Jason Schilling has publicly stated that members “take exception” to public dollars going to private schools, while simultaneously claiming the association’s policy isn’t “against private schools.” This is the kind of rhetorical contorsions that deserves scrutiny.
The timing is telling. The petition was approved just as 51,000 Alberta teachers launched the province’s first-ever province-wide strike. Taylor called this “a happy accident,” noting that striking teachers now have “a little more spare time than normal” to collect signatures. When your “personal initiative” coincidentally launches during a labor action and benefits from union members’ sudden availability, reasonable people might wonder how personal it really is.
To be fair, let’s present the strongest version of the argument Taylor and her supporters are making. They claim that Alberta spends the least per student in Canada on public education while funding private schools at 70%, the highest rate in the country. This creates what they see as a perverse incentive structure: public money flowing to selective institutions while universal public schools struggle with overcrowding and teacher shortages.
The math seems straightforward: $461 million currently goes to independent schools serving about 50,000 students. Redirect that money to the public system serving over 600,000 students, and you could fund thousands of teachers and educational assistants. You could reduce class sizes. You could provide more support for struggling students.
They argue this is about fairness and democratic accountability. Taxpayers fund education for the common good, and that investment should go to schools that must accept every student, not selective alternatives that can charge tuition on top of public subsidies. Private schools exist and thrive in Ontario without public funding. Why should Alberta be different?
Moreover, they contend, the current system subsidizes exit from the public system, creating a vicious cycle where families with resources opt out, taking their advocacy and engagement with them, leaving behind an increasingly residualized public system serving the most vulnerable students.
Underlying much of this argument is a class-based resentment: the notion that some families can access alternatives amounts to unfair privilege. This framing reveals more about the advocates than about education policy. Envy is never a good look in educators. When teachers’ unions frame educational choice as a problem because some families have options others don’t, they’re not arguing for equity. They’re arguing for enforced equality of limitation, where if not everyone can have something, no one should.
It sounds compelling. It’s also dangerously wrong.
Let’s start with the most fundamental flaw in this argument: taking the money doesn’t make the students disappear. Nearly 50,000 students attend independent schools in Alberta, plus another 8,000 in private early childhood programs. These children don’t vanish if funding is eliminated. They flood into a public system that petition supporters themselves admit is already overcrowded. The math is straightforward: forcing these students back into public schools would cost taxpayers an additional $300 million, more than the government’s most recent settlement offer to teachers. This is about forcing conformity at massive cost, while improving nothing.
But the financial argument, while important, pales beside the human cost. Consider what this petition really proposes: eliminating educational options for approximately 80% of independent school families whose income is at or below the provincial average. These aren’t wealthy elites. They’re middle-income families making sacrifices to access education that works for their children.
The class warfare rhetoric of the petition obscures this reality. When advocates frame school choice as privilege, they ignore that Alberta’s funding model specifically makes choice accessible to families who couldn’t otherwise afford it. Eliminating this doesn’t level the playing field. It simply ensures that only the truly wealthy retain educational options.
Here’s what makes this proposal particularly egregious: its devastating impact on neurodiverse learners. Many of the fastest-growing independent schools in Alberta serve students with special learning needs. These are children who struggled, or failed, in standard public school classrooms. They’re students with ADHD who need smaller classes and more movement. They’re autistic students who thrive with structured routines and specialized approaches. They’re kids with dyslexia who need intensive, systematic literacy intervention that their public school couldn’t provide.
The petition’s supporters blithely suggest these students should return to the very system that couldn’t serve them. When teachers are striking over classroom complexity and overcrowding, the proposed solution is to add tens of thousands more students, many with intensive needs, to those same classrooms. This is illogical and cruel.
The ATA argues that a “well-funded public system should be meeting the needs of those kids in the first place.” Should. That’s doing a lot of work in that sentence. Yes, the public system *should* meet every child’s needs. But it doesn’t. And there’s no evidence that simply throwing more money at the problem will change that.
Whatever challenges Alberta’s public schools face, it’s naive and simplistic to believe more money will fix them. There is no study in the world that connects higher teacher wages with better educational outcomes. The problems in public education are complex, structural, and often resistant to solutions that amount to “spend more.”
Neurodiverse students aren’t one-size-fits-all. A student who thrives in a Montessori environment with hands-on learning and self-directed exploration might struggle in a traditional classroom. A student who needs the structure and explicit instruction of a classical education might flounder with inquiry-based learning. An autistic student might do brilliantly in a small school with consistent routines and sensory-aware design, but melt down daily in a crowded comprehensive school.
Eliminating funding for independent schools eliminates options, period. It tells families: your child must fit into our system, or fail. For neurodiverse learners, this is often a sentence to years of struggle, frustration, and educational failure.
But this goes beyond neurodiversity. It’s about every kind of educational diversity. Alberta’s independent schools include French immersion programs, Indigenous-focused schools, classical academies, arts-intensive programs, schools with specific pedagogical approaches, faith-based education reflecting diverse religious traditions, and schools serving new Canadian communities with specific cultural and linguistic needs.
This is educational pluralism: the recognition that in a diverse democracy, different families have different values, different children have different needs, and no single approach serves everyone well. The ATA’s position, however much they try to obscure it, is that this diversity is a problem to be solved. That public money should only support one kind of school: the government-run, union-staffed, standardized public school. Every other option should be available. if at all, only to families wealthy enough to afford full-freight tuition.
This entrenches inequality rather than reducing it. Right now, Alberta’s funding model democratizes choice. A middle-income family whose child isn’t thriving in public school has options. Eliminate public funding, and those options exist only for the wealthy. The result is a rigid two-tier system where the rich can escape and everyone else is trapped.
The envious framing of the ATA’s position becomes clearer here. They see that some families can access alternatives and conclude the problem is the alternatives, not the lack of universal access. This is the logic of enforced mediocrity: if we can’t give everyone excellent options, we’ll eliminate the excellent options that exist. It’s a race to the bottom masquerading as equity.
Let’s be honest about what’s really happening here. The ATA represents teachers in public schools. It has no role in independent schools. Every student in an independent school is a student in a classroom where the union has no power, no collective bargaining rights, and no ability to call strikes that disrupt families.
When Taylor notes that families with children in independent schools experienced “business as usual” during the strike while public school families scrambled for childcare, she’s unwittingly making the case against her own position. Educational diversity means resilience. It means not every family is held hostage to a single system’s labor disputes.
The union has an institutional interest in maximizing enrollment in schools where it holds power. This petition advances that interest. That’s no coincidence. The careful distance the ATA maintains (“It’s not our petition, but we agree with its goals”) is transparent political cover.
Here’s the assumption underlying this entire petition: if we eliminate alternatives and force all students into the public system, somehow that system will improve. This is supremely naive. Suppressing educational variety and choice won’t improve the ails of the public system. It will simply trap more students in whatever problems already exist. If public schools are struggling with classroom management, adding students who left won’t help. If they’re struggling with diverse learning needs, adding students with intensive special needs won’t help. If they’re struggling with overcrowding, adding 50,000 more students certainly won’t help.
The theory seems to be that if we eliminate choice, the system will be forced to improve to meet everyone’s needs. But that’s not how monopolies work. When you have captive customers with no alternatives, the pressure to improve actually decreases. Competition, choice, and the possibility of exit are what create pressure for systems to innovate and serve their clients well.
Educational diversity makes everyone better off. It provides options for students who struggle in traditional settings. It allows innovation and experimentation. It respects that families have different values and priorities. It creates competitive pressure that benefits all schools. And it even costs taxpayers less because families contribute tuition on top of partial public funding.
The Taylor petition claims to be about fairness and adequate resources. In reality, it’s about control and conformity. It would devastate neurodiverse learners, reduce educational variety, eliminate options for middle-income families, and force tens of thousands of students into an already overcrowded system, all while costing taxpayers hundreds of millions more.
And for what? The promise that somehow, magically, removing alternatives will make the remaining system better? That’s wishful thinking dressed up as education policy.
The ATA may not have officially endorsed this petition, but they haven’t repudiated it either. Their silence is instructing, considering that no one would benefit most from the success of such petition than the ATA. And Alberta families, especially those with children who learn differently, should pay attention to what that silence means for their future choices.
When Taylor launched this petition as a “Calgary district representative on the Alberta Teachers’ Association’s governing council,” whatever the pretense of privacy, she wasn’t acting in a vacuum. When the ATA president publicly supports the petition’s goals while maintaining plausible deniability about its origin, that’s a political strategy. When striking teachers use their “spare time” to collect signatures for a petition that would eliminate non-union schools, that’s campaign coordination.
The envious rhetoric about “privilege” and “fairness” obscures what this petition does. It doesn’t help struggling students. It doesn’t improve public education. It doesn’t create equity. It eliminates options for middle-income families. It’s the worst kind of class politics: making everyone worse off in the name of equality.
Educational diversity is a necessity for a functioning pluralistic society. It’s essential for neurodiverse learners who don’t fit the standard mold. It’s crucial for families who want education that reflects their values. And it’s fundamental to the idea that parents, not government bureaucrats or union officials, should have the primary say in their children’s education.
Any proposal to eliminate educational diversity, whatever its rhetorical packaging, deserves to fail. And Albertans should see this petition for what it truly is: an institutional power play to eliminate competition and force conformity, motivated more by envy than by any genuine concern for educational outcomes.
The stakes are high. Educational freedom, once lost, is extraordinarily difficult to regain. When educators tell you that children who don’t fit their system should have nowhere else to go, believe them. Then fight back. Alberta families should resist this petition with everything they have.
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