"How do we look?": discourses of truth and reconciliation in select Manitoba school divisions

Simple item page
dc.contributor.authorDraper, Catherine
dc.contributor.examiningcommitteeFarrell, Amy (Curriculum, Teaching and Learning)en_US
dc.contributor.examiningcommitteeYoon, Ee-Seul (Educational Administration, Foundations and Psychology)en_US
dc.contributor.examiningcommitteeKerr, Jeannie (Simon Fraser University)en_US
dc.contributor.supervisorMandzuk, David
dc.date.accessioned2023-01-10T22:08:04Z
dc.date.available2023-01-10T22:08:04Z
dc.date.copyright2023-01-02
dc.date.issued2022-12-30
dc.date.submitted2023-01-02T23:59:09Zen_US
dc.degree.disciplineEducational Administration, Foundations and Psychologyen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractSince the publication of the TRC’s Calls to Action, Manitoba school divisions must publish yearly Continuous Improvement Plans (CIPs) and Community Reports (CRs) as an accountability measure to report on progress toward reconciliation. Divisions, as organizational entities, use particular language in their documents to align with the goals of Truth and Reconciliation in order to maintain their reputation and relationships with education stakeholders. This study has one major research question: What discourses of Truth and Reconciliation appear to be constructed by Manitoba school divisions? Concepts, perspectives and methodologies from Indigenous scholarship, including ethical relationality and Indigenous Métissage, inform a Critical Discourse Analysis (CDA) of CIPs and CRs from school divisions from each of the five Treaty territories in Manitoba. Organizational Impression Management (OIM) is used as a theory to understand the motives of each division and how they wish to be perceived by the public. Themes emerging from the data include the prevalence of “achievement gap” discourse, individual vs. collective responsibility for facilitating education for reconciliation, and presenting reconciliation as foundational vs. additive in divisional priorities. Recommendations for practice include consistency in terminology, and a pedagogical and linguistic shift away from “achievement gaps” to “education debts.”en_US
dc.description.noteFebruary 2023en_US
dc.description.sponsorshipManitoba Graduate Scholarship (Province of Manitoba) Tri-Council Top-Up Award (SSHRC) University of Manitoba Graduate Fellowship (University of Manitoba)en_US
dc.identifier.urihttp://hdl.handle.net/1993/37083
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectTruth and Reconciliationen_US
dc.subjectCritical Discourse Analysisen_US
dc.subjectOrganizational Impression Managementen_US
dc.subjectIndigenous Métissageen_US
dc.subjectIndigenous educationen_US
dc.subjecteducation for reconciliationen_US
dc.title"How do we look?": discourses of truth and reconciliation in select Manitoba school divisionsen_US
dc.typemaster thesisen_US
local.subject.manitobayesen_US
oaire.awardTitleJoseph Armand Bombardier Canada Graduate Scholarship-Master's (CGS M)en_US
project.funder.identifierhttps://doi.org/10.13039/501100000155en_US
project.funder.nameSocial Sciences and Humanities Research Council of Canadaen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Draper_Catherine.pdf
Size:
1.41 MB
Format:
Adobe Portable Document Format
Description:
Thesis
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
2.2 KB
Format:
Item-specific license agreed to upon submission
Description:
Download
Collections
FGS - Electronic Theses and Practica
Manitoba Heritage Theses