Under the banner “The Sky’s the Limit,” electronically delivered instruction (e-learning) in the Toronto District School Board (TDSB) emerged as an approach that promised expanded opportunities for students to prepare for a competitive, globalized, and networked economy. In contrast, this year-long ethnographic study on e-learning in secondary day school programs in the TDSB reveals intensified inequalities that map geographically in areas divided by class and race, serving students in schools with greater learning opportunities. By this, I refer to the concentration of e-learning students in schools that are ranked highly on the TDSB’s Learning Opportunity Index (LOI). I also show how the TDSB leverages e-learning to facilitate privateûpublic partnership with Canadian International School (CIS), Vietnam. It is a program that accredits Vietnamese students with an Ontario Secondary School Diploma so that they better qualify for university programs abroad. In the context of these results, I argue that that the promise made by e-learning is impossible to fulfil because it is a technology that reinforces merit-based schooling systems that tend to reproduce social and cultural hierarchy. Social scientists working on educational issues have long identified how inequality is spatialized, particularly as a dynamic of exclusionary processes and inclusionary activities that reproduce hierarchies. These hierarchies condition student identity and perpetuate systems of disadvantage and violence wrought by settler colonialism, anti-Black racism, gender discrimination, and conceptions of disability within a global capitalist economy. Systems, however, are not static. Systems can be contested. While emphasizing the institutional nature of oppression, I hold schooling systems in tension with the insights of students, whose desire for a more inclusive society produces the force that makes progress possible. It is the responsibility of public education to realize this desire, for the benefit of all students. In a time of deepening cuts, education faces a crisis manufactured by social divestment, rising income inequality, and entrenchment of cultural hierarchies that discredit diversity as a value that can produce structural transformation and social justice. As an integral part of communities, schools must harness the power of people, rather than technology, to respond to this crisis.

Electronic reproduction. "A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy, 2019, Graduate Department of Geography and Planning, University of Toronto"--T.p.