| Summary: | This dissertation is a critical policy study of the development of Aboriginal post-secondary education in British Columbia between 1986 and 2011. It explores the question “How have changing political, economic and social circumstances in British Columbia influenced the development and implementation of Aboriginal post-secondary policy?” through an embedded case study. During this time, British Columbia was governed by three different political parties: the Social Credit (1986-1991), the New Democratic Party (1991-2001), and the Liberals (2001 – 2011). The province was also undergoing significant changes in its relationships with Aboriginal people, in trying to bring certainty to issues of Aboriginal rights and title that were undermining resource development. At the beginning of this period BC did not recognize Aboriginal rights and title; by the end of this period a number of treaties and non-treaty agreements had been signed. Stories shared through policy texts, other documentary sources, as well as interviews with nineteen policy actors reveal a number of significant themes in the Aboriginal post-secondary policy process. These include: sector intersection between the Ministries responsible for post-secondary education and Aboriginal affairs; privileging of First Nations; relationships between policy actors and policy structures, the importance of leadership and ownership; the selective implementation of recommendations and policy; and different understandings of accountability. Education, Faculty of Educational Studies (EDST), Department of Graduate
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