By Kelsey McCallum
In 2025, a new award was introduced by the Government of Ontario as part of the Lieutenant Governor’s Legacy Awards to honour and support Ontario-based educators using innovative teaching practices to promote democratic values and civic engagement in their classrooms. Named the Elizabeth Dowdeswell Award for Advancing Democracy through Education, it serves as a tribute to the 29th Lieutenant Governor of Ontario, the Honourable Elizabeth Dowdeswell, who served from 2014 to 2024.
TEACH recently connected with Ms. Dowdeswell to speak about her legacy of championing education and active citizenship as a cornerstone of democracy, as well as the vital role that educators can play in helping students think critically and stand up for democratic values.
The following interview has been edited for length and clarity.
Q: Could you tell us a bit about your time as Lieutenant Governor of Ontario, and how it informed the creation of this new award?
Democracy is a big word. My definition has been shaped by three experiences. First, the immigrant story: What kind of society were my parents seeking when they chose Canada? Second, a very eclectic career in public service domestically and internationally. Only in retrospect did I understand that the journey was always the search to engage the public in public policy-making.
And third, almost a decade of the privilege of serving as Lieutenant Governor when each day was an opportunity, if not an obligation, to demonstrate the unique role of a Vice-Regal in our form of constitutional democracy. It was a decade of celebration and challenge in equal measure. Thousands of Ontarians shared with me their hopes and aspirations, and their efforts to overcome barriers to achieving resilience and sustainability.
Vice-regal representatives are by convention required to be non-partisan, strictly apolitical. But they have also been described as guarantors of responsible governance, as a conscience if you will. They stand apart from politics, representing the hearts, minds, and souls of citizens.
I am most grateful that the government created an award in my name that carries on something about which I feel so passionate—advancing democracy through education.
Q: Education is often considered a cornerstone of democracy. In your opinion, what does this mean, and why is it more important now than ever?
Democracy is so much more than a vote. It is really about setting the ground rules for how we are going to live together in harmony.
A well-functioning democracy is built upon foundational and strong institutions: the government and its supportive public service; a respected and independent judiciary; a dynamic media; and a vibrant, informed, and involved civil society.
At the core is education, because education is empowerment.
Education brings specific knowledge about the roadmap shaped by our Constitution and our Charter of Rights and Freedoms, and the values commonly shared of peace, order, and good government. Furthermore, it is what transforms an understanding of rights and responsibilities into meaningful and sustained civic engagement.
Education that fosters critical thinking, ethical responsibility, and leadership helps develop the skills and confidence needed to equip young people to define goals and explore options, to navigate systems and make informed decisions—and ultimately to participate as active contributors to society.
Education is also about learned behaviour. It is never too early to teach respect and civility. To be kind. To learn to listen to the perspectives of others and seek common cause.
Q: How can educators strengthen democratic values and promote active citizenship through their teaching practices?
Teachers play a critical, often quiet role by creating environments in which students come to understand, curiously question, and become engaged.
There is ample evidence that creating inclusive, participatory classrooms is important. Civic engagement grows when students feel a sense of belonging and are invited into dialogue. Educators can foster this by building collaborative spaces, encouraging diverse perspectives, and validating different forms of civic contribution.
Prioritizing experiential and skills-based learning, using simulations, respectful dialogue, and real‑world issues to strengthen critical thinking, communication, and negotiation skills, will make civic participation meaningful and accessible.
Adapting teaching to how youth engage today is critical. This includes integrating digital media literacy, emphasizing critical global citizenship education, and building “soft skills” like empathy. We know that young people already have strong awareness of social justice and power dynamics, but they need support to translate that into sustained civic engagement. An emerging insight is that in a digital world, healthier relationships with technology in classrooms produce better and more equitable learning outcomes.
Civic engagement belongs in the classroom. It should not be treated as extracurricular. Strengthening democratic values and promoting active citizenship is not the exclusive purview of specific classes in social studies and civics. For example, environmental stewardship has often been a successful practical vehicle. Living laboratories can be created at all levels and in many curricula.
Q: What role do teachers play in building a more inclusive and united Ontario?
Most of us can recall a teacher who made an impact on their lives—someone who inspired them. Sometimes it was because of a passion for the subject matter, but often it was because of the inclusive, creative learning environment they established.
Teachers can help reshape education systems to be more equitable. Research highlights the need for flexible, community-rooted approaches, mentorship, and accessible pathways, especially for Indigenous and underrepresented learners. Culturally grounded teaching builds pride, belonging, and long‑term success by rooting learning in students’ histories and communities.
Teachers also model and embed inclusion in everyday practice. By integrating diverse knowledge systems, creating culturally safe spaces, and supporting multiple pathways to leadership, teachers help build a more cohesive and representative society. Inclusive digital environments—ones that support belonging, psychological safety, and respectful communication—are not incidental to the curriculum. They are the curriculum, in practice.
Q: In today’s era of complex societal issues and rising global instability, there is power in connecting with local communities. How can educators inspire young people to care about and contribute to these spaces? What might civic engagement and community building look like from inside the classroom?
The starting point is to give youth real agency. Young people are most engaged when they co-create opportunities and see the impact of their contributions. Classrooms can support this through student-led projects, local issue exploration, and opportunities to take action. Research shows that civic issues such as mental health, climate, food insecurity, youth unemployment, and community safety are what young people care about.
Community connection opportunities need to be visible and accessible. Often students, and indeed some adults, do not know how to get involved. Educators can raise awareness of local opportunities and clearly define what civic engagement looks like in practice.
Finally, it’s crucial to focus on connection, collaboration, and continuity. Youth prefer in-person, peer-based experiences that build relationships and belonging. Educators can bring this into the classroom through community partnerships, collaborative learning, and sustained engagement that are supported by online spaces that extend learning beyond the classroom.
I witnessed this first-hand through the programs of organizations like the Rideau Hall Foundation and the Dais; through literacy camps, video conferences with Connected North, long-standing opportunities for pages and interns, model parliaments, and the creation of youth councils for local government; through Peacebuilders, Earth Rangers, and many more. Even experiences such as accompanying students to Vimy Ridge or the United Nations can become life-changing.
Q: What impact do you hope this award will have on educators in the future?
This is a moment in time when the world is facing profound challenge and change. It is a moment of fragility when democracies are vulnerable and we must be vigilant. Democracy requires sustained commitment.
Democracy is about all of us, and in the words of the United Nations Charter it is about “we the peoples.” The voices and visions of everyone will be required as we listen to each other, share insights, harness human ingenuity, and build consensus—for our common vulnerability must be met with courage and boldness. We must not be complacent observers of the powerful changes around us. An enduring and heathy democracy means getting involved.
Nothing could be more important than avoiding learned helplessness—the feeling that nothing a young person does matters. Educators must help students find their voice and contribute to something greater and more powerful than themselves.
Teachers hold a place of trust. They model democratic values when young minds are curious and malleable. I am not naïve about demands on their time and energy. This award is intended to provide recognition, support, and encouragement to their dedication.
Democracy is a grand human project that must evoke the best of ourselves. I have no doubt that with the active involvement of educators we will succeed.
Nominations for the Elizabeth Dowdeswell Award for Advancing Democracy through Education are open until May 31, 2026. Learn more here.
About the Honourable Elizabeth Dowdeswell
The Honourable Elizabeth Dowdeswell is the longest-serving Lieutenant Governor of Ontario (2014–2023), an Officer of the Order of Canada, member of the Order of Ontario and the recipient of numerous distinctions and fellowships. Beginning as a teacher, she has enjoyed an eclectic career in both the public and private sectors, domestically and internationally.
Kelsey McCallum is an Associate Editor for TEACH Mag. She holds a BSc from the University of Guelph and a Graduate Certificate from Centennial College. She currently lives in Toronto, ON, with her partner and their cat, Banksy.
