Multiple Literacies Within Reformed First Nations, Métis, and Inuit Secondary Curriculum

This study illuminates reformed literacy expectations via close examination of the recently released 2019 Ontario (Canada), First Nations, Métis, and Inuit Secondary curricular document. A summative latent content analysis of the renewed provincial curriculum found overwhelming support for critical...

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Bibliographic Details
Published in:International Journal of Educational Reform
Main Author: Ryan, Thomas G.
Format: Article in Journal/Newspaper
Language:English
Published: SAGE Publications 2021
Subjects:
Social Sciences (miscellaneous)
Education
Canada
First Nations
inuit
Online Access:http://dx.doi.org/10.1177/10567879211015936
http://journals.sagepub.com/doi/pdf/10.1177/10567879211015936
http://journals.sagepub.com/doi/full-xml/10.1177/10567879211015936
Description
Summary:This study illuminates reformed literacy expectations via close examination of the recently released 2019 Ontario (Canada), First Nations, Métis, and Inuit Secondary curricular document. A summative latent content analysis of the renewed provincial curriculum found overwhelming support for critical literacy development. The Ontario government uses the term literacy 84 times in the transformed curricula, prompting this study to ask: What are the literacies and how should these be attained in First Nations, Métis, and Inuit secondary level education? This study found required literacies expected in grades nine through 12, included English literacy and skills, media, financial, and critical literacies.

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