Toronto Palestinian Families (TPF) — 2026 Election
Last updated: October 6, 2026, 11:00 AM ET
This page will be updated as responses are received. Check back for the latest version.
Contents
- Summary
- Candidate Ratings
- Full Responses by Ward
- Non-Responders
- Appendix A: Survey Questions and Options
- Appendix B: Raw Data
- About This Survey
Summary
TPF sent a three-question survey to all TDSB trustee candidates ahead of the October 26, 2026 election. Twelve candidates responded. Of those, 6 are aligned with TPF’s positions on Palestinian students and curriculum, 1 is mostly aligned, 1 is mixed, 3 are opposed, and 1 responded in comments only without selecting any survey options.
Full responses, including each candidate’s written comments, are shown below.
Candidate Ratings
| Ward | Candidate | Rating |
|---|---|---|
| 1 | Matias De Dovitiis | Aligned |
| 2 | Tim Ellis | Aligned |
| 5 | Andrene Gregory | Aligned |
| 6 | Sarah Smithies | Mostly Aligned |
| 7 | Shaffni Nalir | Aligned |
| 7 | Adam Golding | Comments Only |
| 10 | Ahnaaf Hassan | Aligned |
| 10 | Karen Emerson | Aligned |
| 11 | Curtis Jack | Opposed |
| 11 | Abdul Azeem Mohammed | Opposed |
| 12 | Ketan Purohit | Opposed |
| 12 | Aria Milado Garcia | Mixed |
Methodology: Ratings reflect the candidate’s answers to the three survey questions, including their written comments. “Aligned” means the candidate selected the position most consistent with TPF’s framework on all three questions. “Mostly Aligned” means aligned on two questions or aligned with material caveats. “Mixed” means one aligned answer or unclear positions. “Opposed” means the candidate consistently selected positions contrary to TPF’s framework. “Comments Only” means the candidate provided written responses but did not select any of the survey options; their responses are published below but not rated on the same scale.
Some candidates used the “Other” option to provide their own answers rather than selecting a standard option. These are published as written and rated based on the substance of the response. Where a candidate modified a standard option, this is noted in their entry.
Full Responses by Ward
Ward 1 — Matias De Dovitiis — Aligned
Q1: I believe Palestinian students must be able to learn about, discuss, and name the ongoing genocide, and I oppose “no politics” policies that are weaponized to disproportionately silence marginalized voices.
Q2: I will maintain my commitment to equity and the safety of Palestinian students, relying on the board’s equity policies rather than caving to external pressure campaigns.
Q3: I reject the IHRA definition due to its weaponization against Palestinian rights. I support adopting the Jerusalem Declaration (JDA) and fully implementing the Patrick Case recommendations, including a distinct, resourced Anti-Palestinian Racism (APR) strategy.
General comment: I have already voted on these issues and will continue to support APR initiative if re-elected.
Ward 2 — Tim Ellis — Aligned
Q1: I believe Palestinian students must be able to learn about, discuss, and name the ongoing genocide, and I oppose “no politics” policies that are weaponized to disproportionately silence marginalized voices.
Comment: There is a clear distinction between antisemitism — which must be opposed in all cases — and opposition to the actions of the nation of Israel. There is no time where antisemitism is acceptable in a classroom or anywhere else, just as there is no time where anti-Palestinian racism or any other bigotry is acceptable. By contrast, frank discussions of the documented actions of the state of Israel, including ongoing illegal occupations, war crimes, and genocidal actions, are relevant to age appropriate educational settings, and also directly inform the lived experiences of some TDSB students, who must be empowered to speak about their lives and the harms that have been inflicted on them. Refugees of hostile occupations, whether they be Ukrainian, Palestinian, or any other, must not be silenced in the name of keeping a false peace.
Q2: I will maintain my commitment to equity and the safety of Palestinian students, relying on the board’s equity policies rather than caving to external pressure campaigns.
Comment: My grandpa was from the north of Ireland. My great grandma had her culture beaten out of her at a residential school. Both fled their homes to survive, which is the only reason I exist. I am the children of peoples who have been the target of genocides and nevertheless endured. I will never forsake that heritage or the responsibility that comes with it: to not only survive myself, but to do everything I can to create a righteous, equitable world where all children can blossom to their full potential without fear and without hate. That is a core value of mine, and no amount of pressure will change my values.
Q3: I reject the IHRA definition due to its weaponization against Palestinian rights. I support adopting the Jerusalem Declaration (JDA) and fully implementing the Patrick Case recommendations, including a distinct, resourced Anti-Palestinian Racism (APR) strategy.
Comment: I have long opposed the IHRA definition due to its conflation (in parts) of antisemitism with criticism of the state of Israel. I was not familiar with the Jerusalem Declaration prior to this survey; on reading it, I found it refreshingly precise and am willing to support its adoption as a working definition of antisemitism going forward. I found the Patrick Case report thorough and fair and am happy to advocate for adopting its recommendations.
General comment: Thank you for organizing for justice and equity. All children deserve to be safe, loved, and welcomed in our schools.
Ward 5 — Andrene Gregory — Aligned
Q1: I believe Palestinian students must be able to learn about, discuss, and name the ongoing genocide, and I oppose “no politics” policies that are weaponized to disproportionately silence marginalized voices.
Q2: I will maintain my commitment to equity and the safety of Palestinian students, relying on the board’s equity policies rather than caving to external pressure campaigns.
Q3: I reject the IHRA definition due to its weaponization against Palestinian rights. I support adopting the Jerusalem Declaration (JDA) and fully implementing the Patrick Case recommendations, including a distinct, resourced Anti-Palestinian Racism (APR) strategy.
General comment: My goal is to raise the standard of education, quality of care, accountability and opportunity for all.
Ward 6 — Sarah Smithies — Mostly Aligned
Q1: (Used “Other” — wrote in her own answer) I believe that Palestinian students and their peers (all students) must be able to learn about, discuss, and name the ongoing genocide, and I oppose “no politics” policies.
Q2: I will maintain my commitment to equity and the safety of Palestinian students, relying on the board’s equity policies rather than caving to external pressure campaigns.
Q3: (Used “Other” — wrote in her own answer) I am in favour of addressing Anti-Palestinian Racism with a well-resourced anti-racism and anti-hate strategy. I oppose adopting the IHRA definition of antisemitism, and I commit to meeting with the TPF and impacted communities and to learn more about the JDA.
Comment: I added ‘well-resourced’, as policies and frameworks are not enough without the resources to fulfill them.
General comment: The crisis facing Toronto schools is the result of deliberate, sustained underfunding. Since 2018, the Ford government has cut over $6.5 billion dollars from Ontario school, that’s over $3100 per student. These cuts led to a poorer quality of education, schools in a desperate state of disrepair, and increased violence in our schools. Commitments to inclusion, equity, anti-discrimination, and anti-racism without adequate resources to support it, are hollow. We must fight to restore the resources that have been rolled back, and for an expansion of programs to meet the actual needs of students. Funds for education are not an expense, but an investment in our future. When parents, educators, and trustees pushed back against these cuts Ford’s response was a direct Provincial takeover of the TDSB. I have both a child and grandchild who are current students at the TDSB and I see first-hand how these cuts are affecting their education. This is a funding crisis, not a spending crisis, but it is not too late to build a broad coalition focused on pushing back. While the role of the trustee is to listen to the community, advocate for families, students, and educators, given the current crisis, the role of the trustee must include a commitment to fighting for fair, equitable, well-funded public education across the ward and across the city.
Note: Sarah Smithies used the “Other” option for Questions 1 and 3 and provided her own written answers. Her Q1 answer is close to the aligned option but omits the clause about “no politics” policies being weaponized to silence marginalized voices. Her Q3 answer opposes IHRA, supports resourced APR, and commits to learning about the JDA rather than endorsing it. She is rated “Mostly Aligned” because her positions are broadly consistent with TPF’s framework but not identical to the standard aligned option on all three questions.
Ward 7
Ward 7 — Shaffni Nalir — Aligned
Q1: I believe Palestinian students must be able to learn about, discuss, and name the ongoing genocide, and I oppose “no politics” policies that are weaponized to disproportionately silence marginalized voices.
Comment: APR needs to be brought to the agenda. It’s unfortunate how other school boards have been able to adopt it but tdsb not just refuses to adopt but even doesn’t allow a workshop on it.
Q2: I will maintain my commitment to equity and the safety of Palestinian students, relying on the board’s equity policies rather than caving to external pressure campaigns.
Comment: the alphabet organizations who are a reason for allowing children literally being beaten up or bullied for even wearing a keffiyah will not have an ear or an ounce of my attention (in sha Allah)
Q3: I reject the IHRA definition due to its weaponization against Palestinian rights. I support adopting the Jerusalem Declaration (JDA) and fully implementing the Patrick Case recommendations, including a distinct, resourced Anti-Palestinian Racism (APR) strategy.
Comment: Same comments as question 1.
General comment: Islamophobia and APR are things I have been advocating for the past two years, outside of being a trustee. I have mentioned this to many people whether I win or not I will continue this advocacy. It relates directly to me and the people I serve. That being said of course the platform is helpful.
Ward 7 — Adam Golding — Comments Only
Q1: (No option selected)
Comment: I support inter-faith dialogue at the school board level but have called upon all places of worship to lead the way in holding genuine inter-faith dialogue, which is exceedingly rare. [Followed by a long essay on two-state solutions, antizionism, and related topics.]
Q2: (No option selected)
Comment: I am pretty much a free-speech absolutist. [Followed by discussion of free speech, bubble zones, and teaching.]
Q3: (No option selected)
Comment: My understanding is that anti-Palestinian racism in schools is under-reported. I do not think changing the definition of racism addresses this problem of under-reporting. [Followed by a long essay on IHRA, JDA, APR, and related topics.]
General comment: [Long statement including policy positions on recess, arts, class size, coding, inter-faith panels, and links to his Substack.]
Note: Adam Golding did not select any of the survey options. He provided written responses in the comment fields for all three questions and a general comment. His responses are published in full in the raw data linked in Appendix B. They are not rated on the same scale as other candidates because he did not choose any of the available positions.
Ward 10
Ward 10 — Ahnaaf Hassan — Aligned
Q1: I believe Palestinian students must be able to learn about, discuss, and name the ongoing genocide, and I oppose “no politics” policies that are weaponized to disproportionately silence marginalized voices.
Comment: I believe there needs to be guidelines in place to keep students safe, while also discussing the ongoing genocide. A “no politics” approach only creates barriers, as these issues are a reality for some families in the TDSB. While having guidelines for student safety, we can’t ban these conversations from classrooms.
Q2: I will maintain my commitment to equity and the safety of Palestinian students, relying on the board’s equity policies rather than caving to external pressure campaigns.
Q3: I reject the IHRA definition due to its weaponization against Palestinian rights. I support adopting the Jerusalem Declaration (JDA) and fully implementing the Patrick Case recommendations, including a distinct, resourced Anti-Palestinian Racism (APR) strategy.
General comment: Hatred in any form is not welcome in TDSB schools. However, banning conversations surrounding Palestinian identity and real world issues isn’t the answer. Having these conversations about what is going on in Gaza and the West Bank is part of the conversation around world issues, and by setting guidelines to make sure these conversations are constructive and educational, we educate students while keeping APR and anti-semitism far away from classrooms.
Ward 10 — Karen Emerson — Aligned
Q1: I believe Palestinian students must be able to learn about, discuss, and name the ongoing genocide, and I oppose “no politics” policies that are weaponized to disproportionately silence marginalized voices.
Comment: On May 21, 2025, the elected Board directed that the timeline for addressing Anti-Palestinian Racism under the TDSB’s Anti-Hate and Anti-Racism Strategy be accelerated and that a strategy work plan be brought to the Board for approval by October 2025. However, following the Ministry of Education’s decision to place the TDSB under supervision in June 2025, it seems that Board meeting did not occur. Having now looked into this matter I will be asking the Supervisor and the Minister what work has been completed since May 2025 to implement that direction. [Followed by specific questions about the APR work plan, consultations, and timeline.]
Q2: I will maintain my commitment to equity and the safety of Palestinian students, relying on the board’s equity policies rather than caving to external pressure campaigns.
Comment: Equity isn’t much of a commitment if we abandon it the moment it becomes controversial. Public Education must be designed to help young people become thoughtful participants in a democratic society. That requires opportunities to discuss difficult issues, organize, disagree, question institutions and advocate for causes they believe in. I believe that Anti-Palestinian racism is unacceptable, Antisemitism is unacceptable. Islamophobia is unacceptable. Threats, harassment, and the targeting of students because of their identity are unacceptable. Those standards should apply equally. But protecting Jewish students from antisemitism cannot require silencing Palestinian students, just as protecting Palestinian students cannot mean tolerating antisemitism. A human-rights framework should be capable of doing both. However, the biggest barrier to ensuring the rights of Palestinian’s can be protected both in schools, and in the community is the problematic definitions of what constitutes antisemitism that we are operating with. Prime Minister Carneys affirmation of the IHRA in June 2026 has undermined efforts to address this issue. Until we adopt the JDA in the TDSB and in all levels of government, standing up for Palestinians rights and protecting Palestinian students will continue to be perceived as antisemitism and reported as such in the media putting students and Palestinian’s everywhere at risk. We need to adopt the JDA and fully implement the Patrick Case recommendations in the TDSB. We must ensure more education of staff and students takes place immediately so that our human rights frameworks can actually protect all students. We must also make changes to the Anti-hate portal so that students can report specifically on anti-Palestinian hate in a way that feels safe for them.
Q3: I reject the IHRA definition due to its weaponization against Palestinian rights. I support adopting the Jerusalem Declaration (JDA) and fully implementing the Patrick Case recommendations, including a distinct, resourced Anti-Palestinian Racism (APR) strategy.
General comment: Thank you for taking the time to ensure Trustees are aware of the issues facing Palestinian students and for sharing these important resources. I was very alarmed last year when the permit for workshops on anti-Palestinian racism was withdrawn by the TDSB. In fact this incident and the media’s irresponsible actions after the Grassy Narrows trip were the reasons I started to consider becoming a Trustee. I look forward to meeting people in your community to learn more and to provide any support I can on making our schools and our communities safer for Palestinians. There is so much education to be done and schools are a critical place for this work to begin for young people.
Ward 11
Ward 11 — Curtis Jack — Opposed
Q1: I think we need a balanced approach where multiple perspectives on the conflict can be taught, but extreme rhetoric should be limited.
Comment: Trustees do not have power over the curriculum so this is a bit of a catch 22 question. Trustees can advocate, and vote on certain items and issues, however when it comes down to what is taught, that is not in the purview of a trustee.
Q2: I would review the complaints to ensure we are remaining “balanced” and not alienating any part of the community, which may mean scaling back or cancelling initiatives.
Q3: I support combating all forms of hate and rely on the board’s current general human rights policies rather than adopting specific new definitions or frameworks.
Comment: I would advocate for anti-semitism, anti-Palistinian racism in the same way that I would advocate against anti-Chinese or anti-black racism (as a person of colour myself) I would combat racism in any form.
General comment: Truth be told, I would advocate on behalf of any marginalized community, it’s the fundamental reason I’m running. The continually changing face of this city and this ward can only be strengthened through diverse perspectives, views and fair learning opportunities for children of all races, colours and creeds. Education is a great equalizer, and the only way for it to be successful is for our youth to have access to education free from extreme political views, biased opinions and rhetoric. Schools need to be safe spaces for youth to expand their understanding of the world as we know it, and prepare for the future in which they will inevitably take ownership of.
Ward 11 — Abdul Azeem Mohammed — Opposed
Q1: I think we need a balanced approach where multiple perspectives on the conflict can be taught, but extreme rhetoric should be limited.
Q2: I would review the complaints to ensure we are remaining “balanced” and not alienating any part of the community, which may mean scaling back or cancelling initiatives.
Q3: I support combating all forms of hate and rely on the board’s current general human rights policies rather than adopting specific new definitions or frameworks.
General comment: I am more for a balanced approach under the Canadian Charter of Rights that includes justice for all.
Ward 12
Ward 12 — Ketan Purohit — Opposed
Q1: I support banning “political” discussions to maintain neutrality, avoid controversy, and ensure classrooms remain safe spaces free from external conflicts.
Q2: I would review the complaints to ensure we are remaining “balanced” and not alienating any part of the community, which may mean scaling back or cancelling initiatives.
Q3: I support combating all forms of hate and rely on the board’s current general human rights policies rather than adopting specific new definitions or frameworks.
General comment: [Long statement about Canada as a welcoming country, the importance of unity, academic excellence, equal opportunity, financial responsibility, and community partnership. Argues that conflicts from other parts of the world should not divide Canadian communities.]
Ward 12 — Aria Milado Garcia — Mixed
Q1: I believe Palestinian students must be able to learn about, discuss, and name the ongoing genocide, and I oppose “no politics” policies that are weaponized to disproportionately silence marginalized voices.
Comment: As part of History subject taught in Secondary Schools of TDSB, Gaza Israel is treated the same with other countries who suffered during World Ward 1 & 11 with Japanese occupation and Wordl War 111 COVID pandemic.
Q2: I will maintain my commitment to equity and the safety of Palestinian students, relying on the board’s equity policies rather than caving to external pressure campaigns.
Comment: Palestinians are supported financially by the government if there are Palestines who pay income taxes to the government and or there are Palestinians who run as government officials during Federal and Provincial elections. If none, it is hard to promote Palestine programs without investments by Israel to Canada or tax payment from Palestine family to the government.
Q3: I support combating all forms of hate and rely on the board’s current general human rights policies rather than adopting specific new definitions or frameworks.
Comment: Its a matter of choice by the Jewish students to stay in Canada even if there are very few of them and therefore Jewish students should apply for permanent resident visa until they become Canadian citizens. Once you become Canadian citizens, you wont feel any hate to the Canada government because your loyalty rests with Canada. They, you try to help your fellow Jews to become Canadians.
General comment: Similar to Jesus who was an immigrant in Italy and suffered the tyranny of Romans but became the King of Jews and Catholics around the world, we as Catholics and non-Catholics should try to empathize and sympathize other people who suffer because of our desire to become immigrants of other countries.
Non-Responders
The following candidates did not respond to the survey by the deadline. They are listed as “did not respond.”
Here is the table of candidates who did not respond, based on the full candidate list and the 12 responses received. It is grouped by ward for readability.
| Ward | Candidate |
|---|---|
| 1 | Amberley Ryan Henry |
| 1 | Antonius Clarke |
| 1 | Dennis Hastings |
| 1 | Lakhan Kang |
| 1 | Rosemarie Bryan |
| 2 | Ivan Voitsytskyi |
| 2 | Matthew Zaffino |
| 3 | Alexis Dawson |
| 3 | Andrew Waters |
| 3 | Christina Gural |
| 3 | Daniel Choi |
| 3 | Fatin Ishraq |
| 3 | Jennifer Webster |
| 3 | Justin Mensah |
| 3 | Matt Banninga |
| 4 | Anthony Delpero |
| 4 | Brandon Choi |
| 4 | Ivanna Andrusyak |
| 4 | Weidong Pei |
| 5 | Andrew Massey |
| 5 | David Gulyas |
| 5 | Elina Feyginberg |
| 5 | Gus Stefanis |
| 5 | Janine Viret |
| 5 | Jared Kolb |
| 5 | Jennifer Volk |
| 5 | Maureen Larkin |
| 6 | John Vassal |
| 6 | Saherla Osman |
| 6 | Stacey Cline |
| 7 | Axel Arvizu |
| 7 | Deborah Williams |
| 7 | Gladstone Cherrington |
| 7 | Nasir Mohammad |
| 7 | Tasha Kheiriddin |
| 7 | Theo Nazary |
| 8 | Christine McGirr |
| 8 | Dewitt Lee III |
| 8 | Farzana Rajwani |
| 8 | Ibrahim Hatia |
| 8 | Imran Khan |
| 8 | Spiros Kapoglis |
| 8 | Tracey Haddleton |
| 9 | Bill Wu |
| 9 | Carey De Pass |
| 9 | Christopher Mammoliti |
| 9 | Sonny Yeung |
| 10 | Azim Dewan |
| 10 | Glenn Kremp |
| 10 | Jocelyne Poirier |
| 10 | Malik Ahmad |
| 10 | Marisa Sterling |
| 10 | Md Sazibul Islam |
| 10 | Shawn Li |
| 11 | Angus Grant |
| 11 | Dameon Halstead |
| 11 | Dedan Deus |
| 11 | Ravicha Ravinthiran |
| 12 | Anu Sriskandarajah |
| 12 | Darren Frake |
| 12 | Gary McBean |
| 12 | Marcia Wilson |
| 12 | Safiya Ansari |
| 12 | Sherri Williams |
| 12 | Vimuththan Nantheeswarar |
Note: This list will be updated as responses are received.
Appendix A: Survey Questions and Options
The following are the questions and options as they appeared in the survey sent to candidates.
Question 1: The “No Politics” Trap & Curriculum
Prompt: School boards frequently face demands to keep “politics” out of the classroom. How do you view the role of the TDSB in addressing the ongoing genocide in Gaza and the realities of Israel/Palestine?
- I support banning “political” discussions to maintain neutrality, avoid controversy, and ensure classrooms remain safe spaces free from external conflicts.
- I believe Palestinian students must be able to learn about, discuss, and name the ongoing genocide, and I oppose “no politics” policies that are weaponized to disproportionately silence marginalized voices.
- I think we need a balanced approach where multiple perspectives on the conflict can be taught, but extreme rhetoric should be limited.
- I am unfamiliar with how “no politics” policies are currently weaponized, but I commit to reviewing TDSB’s equity policies and consulting with impacted students to ensure they are not being silenced. (Selecting this requires a mandatory written explanation of your learning plan).
- Other (Provide a comment)
Question 2: Power Dynamics & Organized Pressure
Prompt: Well-funded external advocacy groups frequently pressure school boards to defund equity initiatives, cancel pro-Palestine student events, or restrict student expression. When you face intense, organized pressure to roll back support for Palestinian students, how will you respond?
- I will maintain my commitment to equity and the safety of Palestinian students, relying on the board’s equity policies rather than caving to external pressure campaigns.
- I would likely defer to the board’s legal counsel and senior administration to manage the controversy and minimize the board’s public exposure.
- I would review the complaints to ensure we are remaining “balanced” and not alienating any part of the community, which may mean scaling back or cancelling initiatives.
- I have not yet faced this level of organized political pressure, but I commit to building relationships with Palestinian community groups now so I have a strong foundation to stand on when the pressure comes. (Selecting this requires a mandatory written explanation).
- Other (Provide a comment)
Question 3: Frameworks of Hate (IHRA vs. APR & Patrick Case)
Prompt: How will you approach the board’s policies regarding antisemitism, Anti-Palestinian Racism (APR), and the specific frameworks used to define them?
- I fully support adopting the IHRA definition of antisemitism to protect Jewish students, and I believe APR is adequately covered under existing, general anti-racism frameworks.
- I reject the IHRA definition due to its weaponization against Palestinian rights. I support adopting the Jerusalem Declaration (JDA) and fully implementing the Patrick Case recommendations, including a distinct, resourced Anti-Palestinian Racism (APR) strategy.
- I support combating all forms of hate and rely on the board’s current general human rights policies rather than adopting specific new definitions or frameworks.
- I am not fully versed in the differences between the IHRA, the JDA, and the Patrick Case report, but I commit to meeting with TPF and impacted communities to understand how to properly resource APR. (Selecting this requires a mandatory written explanation).
- Other (Provide a comment)
Question 4: General Comments
Prompt: Please share any additional statements or comments or goals you have as a trustee.
Appendix B: Raw Data
The complete raw data from this survey is available for public review. It includes every candidate’s verbatim responses, including all checkbox selections, per-question comments, and general comments.
🔗 [View the raw data (Google Sheet)]
Important note: The raw data contains candidates’ words exactly as submitted. Some responses include language that readers may find offensive, confusing, or contrary to TPF’s positions. TPF does not endorse the content of any candidate’s response. The raw data is published for transparency so that community members can review the full record and draw their own conclusions.
Email addresses have been removed from the raw data before publication.
About This Survey
TPF sent this survey to all TDSB trustee candidates ahead of the October 26, 2026 municipal election. The survey asked three questions about issues affecting Palestinian students, parents, and allies in the TDSB. Candidates were given the option to provide written comments on each question and a general comment at the end.
Responses are published verbatim, with minor formatting edits for readability. Ratings are based on the candidate’s answers to the three questions, including their written comments. Full methodology is available at the top of this page.
If you believe your response has been misrepresented, please contact us.
Last updated: October 7, 2026, 10:00 AM ET | Version 1.0
This page will be updated as responses are received. Check back for the latest version.
