Abstracts
Abstract
This paper provides an historical and contemporary interpretation of the developmental influences that have led to the Ontario Ministry of Education’s recent focus on Aboriginal educational policy in Ontario, Canada. It offers an interpretive and critical perspective on the rhetorical constructions, assumptions, and value-orientations implicit in two seminal documents. This discussion will assist Aboriginal Advisory Groups and communities, as well as policy-makers and practitioners, to think clearly about implementation strategies in the broader context of Aboriginal socio-educational development.
Résumé
Cet article offre une interprétation historique et contemporaine des facteurs ayant influencé le développement et contribué au récent intérêt du Ministère de l’Éducation de l’Ontario au Canada pour une politique éducationnelle autochtone. Il apporte une perspective critique et interprétative des fondements et rouages rhétoriques, des hypothèses et des valeurs fondatrices formulées implicitement dans deux documents fondateurs. Cette discussion guidera les groupes consultatifs et les communautés autochtones, ainsi que les politiciens et les professionnels responsables de formuler les politiques, en les amenant à articuler d’une manière claire les stratégies d’implémentation dans le contexte plus étendu du développement socio-éducatif des autochtones.
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Appendices
Remerciements
This research is funded by the Social Sciences and Humanities Research Council of Canada (SSHRC).
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