The national Truth and Reconciliation Commission of Canada has challenged governments and school boards across Canada to acknowledge and address the damaging legacies of residential schooling while ensuring that all students gain an adequate understanding of relations between Indigenous Peoples and non-Indigenous peoples. This article explores the dynamics and prospects for effective change associated with reforms in elementary and secondary education systems since the release of the Commission’s Calls to Action, focusing on the policy frameworks employed by provincial and territorial governments to guide these actions. The analysis examines critically the overt and hidden messages conveyed through discourses within policy documents and statements. The key questions we address include: What do current education policy frameworks and actions regarding Indigenous Peoples reveal about government approaches to education and settler–Indigenous relationships in Canada? To what extent is effective reconciliation possible, and how can it be accomplished in the context of institutional structures and discourses within a White settler colonial society? The findings reveal that substantial movement towards greater acknowledgement of Indigenous knowledge systems and incorporation of Indigenous content continues to be subordinated to or embedded within Western assumptions, norms, and standards.

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关于加拿大学校系统对和解的承诺，土著教育政策框架有哪些启示？

加拿大国家真相与和解委员会已向加拿大各地的政府和学校董事会提出挑战，要求他们承认并解决寄宿制学校的破坏性遗产，同时确保所有学生对土著人民与非土著人民之间的关系有充分的了解。本文探讨了自委员会发布《行动呼吁》以来与中小学教育制度改革相关的有效变革的动力和前景，重点关注了省级和地区政府为指导这些行动而采用的政策框架。该分析批判性地检查了通过政策文件和声明中的论述传达的公开和隐藏的信息。我们解决的关键问题包括：当前有关土著人民的教育政策框架和行动揭示了加拿大政府在教育和定居者与土著之间关系方面的方法？有效和解在多大程度上可能实现？在白人移民殖民社会中的制度结构和话语下如何实现和解？研究结果表明，朝着更大程度地认可土著知识体系和纳入土著内容的方向迈进的实质性行动，仍然继续服从或嵌入于西方的假设，规范和标准之中。以及如何在白人移民殖民地社会的制度结构和话语背景下实现这一目标？研究结果表明，朝着更大程度地认可土著知识体系和纳入土著内容的方向迈进的实质性行动，仍然继续服从或嵌入于西方的假设，规范和标准之中。以及如何在白人移民殖民地社会的制度结构和话语背景下实现这一目标？研究结果表明，朝着更大程度地认可土著知识体系和纳入土著内容的方向迈进的实质性行动，仍然继续服从或嵌入于西方的假设，规范和标准之中。