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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Comité canadien des étudiants diplômés en éducation
2017
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ftunivcalgaryojs:oai:journalhosting.ucalgary.ca:article/30797 2024-09-15T18:15:00+00:00 A policy, a ‘priority’, an unfinished project: The Ontario First Nation, Métis, and Inuit Education Policy Framework Currie-Patterson, Natalie Watson, Kaitlyn 2017-05-29 application/pdf https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/30797 eng eng Comité canadien des étudiants diplômés en éducation https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/30797/pdf https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/30797 Copyright (c) 2017 CJNSE/RCJCÉ Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation; Vol. 8 No. 1 (2017) RCJCÉ/CJNSE; Vol. 8 No. 1 (2017) 1916-9221 decolonizing education Indigenous education First Nation Métis and Inuit education Ontario education critical policy analysis info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion research-article Critical discourse analysis 2017 ftunivcalgaryojs 2024-07-25T03:16:02Z 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 University of Calgary Journal Hosting |
institution |
Open Polar |
collection |
University of Calgary Journal Hosting |
op_collection_id |
ftunivcalgaryojs |
language |
English |
topic |
decolonizing education Indigenous education First Nation Métis and Inuit education Ontario education critical policy analysis |
spellingShingle |
decolonizing education Indigenous education First Nation Métis and Inuit education Ontario education critical policy analysis Currie-Patterson, Natalie Watson, Kaitlyn 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 critical policy analysis |
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 |
Currie-Patterson, Natalie Watson, Kaitlyn |
author_facet |
Currie-Patterson, Natalie Watson, Kaitlyn |
author_sort |
Currie-Patterson, Natalie |
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 |
Comité canadien des étudiants diplômés en éducation |
publishDate |
2017 |
url |
https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/30797 |
genre |
inuit |
genre_facet |
inuit |
op_source |
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation; Vol. 8 No. 1 (2017) RCJCÉ/CJNSE; Vol. 8 No. 1 (2017) 1916-9221 |
op_relation |
https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/30797/pdf https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/30797 |
op_rights |
Copyright (c) 2017 CJNSE/RCJCÉ |
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1810452755242811392 |