An Indigenous Self-Declaration Relational Policy Framework

Canadian historical records demonstrate the role of schools in diminishing Indigenous identity, either intentionally or as a result of neglect, within dominant western systems (Battiste, 2013; Harper & Thompson, 2017; Henry et al., 2017; Marom, 2019; Pidgeon et al., 2013; St. Denis, 2011). Despite the oppressive effects of institutional racism (Gillies, 2021; Harper & Thompson, 2017; Henry et al., 2017; Marom, 2019; McLean, 2022) and policies that limited the participation and influence of Indigenous people in publicly funded Canadian schools, Indigenous educators have maintained a presence in schools, contributing positively to Indigenous students’ experiences (Battiste, 2013; Burgess & Cavanagh, 2015; Gillies, 2021; Keddie, 2013; Santoro, 2015; St. Denis, 2011). While the Saskatchewan socio-political environment is increasingly characterized by reconciliation and expectations of Indigenous participation (Ministry of Education, 2019), our study identified that the provincial school policy environment is largely silent on the role of Indigenous educators in meeting system goals and on indications of how school divisions navigate issues of Indigenous identity and authenticity. With expectations of increased presence and participation of Indigenous people in publicly funded education in Canada consistent with Call 62 in the Calls to Action of the Truth and Reconciliation Commission of Canada (2015), school divisions must confront the need to ensure that Indigenous staff participation is prioritized and that they defer to Indigenous community norms and expectations (Burgess & Cavanagh, 2015; Pidgeon et al., 2013) when considering questions of authentic Indigenous voice and participation. Through the lens of an Indigenous analytical framework and the principles of critical policy analysis (Apple, 2019), we examined the Saskatchewan educational policy environment to explore ways in which extant policy reflects imperatives of Indigenous participation and identity. While our analysis identified shortcomings in these areas, we made sense of these gaps in policy and provided a framework for school divisions useful in prioritizing Indigenous participation at all levels and in beginning to navigate the complex issues associated with Indigenous identity and authenticity.