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The study shares systemic and individual transformation grounded in the strengths and barriers perceived within the system. Findings come from extensive engagement with students, parents or guardians, teachers, administrators, and Indigenous communities, informing governance, policy, program design, and practice. The work foregrounds Indigenous voices while analyzing how unconscious colonial agendas operate, including visibly and invisibly emerging responses.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/achieving-equity-in-graduation-rates-and-other-indicators-of-success-for-indigenous-learners-in-canada/596292/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/achieving-equity-in-graduation-rates-and-other-indicators-of-success-for-indigenous-learners-in-canada/596292.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the research address for Indigenous learners?","Question",{"text":112,"@type":113},"The study targets inequity in education for Indigenous students, communities, and knowledges, focusing on how colonial agendas are reproduced in school contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the article’s main research question?",{"text":117,"@type":113},"How can Indigenous student and community voices guide change in K–12 education?",{"name":119,"@type":110,"acceptedAnswer":120},"Who participated in the engagement that informed the results?",{"text":121,"@type":113},"The study includes extensive engagement with students, parents or guardians, teachers, administrators, and Indigenous communities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596292,1792167943,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Achieving Equity in Graduation Rates and Other Indicators of Success for Indigenous Learners in Canada  \nDustin William Louie  \nUniversity of British Columbia  \nLeona Prince  \nSchool District 91  \nAbstract  \nThis research project was designed to attend to inequity for Indigenous students, communities, and knowledges in a northern British Columbian district. The aims ofthe article are to share the systemic and individual transformation for Indigenous learners and their families based on the strengths and barriers they perceive in the system. Presented here are the results of extensive engagement with students, parents or guardians, teachers, administrators, and Indigenous communities that have led to novel practical approaches to governance, policy, programmatic design, and practice in a mainstream school district, resulting in improved school experiences for Indigenous learners. Through this research we illuminate the voices of Indigenous students and show how they guided the pursuit of equity in a Canadian school district. We examined the unconscious colonial agenda to understand how it emerges visibly and invisibly in a given context (Louie, 2020), while  \nCanadian Journal of Education / Revue canadienne de l’éducation 46:1 (2023)©2023 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nsimultaneously creating distinct responses emerging from the teachings of Indigenous stakeholders and rights holders. Internal and external pressures on school districts often result in urgent demands for transformation, or at minimum, the urgent shift in perception of transformation (Daigle, 2019), but real and sustaining change cannot be rushed, borrowed, or created in isolation from the rest ofthe system.  \nKeywords: Indigenous Education, decolonizing education, reconciliation  \nRésumé  \nCe projet d’étude avait pour objet de remédier à l’inégalité des étudiants, des communautés et des connaissances indigènes dans une école du nord de la ColombieBritannique. L’objectif de ce document est de partager la transformation systémique etindividuelle des apprenants indigènes et de leurs familles selon les forces et les obstacles qu’ils perçoivent dans le système. Cette étude présente les résultats d’un engagement approfondi avec les élèves, les parents/tuteurs, les enseignants, l’administration et les communautés indigènes, qui a conduit à de nouvelles approches pratiques relatives à la gouvernance, aux politiques, à la conception de programmes et à la pratique au seind’un district scolaire ordinaire, permettant ainsi d’améliorer les expériences scolaires des apprenants indigènes. Elle met en lumière les voix des élèves indigènes et montre comment ces derniers ont guidé la recherche de l’équité dans un district scolaire canadien. Pour ce faire, nous examinons les projets coloniaux inconscients afin decomprendre comment ils émergent de manière visible et invisible dans un contextedonné, tout en créant simultanément des réponses distinctes issues des enseignements des parties prenantes et des détenteurs de droits indigènes. En effet, les pressions internes et externes exercées sur les districts scolaires se traduisent souvent par des demandes urgentes de transformation, ou au moins par un changement urgent de la perception de la transformation. Cependant, un changement réel et durable ne peut être précipité, emprunté ou créé de manière isolée du reste du système.  \nMots-clés : Education Indigénes, Education décoloniser, réconciliation  \nCanadian Journal of Education / Revue canadienne de l’éducation [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nInequity in education for Indigenous learners remains pervasive despite an emerging recognition of oppression in Canadian society (Daigle, 2019) that has come to light as a result of the Truth and Reconciliation Commission (TRC) and other truth-telling. Myriad programming and curricular approaches designed to achieve equity in edu","cbCaitOouZI6A0bp","https://ap.wps.com/l/cbCaitOouZI6A0bp","pdf",361344,32,"English","# Abstract\n# Introduction\n## Inequity and historical context\n## Limits of existing programming\n## Research purpose and question\n# Engagement and transformation approach","[{\"question\":\"What problem does the research address for Indigenous learners?\",\"answer\":\"The study targets inequity in education for Indigenous students, communities, and knowledges, focusing on how colonial agendas are reproduced in school contexts.\"},{\"question\":\"What is the article’s main research question?\",\"answer\":\"How can Indigenous student and community voices guide change in K–12 education?\"},{\"question\":\"Who participated in the engagement that informed the results?\",\"answer\":\"The study includes extensive engagement with students, parents or guardians, teachers, administrators, and Indigenous communities.\"}]","Achieving Equity in Graduation Rates and Other Indicators of Success for Indigenous Learners in Canada | PDF",1792082808,81]