Reviews of "An Analysis of Ontario Aboriginal Education Policy: Critical and Interpretive Perspectives."

McGill Journal of Education (Online), Winter 2010 | Go to article overview

Reviews of "An Analysis of Ontario Aboriginal Education Policy: Critical and Interpretive Perspectives."


Abstract

This paper provides a historical and contemporary interpretation of the developmental influences that have led to the Ministry of Education's recent focus on Aboriginal educational policy in Ontario, Canada. It offers an interpretive and critical perspective of the rhetorical constructions, assumptions and value-orientations implicit in two seminal documents. This discussion will assist Aboriginal Advisory Groups and communities, as well as policy-makers and practitioners, to think clearly about implementation strategies in the broader context of Aboriginal socio-educational development.

The reviewers' comments / suggestions have been addressed. I have consulted the various resources, as well as two others. They have proven to be valuable sources that further the issues addressed in this paper. I have included a note regarding the involvement of Aboriginal stakeholders in the drafting of the documents, as per Reviewer A's suggestion. Further, I have elaborated upon the nature by which Aboriginal Advisory Groups can advocate for more culturally-responsive schooling practices.

Specific to Reviewer B, you will note that the identity discourse has been addressed, as has the language used to justify residential schools. I have also elaborated upon the very important point of Aboriginal selfdetermination as recommended by this reviewer.

I have distinguished the respective revisions and editions in red font within the body of the manuscript.

Submission Date: December 11, 2008

Date of Re-Submission: February 16, 2009

INTRODUCTION

The recently released Aboriginal education policy in Ontario, Canada, represents a self-declared commitment by the Ontario Ministry of Education (OME) to address the learning needs and achievement of Aboriginal1 students in publicly-funded schools across the province. Since education is a provincial responsibility in Canada (with the exception of First Nations schools that are operated federally), the OME has made a 12.7 million dollar investment to support their policy initiatives and allocated an additional 22.7 million dollars towards resources and services (Aboriginal Education Strategy, 2007). The OME's seminal policy document, First Nation, Métis, and Inuit Education Policy Framework (2007) aims to reconcile the achievement gap between Aboriginal and non- Aboriginal students in Ontario, an intent that has been noted in previous government publications (Paquette, 2007). The First Nation, Métis, and Inuit Education Policy Framework (the Framework) states that school boards, administrators, teachers, and the OME itself will make an active commitment to more adequately address Aboriginal students' distinct learning needs. The Framework cites the importance of providing Aboriginal students with culturally-relevant learning environments that better reflect their epistemic traditions and values.

The companion document that is of equal import, Building Bridges to Success for First Nation, Métis, and Inuit Students (2007) - (Building Bridges) - provides public school boards in Ontario with an outline to develop and implement policies for voluntary, confidential Aboriginal student self-identification. According to the OME, Aboriginal self-identification will better equip educators and policy-makers with improved decisionmaking capacities to distinguish the success of various program interventions in meeting the needs of Aboriginal learners. The document underscores the necessity of drawing upon accurate and reliable data to assess Aboriginal students' progress and in turn, close the aforementioned achievement gap. Both documents recognize that Aboriginal student achievement is subject to a myriad of historical and socio-cultural realities (Castellano, Davis, Lahache, 2000; Hill & George, 1996). The OME documents address the necessity of heightening the awareness of teachers and school administrators in regards to Aboriginal student preferences, and suggest that pedagogical practices be more aligned with holistic epistemic understandings of teaching and learning. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Reviews of "An Analysis of Ontario Aboriginal Education Policy: Critical and Interpretive Perspectives."
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.