The urban/rural dichotomy used in framing Indigenous educational issues is becoming increasingly untenable and deserving of scrutiny. Indigenous urban education follows initiatives derived from rural areas with the assumption that rural Indigenous education programs are pure or authentic. Without a critical examination of power relations, the flow…

This article applies post-structural theories of discourse, power, and performativity to trouble dominant ways of knowing Aboriginal education in the Canadian Prairies that racialize student subjects. A discourse analysis of interview transcripts traces how discourses of innocent teachers and (im)possible Aboriginal learners deploy the historicity…

This narrative study contributes to the field of school-based Indigenous education by exploring the central research question: What are the decolonizing processes of practicing teachers involved in a provincially funded initiative to improve schooling for urban Aboriginal students? Excerpts from teachers' narratives are organized using the…

For the first time, researchers, policymakers and practitioners across the world will have access to a comprehensive mapping of research evidence and policy strategies about education and poverty in affluent countries. Although there is widespread agreement that poverty and poor educational outcomes are related, there are competing explanations as…