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

McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca

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Educational Development; Foreign Countries; Educational Policy; Social Development; Public Officials; Canada Natives; Cultural Background; Cultural Influences; Educational History; Accountability; Academic Achievement; Values; Public Education; Public Schools; Elementary Secondary Education

0024-9033

This paper provides an historical and contemporary interpretation of the developmental influences that have led to the Ontario Ministry of Education's recent focus on Aboriginal educational policy in Ontario, Canada. It offers an interpretive and critical perspective on 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. (Contains 1 note.)

As Provided

77

2010

EJ899449