The Listening Stone: Learning From the Ontario Ministry of Education's First Nations, Métis, and Inuit Collaborative Inquiry

• In Event: 63.027 - Learning From Leaders Negotiating Significant Racial and Cultural Conflicts: New Insights and Deeper Understandings

Abstract

The alienation and marginalization of Indigenous students, families and communities from institutions of formal schooling is well documented (Battiste, 1998; Dion, 2000; Kirkness & Bowman, 1992). Recognizing these challenges, the Ontario Ministry of Education has undertaken a number of steps, including the 2013-2014 FNMI Collaborative Inquiry. This initiative is having a significant impact on participating District School Boards and offers new insights and a deeper understanding of what it takes to create systemic and institutional change in the delivery of Indigenous Education. Interview data with Indigenous community members suggests respectful and sustained partnerships are key to the successes achieved thus far. In this paper we report on the Collaborative Inquiry and document its accomplishments and ongoing challenges.

Authors

• Susan Dion, York University

• Debra Anne Cormier, Ontario Ministry of Education

• Lucie McCartney, Ontario Ministry of Education

• Judi Kokis, Ontario Ministry of Education