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Master's Thesis/Dissertation Indigenizing Educational Policy; Our Shared Responsibility by Tiffany Dionne Prete A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Indigenous Peoples Education Educational Policy Studies University of Alberta ©Tiffany Dionne Prete, 2018 Abstract The author of this research study explored Alberta Education’s efforts to teach Albertan students about the Aboriginal Peoples of Canada. Alberta Education (2002b) released the First Nations, Métis, and Inuit (FNMI) policy framework that it mandated for implementation in all Alberta schools. Included in the policy are seven learning objectives (FNMI governance, history, treaty and Aboriginal rights, lands, cultures, and languages) for all students in Alberta. How Alberta Education has fulfilled its mandate was the primary focus of this study. Alberta Education used two approaches to teach its students about Aboriginal Peoples. First, the policy framework mandates the integration of Aboriginal perspectives into the kindergarten to Grade 12 core curriculum. Second, Alberta Education created the Aboriginal Studies program. The author of this study examined the effectiveness of each of the educational approaches: (a) creating positive perceptions of Aboriginal Peoples and (b) students’ understanding of Aboriginal Peoples based on the seven learning objectives in the policy. The author used a Blackfoot theoretical framework grounded in an Indigenous research methodology, with the addition of a mixed- methods research design (surveys and interviews). A total of 217 student-participants formed the sample for this study, and 4 (2 Aboriginal and 2 non-Aboriginal) students participated in the interviews. The author analyzed the survey data in three phases. The first phase included principal component factor analysis and multivariate analysis of variance, the second phase consisted of one-way analysis of variance, and the last phase involved thematic analysis. The author arrived at a number of conclusions: (a) the school administration’s decision on whether to implement the FNMI policy framework affected the school’s atmosphere with regard to attitudes toward Aboriginal Peoples, and (b) Ethnicity and whether or not students take Aboriginal Studies 10 played a role in the perceptions of Aboriginal Peoples. For this reason, the author ii recommended that Alberta Education change the Social Studies curriculum to include the Aboriginal Studies 10 program of studies. iii Preface This thesis is an original work by Tiffany D. Prete. The research project, of which this thesis is a part, received research ethics approval from the University of Alberta Research Ethics Board, Project Name “Indigenizing the Nation: Our shared responsibility”, PRO00055795, April 27, 2015. iv Dedication To my ancestors, to all my relations and to our progeny. This doctorate degree belongs to all of us. May it always be a blessing in our lives. v Acknowledgments Great accomplishments are not the sole achievement of one individual, rather they are achieved through the total accumulation of the time and effort of many individuals. There are many people who buoyed me up and came along with me on this journey, to whom I must give thanks. To my Heavenly Father who helped guide me on this path, who placed these very needed individuals into my life who would help me achieve this goal. Who also helped me develop the abilities and stamina that were necessary to finish this degree. I must first give thanks to Dr. Jerry Kachur who was the first person to pose the idea of Indigenous researchers returning the colonizers’ gaze. I mulled this idea over for years and in the end did exactly that. To my dream team, Dr. Evelyn Steinhauer and Dr. José da Costa; they have been my greatest blessings throughout the entirety of my graduate studies. I want to thank my beloved supervisor, Evelyn, for always expecting greatness from me. I struggled to find a research topic worthy of a dissertation. Evelyn’s foresight and words of wisdom helped me to dig deep within myself to find such a topic, and one that I am passionate about. To my cherished mentor, José, for the selfless time he devoted to helping me conceptualize and execute the analyses for the quantitative portions of my mixed method design. You both have been invaluable to me. It was an honour and a privilege to be taught and mentored by each of you. To the relationships that were created out of my supervisory and examining committee; my Niitsi’sta (Dr. Evelyn Steinhauer), my Ninn’naa (Dr. José da Costa), my Ninnsta (Dr. Rebecca Sockbeson), my Ni’tak’ka (Dr. Lynette Shultz) and my Nisskaan (Dr. Trudy Cardinal). A special thanks to my examining chair Dr. Noella Steinhauer and to the remarkable Dr. Jaqueline Ottmann who served as my external examiner. To the Indigenous Peoples Education program, that provided me with the intellectual space and freedom to execute Indigenous research and ask questions that I was never allowed to explore previously. To the Educational Policy Studies Department that became a refuge for my double conscious soul. vi To my husband Matthew, for putting up with my academic ways. To my three beautiful sons (Micah, Jaedon and Kylan) all of whom I bore during my doctoral studies; with a special thanks to Micah, who spent his first year of life coming to classes with me. To my family members who helped watch my kids while I worked on my candidacy proposal and while I went to endless doctor appointments after my accident. Especially to my mother and father Margaret and Marvin Bevans, for your unconditional love and belief in me. To my mentor Henry Big Throat for your kindness and unwavering support during all three of my degrees. To the school division where this research took place, to the superintendent and principal, and to the students who participated in this research. To the relationships I made within the department, especially within the Indigenous Peoples Education program. To my fellow peers who journeyed with me. For the social gatherings, teachings and good food that was shared in Dr. Rebecca Sockbeson’s home. For the research assistantship and research position I was fortunate enough to secure with the eminent scholar Dr. Cora Weber-Pillwax, where I learned the transformative power of Indigenous research first hand. To this work itself, which took on its own life force and was a constant companion that offered me comfort and peace. That breathed life into me at my darkest moments. Who distracted me through each high risk pregnancy and the pain I endured during the aftermath of my motor vehicle accident. This work was exactly what I needed to get me through these trials. Last I would like to acknowledge the financial contributions I received, which made my education possible from the following entities: Blood Tribe Post-Secondary Education, the Blood Tribe (George Frank Russell and Isabella Ann Russell Scholarship), Indspire (Building Brighter Futures Bursary, CIBC Achievers, Shell Canada Aboriginal Scholarship Program, and Indian and Northern Affairs Canada Scholarship), the University of Alberta (Indigenous Graduate Award, Margaret “Presh” Kates Aboriginal Doctoral Award in Education, Queen Elizabeth II Graduate Scholarship (Doctoral), Queen Elizabeth II Graduate Scholarship (Master’s), Melba Sadler Graduate Scholarship in Education, Government of Canada Endowment Fund Scholarship, Graduate Student Scholarship from the Alberta Advanced Education and Technology Graduate Scholarship Program), and the Department of Educational Policy Studies (The CURA Aboriginal Healing through Language & Culture Project, the Alberta NEAHR project, and the Alberta Doctoral Recruitment Scholarship). vii Table of Contents CHAPTER 1: INTRODUCTION TO STUDY ...............................................................................1 Location of the Researcher .......................................................................................................2 Personal Introduction .........................................................................................................2 My Family .........................................................................................................................5 We Are Idle No More ........................................................................................................6 Personal and Family Narrative: We Do Not Enjoy the Same Freedoms ..........................7 Why This Research Topic? .............................................................................................11 Research Context, Purpose, Significance ...............................................................................15 Context ............................................................................................................................15 Purpose ............................................................................................................................18 Significance .....................................................................................................................18 Research Question ..................................................................................................................20 Boundaries of the Study ..........................................................................................................20 Community Selection .............................................................................................................20 Limitations of the Study .........................................................................................................21
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