Postsecondary Aboriginal Educational Policy in Ontario: Policy and Practical Implications

Authors

  • Lorenzo Cherubini Brock University

DOI:

https://doi.org/10.5663/aps.v2i1.12371

Keywords:

Educational Policy, postsecondary education, Aboriginal education, Aboriginal students, policy discourse

Abstract

The purpose of this critical discourse analysis of the landmark Ontario Ministry of Training, Colleges, and University educational policy Aboriginal Postsecondary Education and Training Policy Framework (2011) is twofold: first, to draw attention to the problematic language used throughout the policy document in regards to both “closing” achievement gaps and to issues of measurement; second, to attend to the strategic discourse employed in the policy document that situates the Ministry of Training, Colleges, and Universities quite favourably as both a supportive governing body and as a responsible bureaucracy of public money. This critical discourse analysis explores the potentially tense spaces between policy intent and practical implications.

Author Biography

Lorenzo Cherubini, Brock University

Professor Cherubini holds a Social Science and Humanities Research Council of Canada (SSHRC) Aboriginal Development Grant for his work with prospective and new Aboriginal teachers in Ontario. He is also the principal collaborator on a 2nd SSHRC funded project investigating new teachers’ understanding of assessment and evaluation practices. His specialty is in beginning teacher development with a research focus on post-industrial influences on organizational leadership concepts and school culture. Currently, he is an assistant professor in the Faculty of Education, Brock University.

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Published

2012-06-17

Issue

Vol. 2 No. 1 (2012): aboriginal policy studies

Section

ARTICLES

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