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The policy aims to strengthen public education’s capacity to meet the learning and cultural needs of Indigenous students and to support respectful integration of Indigenous knowledge in K-12 classrooms. While funding for Indigenous Education Leads has enabled implementation, little is known about their lived experiences. This qualitative paper uses Critical Narrative Research and Actor-Network Theory to analyze how Leads interpret their own actions and the intentions of related educational materialities.",{"@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/indigenous-education-leads-stories-of-policy-enactment-a-sociomaterial-inquiry/596819/",{"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/indigenous-education-leads-stories-of-policy-enactment-a-sociomaterial-inquiry/596819.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What policy initiative does the paper focus on?","Question",{"text":112,"@type":113},"The paper focuses on Ontario’s 2007 Ontario First Nation, Métis, and Inuit Education Policy Framework and its commitment to partnership with Indigenous and non-Indigenous educational stakeholders.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why are Indigenous Education Leads central to the study?",{"text":117,"@type":113},"Indigenous Education Leads support implementation of the Framework within their school boards, but the paper notes that little is known about their lived experiences beyond formal reports and progress updates.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the study analyze the Leads’ experiences?",{"text":121,"@type":113},"It draws on Critical Narrative Research and Actor-Network Theory to foreground how Leads understand their actions and interactions, and how they come to understand intentions and actions of other materialities of practice.","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},596819,1792166205,{"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":44,"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},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Indigenous Education Leads’ Stories of Policy Enactment: A Sociomaterial Inquiry  \nSarah Burm Dalhousie University  \nAbstract  \nInvesting in Indigenous education has been identified as a key priority by provinces and territories across Canada. In response, the Ontario Ministry of Education (OME) introduced the Ontario First Nation, Métis, and Inuit Education Policy Framework (the Framework). This policy directive outlines the OME’s commitment to working in partnership with Indigenous and non-Indigenous educational stakeholders to increase the capacity of the public education system to respond to the learning and cultural needs of the estimated 50,312 Indigenous students who attend Ontario’s 5,000 elementary and secondary schools. While substantial progress has been made since the Framework’s release, more work is needed to ensure all students gain an understanding of, and appreciation for, Indigenous cultures, experiences, and perspectives. One way the OME has shown their continued investment is through the sustained allocation of funds for Indigenous Education Leads (Leads) . Since the Framework’s release in 2007, these individuals have played an invaluable role in supporting the implementation of the Framework. However, little is known about their lived experiences. Thus, the purpose of this qualitative paper is to share Leads’stories of policy enactment, particularly their approaches to fulfilling a provincial mandate that carries with it the legacy of historical and contemporary trauma and mistrust between Indigenous and non-Indigenous peoples. The principles of Critical Narrative Research (CNR) combined with the sensibilities of Actor-Network Theory (ANT) are drawn on to foreground how Leads understand their own actions and interactions throughout the policy implementation process, as well as how they come to understand the actions, interactions, and intentions of other materialities of practice (e.g., professionals, standardized tests, curricula, bodies, and routines) within their milieus.  \nKeywords: Indigenous education, education policy, sociomaterial, narrative inquiry  \nIntroduction  \nFor years, public education in Canada has been identified as requiring substantial reform to improve educational outcomes for Indigenous students (Bains, 2014; Battiste, 1998, 2002, 2013; Canadian Council on Learning, 2009; Coalition for the Advancement of Aboriginal Studies, 2002; Government of Canada, 1996; Truth and Reconciliation Commission of Canada, 2015) . Graduation rates for Indigenous students, while improving, remain lower than other population groups in Canada (Gordon & White, 2014; Statistics Canada, 2011, 2018), Recognizing this, provinces and territories have taken significant steps to enhance Indigenous education and address the challenges and systemic issues that continue to impact Indigenous student success across the K-12 education system (Association of Canadian Deans of Education, 2010) . In 2007, the Ontario Ministry of Education (OME) introduced the Ontario First Nation, Métis, and In-  \nuit Education Policy Framework (the Framework) . The Framework outlines the OME’s commitment to working in partnership with Indigenous and non-Indigenous educational stakeholders to increase the capacity of the public education system to respond to the learning and cultural needs of the estimated 50,312 Indigenous students who attend Ontario’s 5,000 elementary and secondary schools (Government of Ontario, 2007) . The Framework identifies specific goals aimed at improving education outcomes for Indigenous students and supporting educators in increasing their knowledge and understanding of Indigenous knowledge and perspectives, so they can begin to integrate Indigenous material and teaching methods into their classrooms in respectful and meaningful ways. The OME set the year 2016 as its target for ensuring these goals were achieved (Government of Ontario, 2007) .  \nWhile there have been significant accomplishments with respect to i","cbCaipomI7yB8Tly","https://ap.wps.com/l/cbCaipomI7yB8Tly","pdf",341266,11,"English","# Introduction\n## Ontario’s Framework and its goals\n## Role and mandate of Indigenous Education Leads\n## Research purpose and questions\n# Abstract\n## Investment in Indigenous education\n## Gap in knowledge about Leads’ lived experiences\n## Theoretical approach and inquiry focus","[{\"question\":\"What policy initiative does the paper focus on?\",\"answer\":\"The paper focuses on Ontario’s 2007 Ontario First Nation, Métis, and Inuit Education Policy Framework and its commitment to partnership with Indigenous and non-Indigenous educational stakeholders.\"},{\"question\":\"Why are Indigenous Education Leads central to the study?\",\"answer\":\"Indigenous Education Leads support implementation of the Framework within their school boards, but the paper notes that little is known about their lived experiences beyond formal reports and progress updates.\"},{\"question\":\"How does the study analyze the Leads’ experiences?\",\"answer\":\"It draws on Critical Narrative Research and Actor-Network Theory to foreground how Leads understand their actions and interactions, and how they come to understand intentions and actions of other materialities of practice.\"}]","Indigenous Education Leads’ Stories of Policy Enactment - A Sociomaterial Inquiry | PDF",1792083798,28]