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![loading](/sites/all/modules/hf_eds/images/loading.gif)
An Analysis of Ontario Aboriginal Education Policy: Critical and Interpretive Perspectives
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Cherubini, Lorenzo
- Language:
English- Source:
McGill Journal of Education. 2010 45(1):9-26.- Publication Date:
2010- Document Type:
Journal Articles
Reports - Evaluative- Online Access:
- Language:
- Additional Information
- Availability: 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
- Peer Reviewed: Y
- Source: 18
- Education Level: Elementary Secondary Education
- Subject Terms:
- Subject Terms:
- ISSN: 0024-9033
- Abstract: 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.)
- Abstract: As Provided
- Number of References: 77
- Publication Date: 2010
- Accession Number: EJ899449
- Availability:
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