Multiple Literacies Within Reformed First Nations, Métis, and Inuit Secondary Curriculum. Issue 3 (July 2021)

• Record Type: Journal Article
• Authors: Ryan, Thomas G.
• Is Part Of: International journal of educational reform. Volume 30:Issue 3(2021)
• Page Start: 204
• Page End: 221
• Publication Date: 2021-07
• Subjects: literacy -- curriculum -- pedagogy -- media literacy -- financial literacy -- critical literacy; Educational change -- Periodicals; Educational change -- United States -- Periodicals; Education and state -- Periodicals; Education and state -- United States -- Periodicals; Education, Secondary -- Periodicals; Periodicals; 379
• DOI: 10.1177/10567879211015936
• Languages: English
• ISSNs: 2631-9675

Abstract

This study illuminates reformed literacy expectations via close examination of the recently released 2019 Ontario (Canada), First Nations, Métis, and Inuit Secondary curricular document. A summative latent content analysis of the renewed provincial curriculum found overwhelming support for critical literacy development. The Ontario government uses the term literacy 84 times in the transformed curricula, prompting this study to ask: What are the literacies and how should these be attained in First Nations, Métis, and Inuit secondary level education? This study found required literacies expected in grades nine through 12, included English literacy and skills, media, financial, and critical literacies.