Post-secondary Aboriginal Educational Policy in Ontario: Policy and Practical Implications
Articles » Scholarly, peer reviewed
Author/Creator
Lorenzo Cherubini
Aboriginal Policy Studies, vol. 2, no. 1, pp. 42-55
Description
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.