Western University Scholarship@Western Electronic Thesis and Dissertation Repository 4-15-2019 11:15 AM Teachers’ Professional Practice, Policy Enactment, And Indigenous Education In Ontario: A Case Study Natalie Currie-Patterson The University of Western Ontario Supervisor Coulter, Rebecca The University of Western Ontario Graduate Program in Education A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Natalie Currie-Patterson 2019 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Indigenous Education Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Secondary Education Commons, and the Secondary Education and Teaching Commons Recommended Citation Currie-Patterson, Natalie, "Teachers’ Professional Practice, Policy Enactment, And Indigenous Education In Ontario: A Case Study" (2019). Electronic Thesis and Dissertation Repository. 6079. https://ir.lib.uwo.ca/etd/6079 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact
[email protected]. i Abstract This qualitative case study investigates the research question: How do educators understand and enact government policies on Indigenous education in Ontario? The case study examines the content of The Ontario First Nation, Métis and Inuit Education Policy Framework, the foundational policy document for Indigenous education in Ontario released by the Ministry of Education in 2007, in conjunction with a series of associated Ministry publications, and explores the responses of secondary school teacher participants to these policy efforts.