scholarly journals Implementing Indigenous Education Policy Directives in Ontario Public Schools: Experiences, Challenges and Successful Practices

2017 ◽  
Vol 8 (3) ◽  
Author(s):  
Emily Milne
Keyword(s):  
Public Schools ◽  
Student Success ◽  
Indigenous Education ◽  
Policy Implications ◽  
Policy Framework ◽  
Ministry Of Education ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Material Policy ◽  
Indigenous Educators

The Ontario Ministry of Education has declared a commitment to Indigenous student success and has advanced a policy framework that articulates inclusion of Indigenous content in schooling curriculum (Ontario Ministry of Education, 2007). What are the perceptions among educators and parents regarding the implementation of policy directives, and what is seen to encourage or limit meaningful implementation? To answer these questions, this article draws on interviews with 100 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non-Indigenous parents and educators from Ontario Canada. Policy directives are seen to benefit Indigenous and non-Indigenous students. Interviews also reveal challenges to implementing Indigenous curricular policy, such as unawareness and intimidation among non-Indigenous educators regarding how to teach material. Policy implications are considered.

scholarly journals Story as a Means of Engaging Public Educators and Indigenous Students

in education ◽  
2017 ◽  
Vol 23 (2) ◽  
pp. 25-42
Author(s):  
Martha Moon
Keyword(s):  
Public Schools ◽  
Teaching Practice ◽  
Indigenous Education ◽  
Central Component ◽  
Multiple Perspectives ◽  
School Students ◽  
Indigenous Students ◽  
Indigenous Educators ◽  
Urban Public School ◽  
Modes Of Engagement

Two concerns in public Indigenous education are the education of teachers and the engagement of students.  In this study, drawing on stories and multiple perspectives is an approach presented to address both concerns.  In open-ended interviews with seven Indigenous educators and leaders in urban public school boards, story was highlighted as a central component of the success of Indigenous students.  Participants believed that educators’ understanding and teaching practice is enriched by seeking out stories and multiple perspectives—those of Indigenous students and their families and communities in particular. They also believed that when these stories are valued in school, students’ sense of belonging and engagement increase.  This paper explores various angles on drawing on stories in public schools as modes of engagement and learning for both educators and students.  These angles address the experiences that students, teachers, and families bring to schools and the stories tied to local communities and embedded in Canadian school systems. 

scholarly journals Teaching English through Task and Project-Based Learning to Embera Chamí Students

2019 ◽  
Vol 1 (21) ◽  
pp. 78-90
Author(s):  
Luis Ricardo Rojas ◽  
Jenifer Rueda Varon
Keyword(s):  
Public Schools ◽  
English Language ◽  
Project Based Learning ◽  
English For Specific Purposes ◽  
Learning Approaches ◽  
Ministry Of Education ◽  
Indigenous Students ◽  
Conditions For Learning ◽  
Vocabulary Recognition ◽  
Learning English

Bilingual indigenous students who attend public schools around the country are to develop English language skills as part of the suggested curriculum created by the Colombian Ministry of Education. This is the case of the Embera Chamí students in Florencia, Caquetá whose conditions for learning English differ from those of monolingual Spanish students. The purpose of this study is to analyze the difficulties and the advantages of learning English through task- and project-based learning in bilingual indigenous students. The analysis of the study was developed through the method of systematization of experience. Results suggest that the two learning approaches enhanced indigenous students’ speaking skills and facilitated vocabulary recognition. However, the students mentioned being more interesting in learning English for specific purposes.

Improving Indigenous student outcomes through improved teacher education: the views of Indigenous educators

2020 ◽  
Vol 16 (2) ◽  
pp. 146-152
Author(s):  
Tracy Woodroffe
Keyword(s):  
Teacher Education ◽  
Educational Outcomes ◽  
Student Outcomes ◽  
Cultural Shift ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Alternative Approach ◽  
Australian Education ◽  
Specialist Knowledge ◽  
Indigenous Educators

This article describes an alternative approach to improving Indigenous student outcomes through improved teacher education, expressed through the views of Indigenous educators. The strategies required relate to the need for a cultural shift within the current Australian education system identified by Indigenous educators. The research demonstrates how connections between Westernised education systems and knowledge of Indigenous educators provide a locus of potential for the improved educational outcomes of Indigenous students. Indigenous educators’ knowledge about teaching and their specialist knowledge about Indigenous content place them in a position of epistemological privilege. The vehicle for change in the interests of Indigenous students is teacher education, and the driving force of untapped potential is Indigenous educators.

scholarly journals Indigenous students: Barriers and success strategies-A review of existing literature

2018 ◽  
Vol 9 (3) ◽  
pp. 70
Author(s):  
Heather Joyce Nelson ◽  
Twana Lee-Ann Cox-White ◽  
Beverlee Ann Ziefflie
Keyword(s):  
Nursing Students ◽  
Student Success ◽  
The United States ◽  
Completion Rate ◽  
Cultural Safety ◽  
Future Research ◽  
Success Rates ◽  
Indigenous Students ◽  
Post Secondary ◽  
Indigenous Student

There are many factors that effect the post-secondary completion rate of Indigenous students. The Indigenous student completion rate is a reflection of the number of students entering post-secondary education but is significantly affected by withdrawal rates (institutional withdrawals and student voluntary withdrawals). In the Saskatchewan Polytechnic School of Nursing, the Indigenous student withdrawal rate was 4.2% higher than the total nursing student population. Lower success rates among Indigenous students is a concerning issue in nursing programs. Continuing to operate programs and teach in the same fashion is not improving success rates. The Truth and Reconciliation Commission of Canada: Calls to Action (2012) highlighted the need to examine strategies and develop policies to enhance Indigenous student success. To this end, recent literature was reviewed to determine trends among Indigenous nursing students, their struggles, and more importantly, the successful strategies currently being implemented. Indigenous peoples are not a homogenous group; rather, they are a mosaic of cultures, languages and nations. The authors examined the literature to determine key factors that enabled or prevented the success of post-secondary Indigenous students. Twenty-one articles on current research regarding Indigenous student success facilitators and barriers were examined. These articles encompassed research from Canada, the United States, Australia and New Zealand. The purpose of this literature review was to identify themes and gaps, drive positive change in education, and guide future research. The research team found four common themes: academic preparedness, cultural safety, intrinsic student factors, and student support.

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

in education ◽  
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

scholarly journals How Alberta Education’s First Nations, Metis, and Inuit Policy Framework influence students attitudes towards the Indigenous Peoples of Canada.

2021 ◽  
Vol 14 (1) ◽  
pp. 96-113
Author(s):  
Tiffany Prete
Keyword(s):  
Academic Success ◽  
First Nations ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Policy Framework ◽  
Indigenous Research ◽  
Race And Racism ◽  
Indigenous Students ◽  
Antiracist Education ◽  
Students Attitudes

For decades, Indigenous education in Canada has implemented policies that provide a more culturally relevant curriculum for Indigenous students. It is thought that such a curriculum will improve morale and academic success in Indigenous students. Despite these efforts, a gap still exists between Indigenous students and their counterparts. Little attention has been given to the role that race and racism plays in the lives of Indigenous students. This study examines whether a need exists for race and racism to be addressed in the public school system. Using an Indigenous research methodology, a survey was administered to elicit non-Indigenous attitudes towards the Indigenous peoples of Canada. It was found that in the absence of an antiracist education, nonIndigenous students held negative perceptions of Indigenous peoples, as well as lacked an understanding of racism and its significance.

scholarly journals Spending for success: identifying ‘what works?’ for Indigenous student outcomes in Australian Universities

2020 ◽  
pp. 1-10
Author(s):  
Shane Hearn ◽  
Liam Kenna
Keyword(s):  
Student Success ◽  
Success Rate ◽  
Success Rates ◽  
Indigenous Students ◽  
Holistic View ◽  
Financial Investment ◽  
Indigenous Student ◽  
What Works ◽  
Integral Role ◽  
The Many

Abstract Despite the continued investment in Indigenous support networks and dedicated education units within universities, levels of key performance indicators for Indigenous students—access, participation, success and completion (attainment)—remain below that of the overall domestic student population in most institutions. It remains important to determine what works to achieve Indigenous student success in higher education. This paper proposes that such methods have an integral role to play in providing a holistic view of Indigenous participation and success at university, and are particularly useful in the development and evaluation of strategies and programs. This project found no quantitative correlation between financial investment and success rate for Indigenous students. A negative correlation between access rate and success rate suggests that factors other than those that encourage participation are important in supporting successful outcomes. Those universities that have high success rates have a suite of programs to support Indigenous students, but it is not immediately clear which of these strategies and programs may be most effective to facilitate Indigenous student success rates. In this discussion, we suggest that a multi-layered determinants model is a useful way to conceptualise the many factors that may impact on student success, and how they might intersect.

scholarly journals ‘So, What is Wrong with Indigenous Education?’ Perspective, Position and Power Beyond a Deficit Discourse

2012 ◽  
Vol 41 (2) ◽  
pp. 85-96 ◽  
Author(s):  
Greg Vass
Keyword(s):  
Indigenous Education ◽  
Discursive Practices ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Australian Education ◽  
Student Achievements ◽  
Research And Policy ◽  
Regime Of Truth

It is the aim of this article to provoke debate and encourage greater scrutiny regarding the use and meaning of the expression ‘Indigenous education’ within the discursive practices, research and policy in Australian education. Drawing on Hall's (2007) development of ideas from Foucault that give rise to ‘Indigenous education’ being viewed as a ‘regime of truth’, it is my contention that the widespread and largely uncritical use of this expression is contributing to sustaining deficit assumptions regarding the engagement and outcomes of Indigenous students within Australian schools. To explore this concern, I will first ‘archaeologically’ excavate (Scheurich, 1997) the emergence of this ‘regime’ within the Australian setting. Following on from this, I will discuss and reflect upon recent debates associated with initiatives designed to ‘close the gap’ when comparing Indigenous and non-Indigenous student achievements in education. Given the changes inaugurated by the Labor-led ‘Education Revolution’ since 2007, this is a particularly pertinent line of inquiry to take up, with the focus of this article largely concerned with its impact in the Queensland setting.

Addressing the Foundations for Improved Indigenous Secondary Student Outcomes: A South Australian Qualitative Study

2010 ◽  
Vol 39 (1) ◽  
pp. 65-76 ◽  
Author(s):  
Kiara Rahman
Keyword(s):  
Qualitative Study ◽  
Secondary Students ◽  
Student Outcomes ◽  
Indigenous Education ◽  
Indigenous Students ◽  
Early Exit ◽  
Indigenous Student ◽  
Significant Research ◽  
Improved Learning ◽  
Senior Secondary

AbstractIt is well documented, that Indigenous students, compared with their non-Indigenous counterparts, attend school less frequently, and are more likely to develop anti-schooling attitudes leading to their early exit from school (Hayes et al., 2009; Gray & Partington, 2003; Hunter & Schwad, 2003). Although research does suggest that there has been some gradual improvements in some areas of education over the years, serious gaps still remain between Indigenous and non-Indigenous student learning outcomes. There is a great need, to build on the more significant research on Indigenous education that is focused on exploring the achievement potentials of Indigenous students to address the foundations for improved Indigenous student outcomes. This paper reports on a South Australian qualitative study based on interviews with 36 Indigenous senior secondary students, on factors which facilitate improved learning and achievement, leading to higher levels of secondary school completion among Indigenous youth.

‘Wings to fly’: a case study of supporting Indigenous student success through a whole-of-university approach

2019 ◽  
pp. 1-10
Author(s):  
Bep Uink ◽  
Braden Hill ◽  
Andrew Day ◽  
Gregory Martin
Keyword(s):  
Student Success ◽  
Student Retention ◽  
Indigenous Education ◽  
Pass Rates ◽  
Indigenous Student ◽  
Repeated Calls ◽  
Multiple Levels ◽  
Direct Student ◽  
The University

AbstractAlthough there have been repeated calls for empirical evaluations focused on if and how the activities of Indigenous Education Units contribute to Indigenous student success at university, data demonstrating the outcomes of these activities remain scarce. As a first step in addressing this gap, a case study of the Kulbardi Aboriginal Centre is presented which documents the development and implementation of its student success strategy. Informed by research that identifies a range of different barriers and enablers of Indigenous student success, the strategy was built around a ‘whole-of-university’ approach which focuses on influencing across multiple levels of the university (governance and management, teaching and pedagogy and direct student support). The success of the strategy is described in relation to changes in Indigenous student retention and pass rates. The case study offers insight into the activities of an Indigenous Education Unit, which can inform future models of practice in this area and raise awareness of the need for more comprehensive and nuanced evaluation of Indigenous higher education initiatives.

Sign in / Sign up

Export Citation Format

Share Document