Watson, Kaitlyn Suzanne

Since 2007, Aboriginal education initiatives in Ontario have been supported by the Aboriginal Education Strategy (Strategy) under provincial Liberal governments. Using a comparative analysis, this thesis seeks to identify how the Strategy supports and/or does not support components of critical pedagogy to promote transformational learning for all students in Ontario's publicly funded schools. A brief historical timeline of Aboriginal education in Canada and the current situation of educational attainment for Aboriginal and non-Aboriginal peoples provides context for the thesis. Through an examination of policy documents and resources related to the Strategy, I identify both strengths and areas for improvement in the Strategy to meet expectations of critical pedagogy. Finally, I suggest recommendations to improve the Strategy in order to achieve its potential for the benefit of all students in Ontario's public schools.

Author Keywords: Aboriginal students, Critical pedagogy, Education, Ontario, Policy