Indigenous Education Leads' Stories of Policy Enactment: A Sociomaterial Inquiry
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| Title: | Indigenous Education Leads' Stories of Policy Enactment: A Sociomaterial Inquiry |
|---|---|
| Language: | English |
| Authors: | Burm, Sarah |
| Source: | Canadian Journal of Educational Administration and Policy. 2019 (191):72-82. |
| Availability: | Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Canada Natives, American Indian Education, Educational Policy, Elementary Secondary Education, Faculty Development, Culturally Relevant Education, Stakeholders |
| Geographic Terms: | Canada |
| ISSN: | 1207-7798 |
| Abstract: | Investing in Indigenous education has been identified as a key priority by provinces and territories across Canada. In response, the Ontario Ministry of Education (OME) introduced the "Ontario First Nation, Métis, and Inuit Education Policy Framework" (the Framework). This policy directive outlines the OME's commitment to working in partnership with Indigenous and non-Indigenous educational stakeholders to increase the capacity of the public education system to respond to the learning and cultural needs of the estimated 50,312 Indigenous students who attend Ontario's 5,000 elementary and secondary schools. While substantial progress has been made since the Framework's release, more work is needed to ensure all students gain an understanding of, and appreciation for, Indigenous cultures, experiences, and perspectives. One way the OME has shown their continued investment is through the sustained allocation of funds for Indigenous Education Leads (Leads). Since the Framework's release in 2007, these individuals have played an invaluable role in supporting the implementation of the Framework. However, little is known about their lived experiences. Thus, the purpose of this qualitative paper is to share Leads' stories of policy enactment, particularly their approaches to fulfilling a provincial mandate that carries with it the legacy of historical and contemporary trauma and mistrust between Indigenous and non-Indigenous peoples. The principles of Critical Narrative Research (CNR) combined with the sensibilities of Actor-Network Theory (ANT) are drawn on to foreground how Leads understand their own actions and interactions throughout the policy implementation process, as well as how they come to understand the actions, interactions, and intentions of other materialities of practice (e.g., professionals, standardized tests, curricula, bodies, and routines) within their milieus. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1238121 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1238121 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 72 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Canada Natives Type: general – SubjectFull: American Indian Education Type: general – SubjectFull: Educational Policy Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Faculty Development Type: general – SubjectFull: Culturally Relevant Education Type: general – SubjectFull: Stakeholders Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Indigenous Education Leads' Stories of Policy Enactment: A Sociomaterial Inquiry Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burm, Sarah IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2019 Identifiers: – Type: issn-electronic Value: 1207-7798 Numbering: – Type: issue Value: 191 Titles: – TitleFull: Canadian Journal of Educational Administration and Policy Type: main |
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