Using Inquiry to Meet Our Goal of Educational Equity for Aboriginal Learners

• In Event: 16.056 - Roundtable Session 4
  In Roundtable Session: 16.056-17 - Schooling and Academic Performance of Indigenous Learning Communities

Abstract

The search for equity for Aboriginal learners in Canada has had limited success in overcoming a persistent achievement gap. In an effort to find a new paradigm for framing Aboriginal success and listen to Aboriginal communities, this study used narrative inquiry to investigate insights from Aboriginal and district staff and senior leadership. Drawing on the work of Yosso, a review of administrative data related to the transition into secondary school raised questions that begin to uncover the levers of change within a single school district. In moving past assumptions of inferiority, our inquiry provides pragmatic actions and contributes to theory. In addition, findings show a need to avoid over reliance on Aboriginal staff for solutions and encourage shared responsibility for change.

Authors

• Kathryn Eveline Peterson, SD 36 (Surrey)

• Gloria Raphael, Surrey School District

• Judy Lindsay Halbert, Vancouver Island Univeristy

• Linda Louise Kaser, Vancouver Island University