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ERIC Number: EJ1086499
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: EISSN-1923-1857
(Non)Construction of the Teacher: An Inquiry into Ontario's Equity and Inclusive Education Strategy
Naimi, Kevin; Cepin, Jeanette
Alberta Journal of Educational Research, v61 n1 p65-79 Spr 2015
In this paper we perform a critical discourse analysis on the policy document Ontario's Equity and Inclusive Education Strategy (2009). We examine the three core priorities the policy outlines: improve student achievement, reduce achievement gap and increase public confidence in public education. This document is approached from the context of new managerial educational reforms, to understand how the teacher is positioned within this policy. This policy, while laudable in intention, excludes the voice of the teacher. The policy offers much in the way of enhancing the students' experience yet says little about the role of the classroom teacher or how the policy might be translated and facilitated into schools/classrooms across the province.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada