DOCSLIB.ORG

A Story of Collaboration Involving the Kenanow Bachelor of Education Program and Their Partners in Northern Manitoba

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Story of Collaboration Involving the Kenanow Bachelor of Education Program and Their Partners in Northern Manitoba Running head: CREATING OPPORTUNITIES FOR INCLUSIVE EDUCATION 1 Creating Opportunities for Inclusive Education: A Story of Collaboration Involving the Kenanow Bachelor of Education Program and their Partners in Northern Manitoba “Proefschrift ter verkrijging van de graad van doctor aan Tilburg University, op gezag van de rector magnificus, prof. dr. Ph. Eijlander, in het openbaar te verdedigen ten overstaan van een door het college voor promoties aangewezen commissie in de aula van de Universiteit op 19 may 2015 om 10.15 uur door Alan Leslie Gardiner geboren op 3 dccember 1950 te Toronto, Ontario, Canada.” CREATING OPPORTUNITIES FOR INCLUSIVE EDUCATION 2 Promotores: prof. dr. M. Gergen prof. dr. S. McNamee Overige leden van de Promotiecommissie: prof. dr. J. Rijsman prof. dr. M. Hoskins prof. dr. H. Wittockx CREATING OPPORTUNITIES FOR INCLUSIVE EDUCATION 3 Abstract The Faculty of Education at University College of the North partners with school divisions and education authorities in northern Manitoba, Manitoba Education, other post-secondary institutions and community partners in order to provide inclusive educational opportunities for the children and youth of Northern Manitoba. These partnerships support students in their quest to achieve Kiskenimiswin, a Cree word for positive identity without which it would be difficult, if not impossible, for them to experience Mino-Pimatisiwin or the good life. Through their collaboration, the Kenanow Bachelor of Education program and its partners are enhancing the capacity of prospective teachers, current teachers and administrators in the co-creation of inclusive schools. Through continuous dialogue and inquiry, these partners work together to create visions of preferred futures for their respective school community members. The stories of inclusive educational practices created by University College of the North and its partners are told by participants in those practices and through corresponding documentation. The stories of inclusive education recount experiences those members of school communities have had in helping to establish positive identities. Furthermore, there are narratives about school community members participating in schools and educational programs that have provided increased life possibilities including high school graduation, post-secondary education and employment. Increasingly, educators have been provided with opportunities to receive the preparation needed to function as effective teachers in inclusive educational environments. CREATING OPPORTUNITIES FOR INCLUSIVE EDUCATION 4 Acknowledgements I wish to express my gratitude to my partner, Catherine (Haines) Gardiner, for her support and assistance with this project. I am appreciative of my thesis supervisor and advisor, Dr. Mary Gergen, for her guidance, encouragement and good humour during this project. I also need to acknowledge importance to this work of the Vital Outcomes Outcome Indicators for Community Engagement, Community University Research Alliance, Social Sciences and Humanities Research Council. CREATING OPPORTUNITIES FOR INCLUSIVE EDUCATION 5 Table of Contents Abstract………………………………………………………………………………3 Acknowledgements…………………………………………………………………..4 Table of Contents…………………………………………………………………….5 List of Appendices…………………………………………………………………...8 Chapter 1 Researcher and the Kenanow Bachelor of Education Program 1.1 Introduction……………………………………………………………..9 1.2 The Economy and the People………………………………………….10 1.3 Educational Partners and Collaborative Inquiries……………………..19 Chapter 2: The Northern Manitoba Context 2.1 Researcher Biography: Al Gardiner……………………………………33 2.2 Status of the Kenanow Bachelor of Education Program……………….40 Chapter 3: Review of the Literature 3.1 Introduction……………………………………………………………...49 3.2 Collaborative Action and Social Constructionism: Creating and Maintaining Inclusive Education in Schools……………………………..50 3.3 Democracy, Actualization of Social Rights and Social Mobility………...57 3.4 Collaboration and Positive Change: Social Justice in Costa Rica……….64 3.5 Kenanow Bachelor of Education Framework…………………………….67 3.6 Connecting Effective Practice and Research: Inclusive Education in Northern Manitoba……………………………………………………….101 Chapter 4: Methodology and Research Design 4.1 Collaborative Action, Inclusive Education, and CREATING OPPORTUNITIES FOR INCLUSIVE EDUCATION 6 Transforming Schools: The Research Process…………………………105 4.2 Collaborative Inquiry with Schools, School Systems and Educational Partners…………………………………………………....105 4.3 Research Study Procedures……………………………………………..108 Chapter 5: Collaborative Actions for Change 5.1 Data Gathering…………………………………………………………..115 5.2 Results of Interviews and Appreciative Inquiry Summits at Kelsey Community School………………………………………………………116 5.3 Kenanow Bachelor of Education Program and Into the Wild……………..134 5.4 Teaching and Learning Together………………………………………...147 Chapter 6: Discussion of Results 6.1 Kelsey Community School and Mary Duncan School……………………155 6.2 Kenanow Bachelor of Education Program………………………………..162 6.3 Into the Wild……………………………………………………………………….166 6.4 Teaching and Learning for Inclusion………………………………………167 6.5 Educational Partnerships and the Implications for Inclusive Educational Practices………………………………………………………171 6.6 Conclusion………………………………………………………………….175 Chapter 7: Applications for Change with Schools 7.1 Teacher Education Program…………………………………………………178 7.2 Partners Serving the Community……………………………………………183 7.3 Leadership in Schools……………………………………………………….185 7.4 Inquiry in Education…………………………………………………………187 CREATING OPPORTUNITIES FOR INCLUSIVE EDUCATION 7 7.5 Planning for School and District Improvement…………………………….188 Chapter 8: Conclusion 8.1 Summary of Findings……………………………………………………….192 8.2 The Social Constructionist Lens and Education…………………………….197 8.3 Limitations…………………………………………………………………..198 8.4 Opportunities for Further Study…………………………………………………….198 8.5 Final Reflections of the Researcher………………………………………….199 CREATING OPPORTUNITIES FOR INCLUSIVE EDUCATION 8 List of Appendices Appendix A Consultation and Development Process of Bachelor of Education……………………………………….234 Appendix B Kenanow Bachelor of Education Courses…………………...237 Appendix C Research Ethics, Interview Questions and Researcher Timeline…………………………………………250 Appendix D Kelsey Community School and Mary Duncan School- Script for Appreciative Inquiry Summits…………………….254 Appendix E Kelsey Community School- PowerPoint for Appreciative Inquiry Summit………………..261 Appendix F Mary Duncan School- PowerPoint for Appreciative Inquiry Summit………………..261 Appendix G Kenanow Bachelor of Education Proposal…………………...262 Appendix H Research Themes……………………………………………..270 Appendix I VOICE- Success Indicators…………………………………...273 CREATING OPPORTUNITIES FOR INCLUSIVE EDUCATION 9 Chapter 1 The Northern Manitoba Context 1.1 Introduction Empowering education is thus a road from where we are to where we need to be. It crosses terrains of doubt and time. One end of the road leads away from inequality and miseducation, while the other lands us in a frontier of critical learning and democratic discourse. This is no easy road to travel… That transformation is a journey of hope, humour, setbacks, breakthroughs and creative life, on a long and winding road paved with dreams whose time is overdue (Ira Shor, 1992 in “Saskatchewan Learning, 2010, p. 11). As Shor suggests, it is now time to address social inequalities and dream of preferred futures for our children and youth. In terms of educational change, we should think about where we are on this journey and reflect on current efforts to reduce those inequalities in order that students may be able to actualize those dreams. Dialogue and collaboration seem to be key to the introduction and implementation of changed educational practices that will allow for the creation of educational systems that will better serve our communities. In this dissertation, I discuss the creation of the Kenanow Learning Model as the foundation for a bachelor of education program at University College of the North (UCN). Because the Elders of the Aboriginal community believe that all children and youth in our communities should be well served by their educational systems, they named the education program at UCN Kenanow, which means all of us in the Cree language. I begin by describing the communities from a historical perspective, including a focus on the social and economic issues that should be understood by northern educators as relevant to the change process for educational systems. Inclusive education practices and collaboration among educational partners in northern Manitoba are described. The educational partners in northern Manitoba and their educational initiatives are outlined and presented as collaborative inquiries. As the researcher, my background and my perspective about education in relation to the co-creation of inclusive educational opportunities are discussed. The development and current status of the Kenanow Bachelor of Education program as articulated in the program framework and outlined in chapter 2 are described in considerable detail. The literature review provides an opportunity to consider the appropriateness of University College of the North’s Kenanow Bachelor of Education program framework and the efforts of its educational partners in promoting inclusive educational practices in northern Manitoba classrooms. Approaching my topic through a social constructionist lens, I utilize appreciative interviews, Appreciative Inquiry summits, collaborative teams, document
Load more

Recommended publications
  • Overview Manitoba's Post-Secondary System
    POST-SECONDAY PATHWAYS IN MANITOBA Pathways to Education and Work Centre for the Study of Canadian and International Higher Education Qualifications: The Link Between Educational and Occupational Pathways and Labour Market Outcomes is a project funded by the Social Sciences and Humanities Research Council of Canada. The four-year project investigates the nature of pathways within postsecondary education, and between postsecondary education and the labour market. As part of this project, the Provincial Pathways profile series lays the groundwork for further inquiry contrasting and comparing educational and occupational pathways in Canadian provinces and territories. Manitoba: Overview The degree of coordination of postsecondary education in Manitoba has fluctuated over the course of its history. An initial system of a single university governing a constellation of denominational colleges (Gregson, 1996) has evolved into a system of autonomous institutions, linked through an array of coordinating endeavors. The province’s present post-secondary system supports both English and French language learners. Manitoba’s large and expanding Indigenous populations are an impetus for innovation as traditionally structured institutions partner with Indigenous communities and educators to develop programs and institutional structures that provide “culturally sensitive” and place based education in the province’s North. (University College of the North, 2005). Manitoba’s Post-Secondary System Manitoba’s post-secondary education system is governed by the Advanced Learning Division of the province’s Education and Training Department. The system is comprised of Four universities Four public colleges and institutes Private, degree-granting religious institutes Private vocational training schools The system began with one university and an affiliated college system (Gregor, 1997).1 The Universities Establishment Act (1967) converted two of these colleges into universities in their own right: Brandon University (Brandon College) and the University of Winnipeg (United College).
    [Show full text]
  • Mothballing Manitoba's Council on Post-Secondary Education
    Canadian Journal of Educational Administration and Policy, Issue #170, August 13, 2015. © by CJEAP and the author(s). GOVERNANCE IN TRANSITION: MOTHBALLING MANITOBA’S COUNCIL ON POST-SECONDARY EDUCATION Dan Smith, University College of the North Examining the Government of Manitoba decision in 2014 to eliminate the Council on Post-Secondary Education, this article argues that government sought to exercise greater control over the public post-secondary system and its institutions in the province for the purpose of exacting greater control over system integration. While the elimination of the agency was consistent with the elimination of similar agencies in other provinces, the article finds that the direction of the new post-secondary governance model is less collegial and less consultative with more emphasis on regulation, and ministerial influence than was the case with the previous intermediary model, continuing trends in Manitoba towards greater government control. Introduction On June 17, 2014, the Legislative Assembly of Manitoba passed amendments to the Advanced Education Administration Act (AEAA), fundamentally altering the governance structure for the system of colleges and universities in Manitoba. In brief, the new act eliminated the Council on Post-Secondary Education (COPSE), ending the 47-year use of intermediary agencies as the model for governing post-secondary education in the province, turning that governance over to the minister responsible for colleges and universities. Undertaken with little notice (Martin, 2014) prior to being announced in the provincial budget, the passage of new legislation followed a brief but acrimonious public debate about the appropriate role of the government in the management of post-secondary education (Manitoba Legislative Assembly, Governance in Transition 2014; Winnipeg Free Press, 2014).
    [Show full text]
  • President & Vice-Chancellor
    Position profile President and Vice Chancellor March 2014 Position profile: President and Vice Chancellor, Brandon University Caldwell Partners 1 Brandon University Overview Founded in 1899 in the rolling hills of southwestern Manitoba, Brandon University (BU) has a rich tradition as a small liberal arts university. BU attracts students both locally and globally who are interested in obtaining a personalized education in an environment geared to the individual. Its people, facilities, programs and services, and warm Prairie hospitality set BU apart from other universities. Dedicated to the liberal arts and sciences, Brandon University offers undergraduate degrees in social science and professional programs, inter- disciplinary studies and performance through its Faculties of Arts, Education, Health Studies, and Science, and its School of Music. BU is also building its capacity in graduate education and offers graduate degrees in music, education, rural development, psychiatric nursing, and environmental and life sciences. In addition, BU is a co-participant in Campus Manitoba, a distance education program that offers a selection of university-level courses in numerous rural Manitoba communities. With small class sizes, accessible faculty, an integrated and aesthetically pleasing campus, and a diverse student population, Brandon University offers a stimulating, supportive, and personal- ized learning experience. BU’s liberal arts curriculum delivers rich content and educates students on how to apply knowledge so that they can make a meaningful difference as engaged citizens and leaders. Position profile: President and Vice Chancellor, Brandon University Caldwell Partners 2 Brandon University is proud of the relationship it has with all Indigenous groups who entrust Brandon University to be respectful of the diverse First Nations, Métis, and Inuit students, families, com- munities, and Nations.
    [Show full text]
  • Spring/Summer
    s B R A N D O N U N I V E R S I T Y S P R I N G / S U M M E R 2 0 0 9 d n e i r f | s r o n o d | i n m u l a ALUMNI N E W S INSIDE THIS ISSUE Honorary Degrees Award Winners Renaissance Couple Keeping in Touch A tribute to Louis & Mary Visentin Alumna Profile Homecoming 2009 REGISTRATION INSIDE! INSIDE THIS ISSUE V O L U M E 1 1 0 I S S U E 0 1 THIS ISSUE’S CONTRIBUTORS EXECUTIVE EDITORS FEATURES Carla Eisler – [email protected] Lisa Thomson – [email protected] 7 Honorary Degrees WRITERS Carla Eisler, Shawna English, Kelly Stifora 8 Award Winners & Lisa Thomson 9 Feature Story: Renaissance Couple PHOTOGRAPHY Sandy Black, Ken Frazer, Kelly Stifora & Lisa Thomson 17 Ciao Visentin!: Memories and Farewells GRAPHIC DESIGN Angela Andrey of Webber Printing PRINTER Leech Printing This magazine was printed on FSC Certified stock at Leech Printing Limited, a COLUMNS & DEPARTMENTS Forest Stewardship Council (FSC) chain of custody certified printer. For more information go to www.fsc.org. 4 President’s Message FEEDBACK OR LETTERS TO THE EDITOR 5 BU News and Highlights [email protected] 19 ADVERTISING Alumni Association Greetings 204.727.9762 [email protected] 20 Keeping in Touch/In Memoriam SEND US YOUR STORIES 22 Fall Homecoming 2009 A personable and friendly place like Brandon University (BU) no doubt harbours a multitude of heart-warming 24 Alumna Profile: Kimberly Spears stories.
    [Show full text]
  • BU's NEW CHANCELLOR
    SPRING 2013 BRANDON UNIVERSITY ALUMNI NEWS BUILD Brandon University Innovation | Leadership | Development HONORARY DEGREE Lloyd Robertson HOMECOMING 2013 October 18-20 MICHAEL DECTER BU’s NEW CHANCELLOR Future Alumni Greg Monias, 3rd-Year Music Performance Student Serious Illness. Critical Coverage. Brandon University If serious illness interrupts your life, don’t let worries about money get in your way of getting better. Critical Illness Insurance DEGREE FRAMES provides a tax-free cash payment to spend any way you need. are available for purchase through Critical Illness Insurance For a personalized quotation or to apply online, please visit us at: the Alumni Association Office. To solutionsinsurance.com/brandon 1.800.266.5667 view the many different styles go to www.brandonu.ca/alumni/frames . SPRING 2013 ALUMNI NEWS CONTENTS Editor Carla Eisler • [email protected] Writers Carla Eisler, Glen Kirby, Dr. Deborah Poff Photographers Alex Beshara, CTV News, Erocphotog, Frazer Studios, Keywest Photo, Glen Kirby, Matt Packwood, University of Alberta Athletics Graphic Design Innovative Media + Marketing, Brandon, Manitoba Printing Leech Printing Ltd., Brandon, Manitoba This magazine was printed on FSC Certified stock at Leech Printing Ltd., a Forest Stewardship Council (FSC) chain of custody certified printer. For more information visit www.fsc.org. Feedback [email protected] Advertising 204-727-9762 or [email protected] Send us your stories! A close-knit and friendly place, Brandon University (BU) has inspired a multitude of heart-warming stories. As alumni, you undoubtedly have much to tell about the relationships that you developed while at BU. Was it the meeting ground for you and your spouse, a business partner or a great friend? Perhaps you developed a lifelong mentorship with a special faculty member? Honorary Doctorate: If you have any suggestions or know of an outstanding alumna/alumnus you believe should be Lloyd Robertson featured in Alumni News, please contact the Alumni Office.
    [Show full text]
  • Western Canada Sub-Report
    Tracking Online and Digital Education in Canadian Universities and Colleges: 2018 WESTERN CANADA SUB-REPORT In partnership with: CANADIAN NATIONAL SURVEY OF ONLINE AND DISTANCE EDUCATION 1 THE 2018 NATIONAL SURVEY RESEARCH TEAM Dr. Tony Bates CDLRA/ACRFL Distinguished Visiting Professor, Chang School of Continuing Education, Ryerson University; Research Associate, Contact North Dr. Tricia Donovan Executive Director, CDLRA/ACRFL Former Director, eCampus Alberta Dr. Jeff Seaman Director, Babson Research Group. USA Dr. Denis Mayer CDLRA/ACRFL Ancien vice-recteur adjoint, affaires étudiantes, Université Laurentienne Eric Martel Directeur adjoint - Formation à distance, Université Laval Dr. Ross Paul Former President, University of Windsor, Laurentian University Dr. Brian Desbiens Former President, Sir. Sanford Fleming College Vivian Forssman CDLRA/ACRFL Former Director, Centre for Teaching and Educational Technologies, Royal Roads University Russ Poulin Director, Policy and Analysis, WCET, USA 2 CONTENTS Acknowledgments ......................................................................................................... 4 Defining Western Canada ............................................................................................. 5 Response to the survey .................................................................................................. 5 Main results ................................................................................................................... 6 Institutional participation in online/distance
    [Show full text]
  • Progress in Achieving the Vision
    Introduction This report documents the progress achieved by Red River The Commentary is keyed to individual strategies and College in 2001 to achieve its vision and mission. It is part of actions. While many of the statements are at a corporate the College’s annual Strategic Plan review process. level to provide a broad perspective of achievements, many are also very specific to illustrate area successes. Every year progress is reviewed and documented on the strategies and action statements in the Plan. This allows the The intent is to provide documentation of the committed and College to measure success continuously and alter planned inspired work of faculty and staff in all areas of the College. actions where external or internal events dictate. Red River College is committed to improving the learning Two companion documents, Red River College Strategic environment. Continuous evaluation and measurement are Plan 2002-2007, and Red River College Operational Plan essential for improvement. 2002-2007 detail the revised plan at the strategic and operational levels. This document is one of many activities that demonstrate our intent to measure our results, test our progress and initiate This report provides a qualitative commentary on improvements. achievements. OBJECTIVES/STRATEGIES ACTIONS STATUS UPDATE 1.0 DELIVER HIGH QUALITY PROGRAMS AND SERVICES THAT FOCUS ON THE CUSTOMER. 1.1 Develop and adopt a set of college-wide • Identify, define and develop relevant • After extensive internal and external consultation, learning outcomes for use by all programs, assessment strategies for College RRC adopted the Conference Board of Canada’s and develop all newly funded programs, in learning outcomes.
    [Show full text]
  • Pathways in Manitoba the Degree of Coordination of Postsecondary Education in Manitoba Has Fluctuated Over the Course of Its History
    Pathways in Manitoba The degree of coordination of postsecondary education in Manitoba has fluctuated over the course of its history. An initial system of a single university governing a constellation of denominational colleges (Gregson, 1996) has evolved into a system of autonomous institutions, linked through an array of coordinating endeavors. The province’s present post-secondary system supports both English and French language learners. Manitoba’s large and expanding Indigenous populations are an impetus for innovation as traditionally structured institutions partner with Indigenous communities and educators to develop programs and institutional structures that provide “culturally sensitive” and place based education in the province’s North. (University College of the North, 2005). Manitoba’s Post-Secondary System Manitoba’s post-secondary education system is governed by the Advanced Learning Division of the province’s Education and Training Department. The system is comprised of Four universities Four public colleges and institutes Private, degree-granting religious institutes Private vocational training schools The system began with one university and an affiliated college system (Gregor, 1997).1 The Universities Establishment Act (1967) converted two of these colleges into universities in their own right: Brandon University (Brandon College) and the University of Winnipeg (United College). Collège Universitaire de Sainte-Boniface, a French language institution, retains an affiliation with the University of Manitoba, although it was established as a university in 2011 (Gregson, 1997). Additional French language college and technical programs are offered through École technique et professionnelle, affiliated with Ste. Boniface. Three additional English language vocational colleges were established in 1942, with funding assistance from the federal government (CMEC, 2003; Dennison & Gallagher, 1986).
    [Show full text]
  • Statistical Compendium 2011
    Manitoba Council on Post-Secondary Education Statistical Compendium For the Academic Years Ending in 2010 Fall 2011 Data Availability In addition to compact disc (CD-ROM), the Statistical Compendium is available on the website of the Council on Post-Secondary Education. Data in This Report The data in this report have been provided by: • University of Manitoba • University of Winnipeg • Brandon University • Collège universitaire de Saint-Boniface • Red River College • Assiniboine Community College • University College of the North (formerly Keewatin Community College) • Canadian Mennonite University • Providence College and Seminary • Steinbach Bible College • William & Catherine Booth College • ACCESS Programs • Campus Manitoba • Inter-Universities Services Although the data in this report have not been audited, the objective is to provide a general overview of Manitoba Post-Secondary institutions. And because the fundamental difference among institutions in academic programs, organization and physical environment, data in this report are subject to interpretation and clarification. Requests for further institutional data should be directed to the specific university, college or program. How to Obtain More Information Inquires about this document should be directed to: The Council on Post-Secondary Education 608 -330 Portage Avenue Winnipeg, Manitoba R3C 0C4 Telephone : (204) 945-1833 Fax: (204) 945-1841 Visit the Council on Post-Secondary Education’s website: http://www.copse.mb.ca Statistical Compendium Fall 2011 2 INDEX ACKNOWLEGEMENTS………………………………………………………………………………..4
    [Show full text]
  • Economic Impact Study of Southport Aerospace
    Economic Impact Study of Southport Aerospace Prepared by: The University of Manitoba Transport Institute Economic Impact Study for Southport Aerospace Prepared for: Southport Aerospace Incorporated Prepared by: Allister Hickson, Ph.D., CFA Matt Seguire, M.A. University of Manitoba Transport Institute This report is provided “as‐is” and the Contractor makes no warranty, either expressed or implied, including but not limited to warranties of merchantability and fitness for a particular purpose. In no event will the Contractor be liable for any indirect, special, consequential or similar damages. May, 2006 i Table of Contents Page Executive Summary......................................................................................................... 1 1.0 Introduction ................................................................................................................ 2 2.0 Southport Overview .................................................................................................. 2 3.0 Structure and Limitations of Economic Impact Studies....................................... 3 4.0 Methodology............................................................................................................... 4 5.0 Economic Impact of Southport on the Economy................................................... 5 5.1 Expenditures and GDP.......................................................................................... 5 5.2 Employment and Labour Income.......................................................................
    [Show full text]
  • Getting Connected
    Getting Connected Version 2.0 Table of Contents Categories of Users..............................................................................................................1 Security Access....................................................................................................................2 Connecting to Aurora...........................................................................................................3 Troubleshooting ...................................................................................................................5 Technical Support ................................................................................................................6 Appendix A: Partners and Satellites ....................................................................................7 Appendix B: URLs of Documents Referenced....................................................................8 Please Note: This document refers to many other documents, which are all available via the University of Manitoba web site. If you are reading this document online as a PDF, you can click on an underlined link to directly access the referenced document. If you are reading this document in print and wish to access one of the linked documents, you can either: • open the PDF file, which is available on the Access Aurora Finance and Student page of both the Aurora Finance and Aurora Student web sites, or • type the URL directly into your browser. All the URLs are listed in Appendix B. Categories of Users 1. On Campus (University
    [Show full text]
  • Post- Secondary Education Between 1999 and 2013
    Investing in Manitoba's Future: Post- Secondary Education Between 1999 and 2013 ANDREA D. ROUNCE I. INTRODUCTION: THE POLICY ENVIRONMENT ost-secondary education (PSE) is an important policy area and policy instrument for governments, including the Manitoba 2013 CanLIIDocs 345 P government. A provincial responsibility under section 91 of the Canadian Constitution, PSE is vital for economic development and innovation. It is also key for meeting the educational needs of specific populations, such as Francophone Manitobans (through the Université de Saint-Boniface), Mennonites (through the Canadian Mennonite University), and other religious traditions, thus contributing to societal diversity.1 It is a key component of Manitoba's Northern Development Strategy. It can be part of an immigration/migration strategy; useful for drawing in people from other provinces and countries, providing them connections to the community, and working to keep them in Manitoba.2 Government Author is Assistant Professor in the Department of Political Studies, University of Manitoba. Alana Kernaghan's research assistance was invaluable. The author wishes to thank Alana for her attention to detail and tenacity in finding government documentation. Thank you also to the anonymous reviewers for their thoughtful and extremely helpful comments on an earlier draft of this article. Any remaining errors are my own. 1 Manitoba, Legislative Assembly, Official Report of Debates, 40th Leg, 2nd Sess, Vol 2012b (19 November 2012) (Speech from the Throne) [Speech from the Throne, 2012]. 2 Manitoba, Legislative Assembly, Official Report of Debates, 38th Leg, 5nd Sess, Vol 2007 (4 April 2007) (Manitoba Budget Speech) at 7; Speech from the Throne, 2012, supra note 1.
    [Show full text]