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ERIC Number: EJ807091
Record Type: Journal
Publication Date: 2008-Aug-2
Pages: 33
Abstractor: As Provided
Reference Count: 74
ISSN: ISSN-1207-7798
Ontario Ministry of Education Policy and Aboriginal Learners' Epistemologies: A Fundamental Disconnect
Cherubini, Lorenzo; Hodson, John
Canadian Journal of Educational Administration and Policy, n79 p1-33 Aug 2008
The Ontario Ministry of Education has made a recent commitment to address the achievement gap between Aboriginal and non-aboriginal students with the release of various policy documents. Yet, there appears to be a disconnect between the policy principles and the standardized means of reconciling these differences in achievement, teacher education, and parental involvement. The dualities between the expressed intent presented in the policy documents and the reality of Aboriginal epistemologies imply overtones that are symptomatic of the colonial treatment of Aboriginal peoples in this province and country. There is, then, a need to rethink critical aspects of the policy, for the profound implications it has on educational policy and student achievement in this province and beyond. (Contains 1 footnote.)
Faculty of Education, University of Manitoba. Winnipeg, MB, Canada R3T 2N2. Tel: 204-474-9004; Fax: 204-474-7564; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada