MOtIVAtE

About Us

Project Overview

In 2024, CultureLink launched the Mothers On Initiating the Vote And Equity (MOtIVAtE) Project, a community-based initiative funded by Women and Gender Equality Canada (WAGE). Designed to mobilize racialized immigrant mothers across Toronto through the Gender Based Analysis Plus Tool (GBA Plus) to learn and participate in the democratic process. The project focuses on building community and launching a non-partisan public campaign to advocate for systemic change at the school board level.

Together, we aim to empower immigrant mothers to actively engage with the Toronto District School Board (TDSB) by identifying the systemic barriers that prevent them from influencing decision-making in TDSB. By equipping them with the tools to collaborate with the TDSB and strengthening their understanding of democratic engagement, we are working to remove the barriers that prevent immigrant families from participating in their children’s education. 

The Motion

Two-thirds of Toronto District School Board (TDSB) students come from immigrant families. Many immigrant parents have shared how difficult it is to understand and navigate the TDSB system. We — immigrant parents, caregivers, community members, and advocates — have identified persistent barriers to supporting our children within the TDSB. Many immigrant parents and caregivers are unaware of key services available within the TDSB that could help them be more engaged in their children’s education. Many report that TDSB staff are unwilling or unable to share resources with them and do not provide guidance that reflects their children’s academic or career goals. Families with children who have exceptional needs are especially vulnerable, as parents and caregivers cannot effectively advocate for their children without knowing what supports are available.

To help address these barriers, we are calling on TDSB Trustees to adopt a clear and consistent procedure across all schools: to provide every immigrant family with a comprehensive orientation package when they register their child — and every school year thereafter.

This package would:

This package would:

  • List school-based services (e.g., Settlement Workers in Schools, guidance counsellors, social workers)
  • Share information to help families support students through key milestones (e.g., EQAO assessments, transitions)
  • Explain available supports for students with exceptional needs and disabilities (e.g., Individualized Education Plans (IEPs), rights, accommodations)
  • Offer information on financial assistance and invitations to parent committees (e.g., Parent Involvement Advisory Committee (PIAC), Special Education Advisory Committee (SEAC)
  • Include school-specific items such as calendars, trips, and after-school programs

This approach supports the TDSB’s Equity Policy (P037), which is under review this year, aligns with the GBA+ Toolkit, and strengthens the home-school connection. It should be delivered in plain language and multiple formats to meet diverse needs.

We believe this is an important first step. Let’s make sure all families feel informed, included, and empowered from day one.

We urge the TDSB to make this policy a priority.

Sign the Petition

Program Components

Knowledge: Immigrant mothers build on their existing advocacy skills through storytelling, Anti-Racism/Anti-Oppression, and public speaking training.

Leadership Development: Focuses on honing their leadership skills through connecting with their communities to advocate for change by:

  • Creating posters that can be shared through social media
  • Identifying public speaking opportunities such as community events, and their respective places of worship
  • Delivering deputations and presentations to two of three standing statutory committees such as the Special Education Advisory Committee (SEAC) and the Parent Involvement Advisory Committee (PIAC)

Become Change-makers: Building connections and relationships with other mothers both within and outside of the program, as well as with key changemaking stakeholders at the TDSB level