CONSIDERATIONS AND IMPLICATIONS OF INDIGENOUS EDUCATION POLICY IN ONTARIO:
AN ANALYSIS OF RHETORIC
Abstract
The Ontario Ministry of Education’s (OME) Implementation
Plan: Ontario First Nation, Métis, and Inuit Education Policy
Framework (2014) restates its commitment to the principles of
the 2007 Policy Framework. This analysis examines the value
orientations and assumptions couched in the rhetoric of the
2014 Implementation Plan. The paper first situates Indigenous
education in a contemporary context, and subsequently discusses
the implications of the respective discourses as they are
framed in the Implementation Plan document. The intent is to
provide Indigenous and non-Indigenous students, communities,
Indigenous education councils, administrators, teachers
and other stakeholders with critical considerations of the OME
Indigenous education policy initiatives.
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