Implementing Indigenous Education Policy Directives in Ontario Public Schools: Experiences, Challenges and Successful Practices

• Published in: International Indigenous Policy Journal
• Main Author: Milne, Emily
• Format: Report
• Language: unknown
• Published: Scholarship@Western 2017
• Subjects: Indigenous Peoples; educational policy; schooling; Ontario; Canada; Education; Educational Sociology; Inequality and Stratification; anishina*
• Online Access: https://ir.lib.uwo.ca/iipj/vol8/iss3/2; https://doi.org/10.18584/iipj.2017.8.3.2

The Ontario Ministry of Education has declared a commitment to Indigenous student success and has advanced a policy framework that articulates inclusion of Indigenous content in schooling curriculum (Ontario Ministry of Education, 2007). What are the perceptions among educators and parents regarding the implementation of policy directives, and what is seen to encourage or limit meaningful implementation? To answer these questions, this article draws on interviews with 100 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non-Indigenous parents and educators from Ontario Canada. Policy directives are seen to benefit Indigenous and non-Indigenous students. Interviews also reveal challenges to implementing Indigenous curricular policy, such as unawareness and intimidation among non-Indigenous educators regarding how to teach material. Policy implications are considered.