A Historical Perspective of Indigenous Education Policy in Japan: The Case of Ainu Schools

The national Truth and Reconciliation Commission of Canada has challenged governments and school boards across Canada to acknowledge and address the damaging legacies of residential schooling while ensuring that all students gain an adequate understanding of relations between Indigenous Peoples and non-Indigenous peoples. This article explores the dynamics and prospects for effective change associated with reforms in elementary and secondary education systems since the release of the Commission’s Calls to Action, focusing on the policy frameworks employed by provincial and territorial governments to guide these actions. The analysis examines critically the overt and hidden messages conveyed through discourses within policy documents and statements. The key questions we address include: What do current education policy frameworks and actions regarding Indigenous Peoples reveal about government approaches to education and settler–Indigenous relationships in Canada? To what extent is effective reconciliation possible, and how can it be accomplished in the context of institutional structures and discourses within a White settler colonial society? The findings reveal that substantial movement towards greater acknowledgement of Indigenous knowledge systems and incorporation of Indigenous content continues to be subordinated to or embedded within Western assumptions, norms, and standards.

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The Gap Between Text and Context: An Analysis of Ontario’s Indigenous Education Policy

in education ◽

10.37119/ojs2015.v21i2.220 ◽

2015 ◽

Vol 21 (2) ◽

pp. 26-48

Author(s):

Jesse K. Butler

Keyword(s):

Content Analysis ◽

Education Policy ◽

Indigenous Education ◽

Policy Framework ◽

Significant Shift ◽

Ministry Of Education ◽

Original Plan ◽

Target Date ◽

Policy Content ◽

Stated Purpose

This paper analyzes the 2007 Ontario First Nation, Métis, and Inuit Education Policy Framework, alongside its 2014 Implementation Plan. Content analysis is used to determine what specific actions are prioritized in each document, first through a quantitative analysis of the various strategies put forth, then a qualitative analysis of what larger purpose these strategies might indicate. The findings suggest a significant shift in the 2014 document away from substantive action and toward data management, specifically in regard to encouraging Indigenous student self-identification. Coming just two years before the 2016 target date for the original plan laid out in the Framework, it seems unlikely that this belated emphasis on self-identification is for the originally stated purpose of establishing baseline data to implement and evaluate specific programs, but could instead be used as a type of symbolic policy, to obscure the absence of substantive change. Conversely, it is suggested that the Ministry of Education should establish a new baseline and strategy, beginning in 2016, to implement specific, targeted programming for Indigenous students.Keywords: Indigenous education; educational policy; content analysis; document analysis; Ontario

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Addressing the Rights of Indigenous Peoples in Education: A Critical Analysis of Indigenous Education Policy

10.5204/thesis.eprints.118573 ◽

2018 ◽

Author(s):

Melitta D Hogarth

Keyword(s):

Education Policy ◽

Indigenous Peoples ◽

Critical Analysis ◽

Indigenous Education

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Indigenous Education Policy, Equity, and Intercultural Understanding in Latin America

10.1057/978-1-137-59532-4 ◽

2017 ◽

Cited By ~ 1

Keyword(s):

Latin America ◽

Education Policy ◽

Indigenous Education ◽

Intercultural Understanding

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Indigenous Education in Global and Historical Perspective

Uncommon Schools ◽

10.11126/stanford/9780804772105.003.0003 ◽

2011 ◽

pp. 49-76

Keyword(s):

Historical Perspective ◽

Indigenous Education

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Indigenous Education and Literacy Policy in Australia: Bringing Learning Back to the Debate

The Australian Journal of Indigenous Education ◽

10.1017/jie.2017.18 ◽

2017 ◽

Vol 47 (2) ◽

pp. 185-197 ◽

Cited By ~ 5

Author(s):

William Fogarty ◽

Stewart Riddle ◽

Melissa Lovell ◽

Ben Wilson

Keyword(s):

Education Policy ◽

Indigenous Education ◽

Learning Opportunities ◽

Pedagogical Practices ◽

Indigenous Australians ◽

Literacy Curriculum ◽

Remote Communities ◽

Curriculum And Pedagogy ◽

Literacy Policy ◽

Indigenous Learners

In a policy landscape dominated by forces that seek to continually reshape education according to market logics, there are particular impacts on the seemingly intractable crisis of Indigenous education policy making. Entrenched discourses of deficit result in education policy continually being ‘done to’ communities, with little heed paid to the effects of such efforts on the learning opportunities available to young Indigenous learners, particularly those living in remote communities. This paper examines the contemporary network of policy levers that come to shape how literacy policy is framed for Indigenous Australians through narratives of failure and crisis. In doing so, we ask what learning is made (im)possible and what are some of the ‘flattening’ effects on literacy curriculum and pedagogy as a result? Further, this paper seeks to open up the conversation around what learning is possible when the policy landscape is unflattened, when policy is ‘done with’ communities, and when pedagogical practices are opened up, rather than closed down.

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Quality and Efficacy of the Indigenous Tutorial Assistance Scheme (ITAS) for University Students

The Australian Journal of Indigenous Education ◽

10.1375/s1326011100000454 ◽

2008 ◽

Vol 37 (S1) ◽

pp. 118-130 ◽

Cited By ~ 3

Author(s):

Sue Whatman ◽

Juliana McLaughlin ◽

Susan Willsteed ◽

Annie Tyhuis ◽

Susan Beetson

Keyword(s):

Education Policy ◽

University Students ◽

Participatory Research ◽

Teaching And Learning ◽

Indigenous Education ◽

Indigenous Students ◽

Strategic Initiative ◽

Quality Of Teaching ◽

Education Support

AbstractDesigned as a “supplementary” tuition scheme, the Indigenous Tutorial Assistance Scheme (hereafter referred to as ITAS) is a strategic initiative of the National Indigenous Education Policy (DEET, 1989). This paper seeks to contribute to the literature of the analysis of the quality and efficacy of ITAS. Currently, the delivery of ITAS to Indigenous students requires enormous administration and commitment by the staff of Indigenous education support centres. In exploring the essential but problematic provision of ITAS to Indigenous university students, this paper provides insights into significant aspects of our program that move beyond assumptions of student deficit, by researching the quality of teaching and learning through ITAS, analysing administrative workload, and sharing innovations to our program as a result of participatory research with important ITAS stakeholders.

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