Ontario Ministry of Education Policy and Aboriginal Learners’ Epistemologies: A Fundamental Disconnect

Oct 15, 2026

Ontario Ministry of Education policy documents aim to reduce the achievement gap between Aboriginal and non-Aboriginal students, yet a mismatch emerges between stated principles and the standardized mechanisms used to address disparities. The discussion contrasts policy intentions with Aboriginal epistemologies, framing the gap as an outcome of colonial treatment reflected in achievement, teacher education, and parental involvement. The paper argues for rethinking core policy assumptions and their effects on educational practice and student outcomes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages33

Reading Time1 h 23 min

AccessFree to download

Abstract

Conceptual Framework

Constitutional rights and residential schools history

Current schooling structures in Ontario

Purpose of the Paper

The Canadian and Ontario Context and the Ontario Ministry of Education Policies and Initiatives

Ontario Ministry of Education Policy and Aboriginal Learners’Epistemologies: A Fundamental Disconnect Dr. Lorenzo Cherubini Faculty of Education Brock University John Hodson, doctoral candidate Tecumseh Centre for Aboriginal Research & Education Brock University Abstract The Ontario Ministry of Education has made a recent commitment to address the achievement gap between Aboriginal and nonaboriginal students with the release of various policy documents. Yet, there appears to be a disconnect between the policy principles and the standardized means of reconciling these differences in achievement, teacher education, and parental involvement. The dualities between the expressed intent presented in the policy documents and the reality of Aboriginal epistemologies imply overtones that are symptomatic of the colonial treatment of Aboriginal peoples in this province and country. There is, then, a need to rethink critical aspects of the policy, for the profound implications it has on educational policy and student achievement in this province and beyond. Conceptual Framework From a historical perspective, First Nations, Métis, and Inuit (Aboriginal) peoples in Canada were granted Constitutional rights to a federally-operated education system in exchange for land transfers to the Crown over 200 years ago. Federally legislated and church-operated residential schools for Aboriginal children emerged in the 1800‟s and continued until the 1990‟s (Lobo & Talbot, 2001) . The Canadian federal government declared the residential schools as extensions of the Acts of 1868 and 1869 and conceptualized them as vehicles towards educating Aboriginal children to an agrarian lifestyle and to assimilating them into European societal norms (Haig-Brown, 1988) . Aboriginal children were transported away from their families and communities and registered in boarding schools to ensure their physical disconnection from their cultural surroundings. The missionary activities within the schools were primarily directed towards transforming the students‟ Aboriginal values and practices. Those who legislated and operated the residential schools declared that Aboriginal languages were at the core of students‟ identity, and as a result felt justified in eradicating their practices in what is commonly referred to throughout the literature as acts of cultural genocide (Bonvillain, 2001) . At present, many First Nations schools continue to be federally operated, while publicly-funded schools in the province of Ontario are a provincial responsibility. The Ontario Ministry of Education establishes the policies and procedures that govern publicly-funded schools. The 2001 Census reported that 1.7% of the total population in Ontario is of Aboriginal descent, and 70% and 78% of First Nation and Aboriginal peoples respectively live off of reserve-land (as cited in Aboriginal Education Office of the Ministry of Education, 2007) . There are over 50,000 Aboriginal students who attend public elementary and secondary schools in Ontario (Ontario Policy Framework, 2007) . Understandably, Aboriginal peoples advocate for educational experiences that identify, represent, and celebrate their values. Based on this premise, Aboriginal languages are understood to complement cultural education and significantly contribute towards instilling traditional beliefs in Aboriginal students. In fact, teaching Aboriginal languages to Aboriginal students is considered imperative in defining and understanding Aboriginal self-identity (Corbiere, 2000; Norris, 2006) . Similar petitions to restore Aboriginal identity have been tabled by Aboriginal interest groups atthe Assembly of First Nations (1988; 1990; 1994) and the First Nations Confederacy of Cultural Education Center (2000) and have been founded on the argument that languages and educational epistemologies point toward the uniqueness of Aboriginal cultures that are intrinsically associated to traditional knowledge (see, for e

FAQs

What disconnect does the paper identify between education policy and Aboriginal epistemologies?

It finds a mismatch between the policy documents’ principles and the standardized approaches used to reconcile differences in achievement, teacher education, and parental involvement, conflicting with Aboriginal epistemologies.

How does the paper describe the historical context affecting Aboriginal education in Canada?

It outlines constitutional rights to a federally operated education system followed by the rise of federally legislated and church-operated residential schools, which aimed at assimilation and the eradication of Aboriginal languages and practices.

What issues does the paper say its policy analysis will address?

It discusses the paradox of standardized provincial assessments, reframing teacher education to support Aboriginal self-determination, and meaningful engagement of Aboriginal communities.

Oct 15, 2026

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