Report

A Strategy for Change Supporting Teachers and Improving First Nations, Metis, and Inuit School Success in Provincially Funded Northwestern Ontario Schools

2015

A Strategy for Change Supporting Teachers and Improving First Nations, Metis, and Inuit School Success in Provincially Funded Northwestern Ontario Schools

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This report was published by the Northern Policy Institute.

HERE’S HOW THE AUTHORS DESCRIBE THIS REPORT:

The two greatest predictors of improving First Nations, Métis, and Inuit (FNMI) school success in provincially funded Northwestern Ontario schools are: (i) access to traditional knowledge by being immersed in a cultural continuum, and (ii) access to teachers educated to impart contemporary knowledge through a culturally responsive and relational pedagogy. Unfortunately, in Northwestern Ontario, the province is largely failing to recognize the importance of the cultural continuum, and minimizing access to contemporary knowledge by continuing to implement a one-size-fits-all pedagogy that has proved detrimental to FNMI school success. This paper proposes a new approach to FNMI school success called the Biwaase’aa/Maamaawisiiwin Education Innovation.

The views expressed in this commentary are those of the author and do not necessarily reflect the opinions of Northern Policy Institute, its Board of Directors or its supporters. Quotation with appropriate credit is permissible.

Hodson, J.A., & Kitchen, J. (2015). A strategy for change supporting teachers and improving First Nations, Metis, and Inuit school success in provincially funded Northwestern Ontario schools. Northern Policy Institute. Retrieved from http://www.northernpolicy.ca/upload/documents/publications/research-reports/paper-a-strategy-for-change.pdf

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