Date of Submission
8-17-2024
Document Type
DiP
Degree
Doctor of Education
Department
Education
Keywords
Indigenous, democratic, transformative, equity, agency, Kotter
Abstract
This Dissertation-in-Practice (DiP) seeks to address the underachievement of Indigenous students in a K-9 school in the province of Alberta. Using critical theory and Indigenous knowledge as guidelines, the DiP recognizes a number of significant barriers (the perpetuation of the status quo, racism, colonization, limited relevant pedagogy in classrooms, teacher biases, and a general lack of connection to Indigenous people and culture) that create an achievement-gap between Indigenous and non-Indigenous students. Creating equitable learning opportunities for Indigenous students in a faith-based environment, that protects the institution of the Catholic church as its first priority, presents a significant challenge for educators and leadership within the organizational context. Democratic and transformative leadership practices are employed to utilize the collective expertise of community partners in order to distribute leadership roles to complete tasks, and to scrutinize existing policies, procedures, and practices hindering the success of Indigenous students in classrooms. Kotter’s Eight Step Change Model is identified as the framework needed for the desired structuring for the change implementation process due to its focus on collaboration and communication. PDSA cycles are also incorporated for the purposes of monitoring and evaluation. Removing obstacles to promote collaboration and relationship opportunities, utilizing Indigenous Elder wisdom through storytelling and counternarratives, and permeating culturally relevant pedagogy in classrooms have been identified as possible change solutions based on Indigenous Elder recommendations. Solutions have been selected due to their participatory nature, their connections to Indigenous people and culture, and their focus on Indigenous perspectives. The resulting changes that occur will result in increased achievement from Indigenous students through improved teaching and learning.
Recommended Citation
Hinks, D. J. (2024). Improving Educational Opportunities for Indigenous Students in Alberta. The Dissertation in Practice at Western University, 398. Retrieved from https://ir.lib.uwo.ca/oip/398