Author argues that Ontario's Aboriginal Postsecondary Education and Training Policy Framework contains problematic language when discussing narrowing "achievement gaps" and measuring success, which demonstrates the difficulty in matching intent with outcomes.
Author/Creator
Lorenzo Cherubini
Open Access
Yes
Primary Source
No
Citation
Aboriginal Policy Studies, vol. 2, no. 1, pp. 42-55
Publication Date
2012
Resource Type
Articles -- Scholarly, peer reviewed
Format
Text -- PDF
Language