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London School Trustee Election Primer
PUBLIC EDUCATION: WHY DOES YOUR POSTAL CODE MATTER?

Here’s something worth considering as we prepare to elect our school board trustees in London.
According to People for Education’s research, Ontario schools in higher-income neighbourhoods raised an average of $10,423 in 2022–23.
Schools in lower-income neighbourhoods raised just $3,757.
Almost three times the difference.
But here’s what concerns me even more:
Schools in wealthier communities were more likely to fundraise for technology, libraries and arts programming.
Schools in less affluent communities were more likely to fundraise for nutrition programs and field trips.
Think about that.
In one community, fundraising can expand educational opportunity. In another, it may help children access basic necessities and participate in activities their classmates enjoy.
And then there are the teachers.
I regularly hear from educators who purchase food, hygiene products, clothing and classroom supplies with their own money. Sometimes they even help families struggling to make ends meet.
Their generosity is extraordinary. But should our public education system depend on it?
We celebrate the principle that every child deserves an equitable education. Yet the resources available to children can still be influenced by neighbourhood wealth, charitable donations and the personal generosity of educators.
This raises important questions for anyone seeking election as a school board trustee:
- How does your board identify and measure inequities between schools?
- How are resources allocated to address those differences?
- Should essential educational opportunities depend on fundraising?
- What can trustees do to ensure that students’ needs are met, regardless of family income or postal code?
School trustees cannot solve poverty or determine provincial education funding on their own. But they do have important responsibilities for oversight, local priorities and public accountability.
Education is one of our greatest public investments. Equity should be something we can demonstrate, not simply something we promise.
I’m exploring these questions in my London School Trustee Election Primer.
Sources: People for Education, Inequities Persist (2023) and The Education Promise and Critical Resources in Canadian Schools (2026).
#LondonOntario #SchoolTrustees #PublicEducation #EducationEquity #OntarioEducation
The Incumbent Test
The Incumbent Test
London Election Primer 2026
Updated 2026 10 04
Here is an updated version of the London Primer. It includes recent candidate platform updates and some ideas that were sent to me that I felt were important to include. These new ideas and updates are included at the end of the document as an addendum.
I hope you find this helpful!

London Votes 2026
Strengthening London’s UNESCO City of Music Ecosystem: A Community-Led Implementation Plan
LONDON, ONTARIO – UNESCO CITY OF MUSIC
Strategic Plan 2026–2036
Prepared by Clark Bryan
A Community-Led Vision for a Thriving, Inclusive, Globally Connected Music City

EXECUTIVE SUMMARY
London, Ontario, Canada’s first UNESCO City of Music, is uniquely positioned to build a future where music is central to community wellbeing, identity, economic vitality, and cultural belonging. This 10-year strategy outlines a community-driven, equity-centred, globally aware approach to transforming London’s music ecosystem into a model for mid-sized urban cultural development worldwide.
The plan is built on five pillars:
- Accessible Music Education for All
- Artist Development & Creative Ecosystem Growth
- Community, Diversity, Intergenerational Connection & Wellbeing
- International & UNESCO Partnerships
- Branding, Marketing & Identity Building for London
The plan prioritizes:
- Diversity & Inclusion
- Newcomer engagement
- Youth leadership & mentorship
- Seniors & intergenerational music pathways
- Mental health & community wellbeing
- Climate-aligned cultural practices
- Collaborative governance & continuous listening
- Financial adaptability & realistic implementation
- A unified, values-driven London City of Music brand
Above all, this strategy affirms that:
Music is not merely an industry — it is a public good, a cultural language, a community asset, and a source of identity and belonging.
Economic development, tourism, and job creation will follow, but the heart of this plan is people, not profit.
1. INTRODUCTION & CONTEXT
1.1 London’s Identity Challenge
London has long struggled with its identity. “Forest City” no longer reflects its rapidly urbanizing, diversifying character. The name “London” competes with a world capital. Despite extraordinary creativity, many residents do not feel a coherent cultural narrative.
London is:
- A city of newcomers
- A city of youth
- A city of seniors and retirees
- A city of deep arts traditions
- A city with grassroots music communities
- A city with world-class learning institutions (Western, Fanshawe, OIART)
The UNESCO designation offers not a brand to adopt , but a story to tell: London is a city where music connects us.
This plan uses music as:
- A unifying civic identity
- A strategy for belonging
- A pathway to cultural empowerment
- A tool for reconciliation and intercultural dialogue
- A wellbeing and mental-health resource
- A catalyst for sustainable urban development
- A bridge to the global community
2. VISION, MISSION & VALUES
2.1 Vision
London is a vibrant, inclusive Music City where every person, regardless of age, culture, income, or identity, an access, learn, create, perform, teach, and enjoy music.
2.2 Mission
To cultivate an equitable, sustainable, community-driven music ecosystem that strengthens London’s identity, supports artists and educators, uplifts mental wellbeing, fosters intergenerational connections, amplifies diversity, and celebrates creativity as a public good.
2.3 Values
- Equity
- Access
- Diversity & Inclusion
- Community Voice
- Cultural Humility
- Lifelong Learning
- Creativity & Innovation
- Mental Health & Wellbeing
- Climate Consciousness
- Collaboration & Partnership
- Transparency & Accountability
- Belonging & Identity
3. STRATEGIC PILLARS
PILLAR 1: ACCESSIBLE MUSIC EDUCATION FOR ALL
Goal: Universal, equitable access to music learning across all ages.
1.1 London Music Education Equity Roundtable
Permanent but rotating body including:
- School boards
- Universities & Colleges
- Community programs (e.g., El Sistema Aeolian)
- Libraries
- Indigenous educators
- Newcomer organizations
- Seniors’ representatives
- Music educators (private and public)
Annual outputs:
- Music Access Map
- Education Gap Report
- Shared-access instrument inventory
- Recommendations to City of Music Council
1.2 Free & Low-Cost Community Programs
- Expand free programs in underserved neighbourhoods
- Subsidize transport + instrument rentals
- Multi-language offerings for newcomer families
- Accessibility supports
1.3 Lifelong & Intergenerational Learning
- Youth pathways
- Early childhood music
- Seniors’ beginner programs
- Family learning streams
- Intergenerational choirs & orchestras
1.4 Music Educator Professional Growth
- Annual summit
- Anti-oppressive practices
- Trauma-informed and adaptive pedagogies
- Cross-cultural repertoire development
PILLAR 2: ARTIST DEVELOPMENT & CREATIVE INDUSTRY SUPPORT
Goal: Empower London’s artists and creative workers to thrive.
2.1 Artist–Educator Residencies
Embed artists in:
- Schools
- Long-term care homes
- Community organizations
- Newcomer centres
2.2 Music Incubation Spaces
- Affordable rehearsal rooms
- Co-working spaces
- Micro recording studios
- Accessible arts facilities
2.3 Career & Business Development
- Entrepreneurship training
- Grant-writing clinics
- Music distribution workshops
- Digital literacy support
- Mental health supports for artists
2.4 Fair Pay Charter
- Minimum recommended fees
- Transparent wage guidelines
- Advocacy for sector labour rights
PILLAR 3: COMMUNITY, WELLBEING, INTERGENERATIONAL CONNECTION & DIVERSITY
Goal: Use music to build belonging, mental wellbeing, and intercultural understanding.
3.1 Neighbourhood Music Activation
- Music in Every Ward
- Pop-up stages
- Community choirs
- Outdoor festivals
- Library and community centre partnerships
3.2 Equity-Centred Programming
- Indigenous-led music initiatives
- Black and newcomer artist development
- LGBTQ2S+ music programs
- Disability-inclusive music practices
3.3 Seniors & Intergenerational Strategy
A core component of London’s Music City identity. Includes:
- Beginner-friendly seniors’ instrumental programs
- Intergenerational choirs
- Seniors-as-mentors initiatives
- Music therapy collaborations
- Cultural heritage ensembles
- Seniors’ music hubs
3.4 Music & Mental Health
- Hospital partnerships
- Music-in-healthcare initiatives
- Youth music therapy pilots
- Senior-isolation reduction programs
PILLAR 4: INTERNATIONAL & UNESCO PARTNERSHIPS
Goal: Strengthen global relationships that benefit Londoners.
4.1 UNESCO Exchange Programs
- Artist residencies abroad
- Educator exchanges
- Co-commissioned works
- Youth global collaborations
4.2 London City of Music Summit
Biennial gathering hosted in London with:
- UNESCO Creative Cities
- Canadian city partners
- Youth delegations
- Community leaders
4.3 Cultural Diplomacy
- Promote London’s diversity
- Showcase London artists internationally
- Build London’s reputation as a global mid-sized cultural leader
PILLAR 5: BRAND, MARKETING & PUBLIC NARRATIVE
Goal: Build a shared identity where Londoners see themselves reflected in the city’s cultural story.
5.1 Brand Concept
London’s new identity emerges from its people:
“London: The City Where Music Connects Us.”
Brand attributes:
- Diverse (especially important perspectives from Indigenous communities)
- Warm
- Community-driven
- Creative
- Intergenerational
- Newcomer-welcoming
- Proudly local
5.2 Internal Marketing (For Londoners)
- “Music Lives Here” campaign
- Newcomer Music Welcome Kits
- Music education directories
- Monthly “What’s On in Music” guide
- LTC bus/poster campaigns
- Neighbourhood activations
5.3 External Marketing (Outside London)
- Target GTA, Detroit, Cleveland, Buffalo markets
- Promote London as a music-learning destination
- Cultural tourism itineraries
- UNESCO-branded content
- International student recruitment messaging
5.4 Communications & Storytelling
- Real London stories from youth, seniors, newcomers
- Artist features
- Community-created videos
6. GOVERNANCE, COMMITTEES & COMMUNITY ACCOUNTABILITY
6.1 London City of Music Council
Permanent but Rotating Structure
- 12–18 members
- 2–3-year terms
- First cohort staggered:
- 1/3 serve 1 year
- 1/3 serve 2 years
- 1/3 serve 3 years
Membership Composition Includes:
Artists & Industry
- Musicians (multi-genre)
- Producers/technicians
- Venue representatives
Educators & Academics
- Western University
- Fanshawe College
- Private and community music educators
- Representatives from programs like El Sistema Aeolian
Community Representatives
- Youth (18–25)
- Seniors
- Newcomer representatives
- Indigenous leaders
- Community members (open call)
Institutions & Government
- City Councillor(s)
- Culture Office
- London Arts Council
- Tourism London
For-Profit & Non-Profit Representation
- Both required across the membership
Responsibilities
- Approve annual strategic priorities
- Ensure community-led direction
- Review public input
- Oversee accountability and equity frameworks
- Co-sign UNESCO reports
6.2 Working Groups (Permanent, Rotating Membership)
Standing working groups include:
- Music Education & Lifelong Learning
- Youth Leadership
- Seniors & Intergenerational Music
- Equity, Diversity & Inclusion
- Music Industry & Venues
- Mental Health & Wellbeing
- Sustainability & Climate Action
- International Partnerships
Members serve one-year renewable terms and are selected through open calls.
6.3 Reporting & Accountability
The Music Office must:
- Host annual listening assemblies
- Publish a Music City Dashboard
- Release a public annual report
- Present outcomes to Council, Arts Council, Tourism, and community groups
- Provide transparent budget allocations
7. LONDON MUSIC OFFICE – MANDATE & JOB DESCRIPTION (REVISED)
7.1 Mandate (Community-Led Model)
The Music Office is a facilitator, not a director.
It:
- Listens regularly and deeply
- Synthesizes community priorities
- Supports grassroots initiatives
- Facilitates collaboration
- Reports transparently
- Coordinates cross-departmental efforts
- Ensures community voices guide strategic direction
- Acts as a bridge between community, City Hall, and UNESCO
7.2 Reporting Structure (Collaborative Governance)
The Music Officer reports jointly to:
- City Manager
- Culture Office
- London Arts Council
- Tourism London
This ensures no single agency controls the strategy.
7.3 Music Officer – Full Job Description
Core Competencies
- Deep listening
- Cultural humility
- Facilitation & mediation
- Equity-centred leadership
- Transparent communication
- Strategic visioning
- Community trust-building
Key Responsibilities
Community Engagement
- Continuous consultation
- Sector listening sessions
- Participation in committees
- Direct support to equity-deserving groups
Strategic Stewardship
- Co-create strategic plans with community
- Adapt plans annually through consultation
- Manage UNESCO commitments
Data & Reporting
- Maintain Music Dashboard
- Publish annual reports
- Lead evaluation cycles
Partnerships & Representation
- Work across municipal departments
- Liaise with Arts Council & Tourism
- Coordinate academic collaborations
- Represent London internationally
8. IMPLEMENTATION PLAN (3, 5, 7, 10-YEAR)
3-Year (2026–2029) – Foundation
- Establish governance bodies
- Expand free music programs
- Launch seniors’ strategy
- Implement Music Access Fund
- Begin international exchange
- Launch community-led branding campaign
- Deliver Music City Dashboard
5-Year (2030–2031) – Expansion
- Intergenerational hubs in multiple neighbourhoods
- Full Music Incubation Centre launched
- London City of Music Summit
- Youth Leadership Academy
- International partnerships expanded to three cities
- Comprehensive cultural tourism offering
7-Year (2032–2033) – Integration
- Music education accessible in all wards
- Fair Pay Charter widely adopted
- Citywide intergenerational choirs/orchestras
- Five active UNESCO partner cities
- Climate-conscious festival guidelines in place
10-Year (2036) – Maturity & Legacy
- London recognized as global model for community-driven Music Cities
- Fully integrated lifelong learning system
- Intergenerational music as signature London feature
- Strong cultural identity replacing former branding struggles
- Thriving ecosystem supporting thousands of artists
- Deep belonging among Londoners across ages, cultures, and backgrounds
9. CONCLUSION
This 10-year UNESCO Music City Strategy redefines London’s identity around community, creativity, equity, diversity, and belonging.
By centering people over profit, community over hierarchy, and collaboration over control, London can become a Music City known not only for its talent, but for its heart, inclusiveness, and global leadership.
London will be a city where music connects us across age, culture, neighbourhood, and identity. A city where everyone belongs. A city where creativity thrives.
PHASE 4 — SPEECH FOR THE MAYOR / CULTURE OFFICE / MUSIC OFFICE
(Drafted as an example of a public facing vision)
“THE CITY WHERE MUSIC CONNECTS US”
Official Address for the Launch of London’s Music City Strategy
Delivered by the Mayor / Culture Manager / Music Officer
My fellow Londoners,
Today, we begin a new chapter in the life of our city — a chapter shaped by creativity, strengthened by community, and powered by the belief that every voice in London matters.
As Canada’s first UNESCO City of Music, London stands among cities around the world that use culture not as a luxury, but as a foundation for wellbeing, belonging, and identity. Being a Music City is not about spotlight stages or larger-than-life performers. It is about people — about you, your neighbours, your families, your stories, and the sound of a city growing together.
Music connects us. It connects generations. It connects cultures. It connects neighbourhoods. It connects those who have been here for decades with those arriving in London for the very first time.
Our new Music City Strategy is built on a simple but powerful idea: everyone deserves access to the joy, the learning, and the community that music brings.
This plan was shaped by listening — listening to artists, educators, young people, seniors, newcomers, Indigenous leaders, venue owners, and everyday Londoners who want to see their city thrive.
Together, we are building a London where:
- children can learn an instrument no matter their family income
- seniors can rediscover creativity and connection through song
- artists can build sustainable careers
- newcomers can share their culture and find belonging
- youth can lead, innovate, and shape our future
- and every Londoner can feel proud of the city we are becoming
Our identity will no longer be defined by confusion or comparison. We are not simply “London.” We are London: “The City Where Music Connects Us”.
This is our sound. This is our story. And it belongs to every one of us.
Thank you for being part of this moment. Let’s build this city together, in harmony.
PHASE 6 — THE MUSIC CITY PLEDGE (For Citizens & Organizations)
THE LONDON MUSIC CITY PLEDGE
I believe that music belongs to everyone. I commit to listening with openness, creating with joy, supporting artists and educators, welcoming diverse voices, and helping build a London where every person can learn, share, and thrive through music. Together, we make London the City Where Music Connects Us.
Rethinking Education: Ignorance, Freedom, and the Future of Democracy

“If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.” – Thomas Jefferson
“You don’t have to burn books to destroy a culture. Just get people to stop reading them.” – Ray Bradbury
“The illusion of freedom will continue as long as it’s profitable. When it’s no longer profitable, the illusion will be taken away, and you’ll see the brick wall at the back of the theatre.” – Frank Zappa
What Are We Really Teaching?
When we talk about “education,” we often mean curriculum, standardized tests, and professional training. But how often do we ask:
• What kind of knowledge are we passing on?
• Are we preparing students to think critically, adapt, and thrive in a changing world?
• How are we measuring well-being, mental health, creativity, or civic engagement?
Scoring well on standardized tests does not necessarily mean students are flourishing or prepared for the future.
The Narrow Scope of Higher Education
Take a university engineering student as an example:
• Will they learn about global politics, different cultures, climate change, or ethics?
• Will they explore compassion, empathy, or citizenship?
Most often, no—unless by chance, through an inspiring professor or peer environment. Without exposure to the arts, humanities, politics, and philosophy, can we really expect graduates to make informed democratic decisions or contribute fully to society?
Why Broad Education Matters
A broad-based education—history, arts, religion, philosophy, politics, and culture—is not a luxury. It is a foundation for democracy. Without it:
• Citizens lack the context to question systems of power.
• Elections become about slogans and personalities, not policies.
• Emotional manipulation replaces logic and debate.
This is not hypothetical—we already see it in populist rhetoric and simplistic political campaigns that appeal to fear rather than reason.
The Legacy of Control
Our modern education system was built in the 19th century to produce workers, not leaders. It fills “empty vessels” rather than fostering curiosity. Elite and private schools continue to provide advantages for the few, while the majority are trained to fit into existing systems rather than challenge them.
Historically, education has often reinforced power structures rather than disrupted them. From ancient China to modern democracies, elites have used education to maintain control, not broaden it. Only rarely do we see education used to truly empower citizens.
Canada’s Challenge
In Canada, students learn little about global politics, governance beyond Parliament, or non-European histories and cultures. Yet we live in a global economy. How can students become informed citizens without these perspectives?
Government control over curriculum, standardized testing, and even delivery methods means that pedagogy is shaped by political priorities—not necessarily by educators. Should elected officials without expertise in teaching decide what students learn?
The Consequences of Shallow Learning
• Students graduate without financial literacy, civic knowledge, or even an understanding of their own health.
• Critical thinking is underdeveloped, making people vulnerable to misinformation.
• Opinions often form from single sources or trusted friends, reinforced by a fixed mindset and resistant to evidence.
International tests like PISA try to link test performance to economic growth, but results are inconsistent. Some emerging economies grow rapidly despite low PISA scores, showing that education quality must be assessed in broader ways, including creativity, well-being, and peer learning.
What Needs to Change
If education primarily trains workers, how do we nurture entrepreneurs, innovators, and democratic citizens? By deliberately broadening curriculum and assessment to include:
• Civics and government (beyond one high school credit).
• Financial literacy, taught by trained educators.
• Arts, humanities, and global citizenship as central, not optional.
• Well-being, empathy, and real-life knowledge integrated throughout.
Education should be continuous—not ending at graduation. Lifelong opportunities for formal learning can help sustain democratic societies.
A Warning from the U.S.
The U.S. shows the risks of an unequal, divided education system. Wide gaps in equity and opportunity are undermining democracy. Canada must not follow this path.
⸻
A Vision for Canada
We need a curriculum that is:
• Equal: available to all Canadians, regardless of background.
• Global: teaching world history, politics, and culture alongside Canadian content.
• Holistic: valuing well-being, creativity, and the arts.
• Forward-looking: preparing citizens for entrepreneurship, sustainability, and democratic leadership.
By doing so, we can nurture citizens who are not only workers, but also critical thinkers, innovators, and stewards of democracy.


