[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597058-105":59,"doc-detail-597058-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","an-indigenous-self-declaration-relational-policy-framework","An Indigenous Self-Declaration Relational Policy Framework","","Canadian historical records show how schools can diminish Indigenous identity through intentional practices or neglect within dominant Western systems. Despite the harmful effects of institutional racism and policies restricting Indigenous participation in publicly funded schooling, Indigenous educators have continued shaping students’ experiences positively. In Saskatchewan, provincial policy remains largely silent on educators’ roles in authentic Indigenous voice and participation. The study examines policy through Indigenous analytical and critical policy analysis principles, identifying gaps and proposing a framework to prioritize Indigenous participation.",{"@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/an-indigenous-self-declaration-relational-policy-framework/597058/",{"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/an-indigenous-self-declaration-relational-policy-framework/597058.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the framework address in Canadian education systems?","Question",{"text":112,"@type":113},"It addresses how dominant schooling practices and restrictive policies have historically diminished Indigenous identity and limited Indigenous influence, including gaps in how policy articulates authentic Indigenous participation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study analyze Saskatchewan’s educational policy environment?",{"text":117,"@type":113},"It uses an Indigenous analytical framework and principles of critical policy analysis to examine how existing policy reflects Indigenous participation and identity imperatives.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the proposed purpose of the framework for school divisions?",{"text":121,"@type":113},"It helps school divisions prioritize Indigenous participation at all levels and begin navigating complex issues related to Indigenous identity and authenticity, grounded in relational accountability.","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},597058,1792171022,{"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":19,"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},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","An Indigenous Self-Declaration Relational Policy Framework  \nGordon A. Martell & Nicole Mercereau University of Saskatchewan  \nAbstract  \nCanadian historical records demonstrate the role of schools in diminishing Indigenous identity, either intentionally or as a result of neglect, within dominant western systems (Battiste, 2013; Harper & Thompson, 2017; Henry et al., 2017; Marom, 2019; Pidgeon et al., 2013; St. Denis, 2011). Despite the oppressive effects of institutional racism (Gillies, 2021; Harper & Thompson, 2017; Henry et al., 2017; Marom, 2019; McLean, 2022) and policies that limited the participation and influence of Indigenous people in publicly funded Canadian schools, Indigenous educators have maintained a presence in schools, contributing positively to Indigenous students’ experiences (Battiste, 2013; Burgess & Cavanagh, 2015; Gillies, 2021; Keddie, 2013; Santoro, 2015; St. Denis, 2011). While the Saskatchewan socio-political environment is increasingly characterized by reconciliation and expectations of Indigenous participation (Ministry of Education, 2019), our study identified that the provincial school policy environment is largely silent on the role of Indigenous educators in meeting system goals and on indications of how school divisions navigate issues of Indigenous identity and authenticity. With expectations of increased presence and participation of Indigenous people in publicly funded education in Canada consistent with Call 62 in the Calls to Action of the Truth and Reconciliation Commission of Canada (2015), school divisions must confront the need to ensure that Indigenous staff participation is prioritized and that they defer to Indigenous community norms and expectations (Burgess & Cavanagh, 2015; Pidgeon et al., 2013) when considering questions of authentic Indigenous voice and participation. Through the lens of an Indigenous analytical framework and the principles of critical policy analysis (Apple, 2019), we examined the Saskatchewan educational policy environment to explore ways in which extant policy reflects imperatives of Indigenous participation and identity. While our analysis identified shortcomings in these areas, we made sense of these gaps in policy and provided a framework for school divisions useful in prioritizing Indigenous participation at all levels and in beginning to navigate the complex issues associated with Indigenous identity and authenticity.  \nKeywords: Indigenous participation, Indigenous identity, policy, reconciliation  \nIntroduction  \nConsistent with the experiences of colonized Indigenous peoples, awakening to our potential is often instigated by events that stir our spirits to action (Apple, 2019; Episkenew, 2009). There are many such examples in the Canadian context, including the 1969 Liberal Government White Paper (Government of Canada, 2011) that led to a First Nations response that galvanized First Nations communities and signalled a new era in organization and advocacy (Kirkness & Bowman, 1992; Turner, 2006). A more contemporary example is the Idle No More movement, which raised Indigenous consciousness (Wilson, 2014) and provided an equally galvanizing narrative complementary to the reconciliation narrative advanced by the Canadian government (Dorrell, 2009). Interestingly, the recent exposure of Indigenous imposters in Canadian universities (Henry & Tait, 2023; Leroux, 2019) instigated a visceral response from Indigenous people working within postsecondary education, as well as the broader Indigenous community (Leo, 2022), as some universities and research institutes appear to have advantaged non-Indigenous voices that effectively displaced authentic Indigenous participation.  \nOf the many potential responses to the high-profile cases of fraudulent Indigenous identity in universities, as educators, our interest was in looking to the publicly funded education system in Saskatchewan and querying whether those systems articulated a role for and value of Indigenou","cbCaisxcovCcRPHu","https://ap.wps.com/l/cbCaisxcovCcRPHu","pdf",514453,18,"English","# Abstract\n# Introduction\n## Context of Canadian schooling and Indigenous identity\n## Reimagining roles through relational accountability\n## Conceptual continuum: reconciliation, empowerment, claiming, responsibility\n# Figure 1\n## An Indigenous Relational Framework","[{\"question\":\"What problem does the framework address in Canadian education systems?\",\"answer\":\"It addresses how dominant schooling practices and restrictive policies have historically diminished Indigenous identity and limited Indigenous influence, including gaps in how policy articulates authentic Indigenous participation.\"},{\"question\":\"How does the study analyze Saskatchewan’s educational policy environment?\",\"answer\":\"It uses an Indigenous analytical framework and principles of critical policy analysis to examine how existing policy reflects Indigenous participation and identity imperatives.\"},{\"question\":\"What is the proposed purpose of the framework for school divisions?\",\"answer\":\"It helps school divisions prioritize Indigenous participation at all levels and begin navigating complex issues related to Indigenous identity and authenticity, grounded in relational accountability.\"}]","An Indigenous Self-Declaration Relational Policy Framework | PDF",1792084289,45]