Policies

 Policy Learning and Unlearning...

As I enter a new Masters course and thankfully my last one... I was asked what is policy?  Initially I answered that to me a policy is an action proposed by the government.  However I have since broadened my understanding about policy...that it does not only (& should not only) come from the government. 

I have learned that I can be developing policies as an educator and member of my community collectively and collaboratively with others.   I look forward to examining and analyzing indigenous education policies that exist  and re developing these for change.  As pointed out by my professor Mary Drinkwater,  "Critical policy analysis asks some key questions:  Who is the policy being written for? In whose interest? For what purpose? Who benefits? Who is marginalized?" 

While there has been marked progress toward embedding Indigenous education into Ontario’s schools though policies, there are still challenges to be addressed:

• The majority of schools do not offer Indigenous education activities such as language programs, cultural support programs, guest speakers, and ceremonies.




• Secondary schools have a much higher rate of participation in Indigenous education initiatives than elementary schools.




• Rural areas are more likely to provide Indigenous education and supports than urban communities (this may be a reflection of the higher proportions of First Nations, Métis and Inuit students in rural schools).




• Some survey respondents commented that their schools contained too few First Nations, Métis or Inuit students to warrant a specific focus on Indigenous education, illustrating the need to ensure that educators understand that Indigenous education is important for all [1]

Indigenous Education Policy can help to guide the revitalization of language by providing a framework.  The vitality of most Indigenous languages in Canada at serious risk.  While no ideal policy model is possible due to the diversity of different language and community contexts, there are numerous factors that have been identified as closely linked to its success; immersion and community control of indigenous education.  (DeKorne, 2009).

How are your teaching practices effected by education policies? 

Indigenous education: Moving toward reconciliation. [Online] Available at https://peopleforeducation.ca/report/indigenous-education-2016/

De Korne, H. (2009). Indigenous language education policy: Supporting community-controlled immersion. MA Thesis, University of Victoria. http://hdl.handle.net/1828/1721.