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'Success Is Different in Our Eyes': Reconciling Definitions of Educational Success among Indigenous Families and Education Systems in Alberta, Canada
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- Author(s): Emily Milne; Terry Wotherspoon
- Language:
English- Source:
Critical Studies in Education. 2023 64(5):428-447.- Publication Date:
2023- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 20
- Subject Terms:
- Subject Terms:
- Accession Number: 10.1080/17508487.2023.2173266
- ISSN: 1750-8487
1750-8495 - Abstract: Notions of "student success" feature prominently in emerging educational discourses and policy orientations. Current policy frameworks focusing on equity, performance, and reconciliation claim to offer validation for perspectives of Indigenous peoples and other racialized communities, but they are simultaneously raising the stakes for individual responsibility and performance. This paper explores these developments by examining how Indigenous students and family members understand and experience educational success in relation to the notions of success advanced by school systems. We present a case study conducted in Alberta, Canada, drawing on data from ten focus groups with 77 Indigenous youth and parents of Indigenous children connected to one school division. Highlighting the ways that social and educational policy frameworks related to employability and performance exacerbate contradictions inherent in settler colonial societies, we reveal how school systems, despite claims to the contrary, continue to adopt practices that undermine the capacity for many Indigenous people to achieve their aspirations.
- Abstract: As Provided
- Publication Date: 2023
- Accession Number: EJ1404461
- Availability:
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