NACRJ JUNE CONFERENCE RECORDING: Jasmyn Story and Edward Valandra

Canadian Journal of Education Revue Canadienne De L Education, 2011

International Journal of Qualitative Studies in Education, 2018

2015

International Journal for Cross-Disciplinary Subjects in Education, 2010

2017

The paper addresses three educational policy documents created by the Ontario Ministry of Education and the Ontario Ministry of Advanced Education and Skills Development (formerly known as the Ontario Ministry of Training, Colleges and Universities [MTCU]) to target and minimize the 'achievement gap' of Indigenous children and youth. The policy documents come at a critical time in which statisticians predict a significant increase in Indigenous populations across Ontario as well as Canada (MTCU, 2011). We critique the policy documents and argue that they represent tools of neo-colonialism that maintain dichotomous power relations in which Indigenous communities are positioned as dependent on the white settler Canadian state as providers. Through an anti-colonial theoretical framework, we interrogate the self-purported altruism on the part of the Canadian government toward Indigenous education initiatives, which masks the neo-liberal agenda of ensuring that the growing Indigenous populations are conforming to the competitive demands of the marketeconomy.

An essay demonstrating the clear gap in Indigenous youth continuing education

Our Schools/ Our Selves, "Mass Historia: Exploring history, narrative, and citizenship in our classrooms"., 2016

A conversation between Red Haircrow and Meg Singer on the challenges both Native and non-Native students and educators can face in Native American and Indigenous Studies courses, but often for very different reasons. Including topics of white supremacist ideology and privilege in society and academia, Europeanized history and educational materials and how going beyond the Native stereotypes that have been learned and taught in all aspects of western society is imperative. Originally published in Red Rising Magazine (2016), then reprinted with permission by The Canadian Centre for Policy Alternatives. "

This course will examine the complex history of Indigenous education during the colonial era, through the nineteenth and twentieth centuries. In the American context, how Native American children experienced boarding schools and federal education policies will be compared with the diversity of approaches missionaries, Church officials, bureaucrats sought to erase Indigenous identities and culture using Christianity to ‘civilize’ and educate. Students will study the history and legacies of schools, federal policies, inter-generational trauma to consider the processes of decolonization, reconciliation and healing in contemporary society. “The road we travel is equal in importance to the destination we seek. There are no shortcuts. When it comes to truth and reconciliation, we are all forced to go the distance.” -Justice Murray Sinclair, Chair of the Truth and Reconciliation Commission of Canada, to the Canadian Senate Standing Committee on Aboriginal Peoples, September 28, 2010