A policy, a ‘priority’, an unfinished project: The Ontario First Nation, Métis, and Inuit Education Policy Framework
In 2007, the Ontario Ministry of Education released the Ontario First Nation, Métis, and Inuit Education Policy Framework. The policy set forth a vision to significantly improve the levels of achievement for Indigenous students attending Ontario’s public schools, and to increase awareness and knowle...
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Canadian Society for Studies in Education
2017
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fttriple:oai:gotriple.eu:oai:doaj.org/article:1ece97b876154564a12fc81b0b0064bb 2023-05-15T16:54:47+02:00 A policy, a ‘priority’, an unfinished project: The Ontario First Nation, Métis, and Inuit Education Policy Framework Natalie Currie-Patterson Kaitlyn Watson 2017-05-01 https://doaj.org/article/1ece97b876154564a12fc81b0b0064bb en fr eng fre Canadian Society for Studies in Education 1916-9221 https://doaj.org/article/1ece97b876154564a12fc81b0b0064bb undefined Canadian Journal for New Scholars in Education, Vol 8, Iss 1 (2017) decolonizing education Indigenous education First Nation Métis and Inuit education Ontario education hisphilso hist Journal Article https://vocabularies.coar-repositories.org/resource_types/c_6501/ 2017 fttriple 2023-01-22T17:51:45Z In 2007, the Ontario Ministry of Education released the Ontario First Nation, Métis, and Inuit Education Policy Framework. The policy set forth a vision to significantly improve the levels of achievement for Indigenous students attending Ontario’s public schools, and to increase awareness and knowledge of Indigenous cultures and perspectives for all students by the year 2016. Drawing upon critical pedagogy, theories of decolonizing education, and policy enactment, we engaged with the Framework and a set of related documents to a critical discourse analysis. Four discourses were revealed: achievement; increasing capacities; incorporating “cultures, histories, and perspectives”; and absence. In tracing the presence of these discourses across the documents we found that, while well-intentioned, the policy has yielded problematic outcomes. In turn, this undermines the ability of Ontario’s education system to not only reach the aforementioned goals but also to take an active role in reconciliation and efforts towards the decolonization of education. Article in Journal/Newspaper inuit Unknown |
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English French |
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decolonizing education Indigenous education First Nation Métis and Inuit education Ontario education hisphilso hist |
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decolonizing education Indigenous education First Nation Métis and Inuit education Ontario education hisphilso hist Natalie Currie-Patterson Kaitlyn Watson A policy, a ‘priority’, an unfinished project: The Ontario First Nation, Métis, and Inuit Education Policy Framework |
topic_facet |
decolonizing education Indigenous education First Nation Métis and Inuit education Ontario education hisphilso hist |
description |
In 2007, the Ontario Ministry of Education released the Ontario First Nation, Métis, and Inuit Education Policy Framework. The policy set forth a vision to significantly improve the levels of achievement for Indigenous students attending Ontario’s public schools, and to increase awareness and knowledge of Indigenous cultures and perspectives for all students by the year 2016. Drawing upon critical pedagogy, theories of decolonizing education, and policy enactment, we engaged with the Framework and a set of related documents to a critical discourse analysis. Four discourses were revealed: achievement; increasing capacities; incorporating “cultures, histories, and perspectives”; and absence. In tracing the presence of these discourses across the documents we found that, while well-intentioned, the policy has yielded problematic outcomes. In turn, this undermines the ability of Ontario’s education system to not only reach the aforementioned goals but also to take an active role in reconciliation and efforts towards the decolonization of education. |
format |
Article in Journal/Newspaper |
author |
Natalie Currie-Patterson Kaitlyn Watson |
author_facet |
Natalie Currie-Patterson Kaitlyn Watson |
author_sort |
Natalie Currie-Patterson |
title |
A policy, a ‘priority’, an unfinished project: The Ontario First Nation, Métis, and Inuit Education Policy Framework |
title_short |
A policy, a ‘priority’, an unfinished project: The Ontario First Nation, Métis, and Inuit Education Policy Framework |
title_full |
A policy, a ‘priority’, an unfinished project: The Ontario First Nation, Métis, and Inuit Education Policy Framework |
title_fullStr |
A policy, a ‘priority’, an unfinished project: The Ontario First Nation, Métis, and Inuit Education Policy Framework |
title_full_unstemmed |
A policy, a ‘priority’, an unfinished project: The Ontario First Nation, Métis, and Inuit Education Policy Framework |
title_sort |
policy, a ‘priority’, an unfinished project: the ontario first nation, métis, and inuit education policy framework |
publisher |
Canadian Society for Studies in Education |
publishDate |
2017 |
url |
https://doaj.org/article/1ece97b876154564a12fc81b0b0064bb |
genre |
inuit |
genre_facet |
inuit |
op_source |
Canadian Journal for New Scholars in Education, Vol 8, Iss 1 (2017) |
op_relation |
1916-9221 https://doaj.org/article/1ece97b876154564a12fc81b0b0064bb |
op_rights |
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1766045564905979904 |