Bridging the divide: An inquiry into post-secondary decolonization policy and practice

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dc.contributor.authorPlante, Veronique
dc.contributor.supervisorRiecken, Ted
dc.date.accessioned2024-05-03T21:12:24Z
dc.date.available2024-05-03T21:12:24Z
dc.date.issued2024
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelDoctor of Philosophy PhD
dc.description.abstractPost-secondary institutions in BC, Canada, continue to engage with reconciliation objectives and processes of decolonization, practices which are detailed in a growing body of literature, and which are informed by various developments and documents (e.g., the Truth and Reconciliation Commission’s 94 Calls to Action, United Nations Declaration on the Rights of Indigenous Peoples, and the Declaration on the Rights of Indigenous Peoples Act). Policy for these processes is diverse and ongoing. This dissertation aimed to understand some of the ways that policy and practice are connected in one Faculty at one post-secondary institution—the University of Victoria—using Narrative Inquiry. I interviewed administrative and teaching professionals to gain insight into some of the practices facilitating reconciliation and decolonization pathways. My findings included identifying policy as a relational process involving multiple interested parties—educators, administrators, and students, and involved policy as fluid, and dynamic from its creation to its implementation or enactment.
dc.description.scholarlevelGraduate
dc.identifier.urihttps://hdl.handle.net/1828/16478
dc.languageEnglisheng
dc.language.isoen
dc.rightsAvailable to the World Wide Web
dc.subjectDecolonization
dc.subjectPolicy and practice
dc.subjectReconciliation
dc.subjectPost-secondary education
dc.subjectNarrative
dc.titleBridging the divide: An inquiry into post-secondary decolonization policy and practice
dc.typeThesis

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