Postsecondary Aboriginal Educational Policy in Ontario: Policy and Practical Implications

Lorenzo Cherubini


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.


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

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