Decolonizing Calgary Catholic Schools: Perspectives of Upper Administrators
| dc.contributor.committeeMember | Gillies, Carmen | |
| dc.contributor.committeeMember | Martell, Gordon A | |
| dc.contributor.committeeMember | Cottrell, Michael | |
| dc.contributor.committeeMember | Tunison, Scott | |
| dc.creator | Houle, Angela E | |
| dc.creator.orcid | 0009-0009-1058-3282 | |
| dc.date.accessioned | 2024-09-27T11:14:56Z | |
| dc.date.available | 2024-09-27T11:14:56Z | |
| dc.date.copyright | 2024 | |
| dc.date.created | 2024-11 | |
| dc.date.issued | 2024-09-26 | |
| dc.date.submitted | November 2024 | |
| dc.date.updated | 2024-09-27T11:14:56Z | |
| dc.description.abstract | School districts in Alberta are increasingly called to do the work of decolonization as a response to differential educational outcomes of Indigenous and non-Indigenous students. In this thesis I explore the role of upper administrators in Calgary Catholic School District (CCSD) in advancing the work of decolonization in its district. The study is underpinned by the following research question: “What decolonizing initiatives are currently being developed and implemented within Calgary Catholic Schools for the benefit of Indigenous and other students?” The research explored the wise practices of CCSD in this work and how they mobilize these successes for the benefit of others, while also identifying areas for growth. A large body of literature was reviewed to provide necessary background for the inquiry. This included research on colonial education and the Catholic church’s role in residential schools, the ongoing education debt resulting in inequitable outcomes for Indigenous students and recent innovations to decolonize schools including anti-oppressive and culturally sustaining approaches. Situated within the interpretivist paradigm, I conducted research examining CCSD’s decolonizing practices, utilizing an appreciative inquiry lens. Research questions were answered through qualitative data generated via semi-structured interviews. Wherever possible, Indigenous protocols and research methodologies were followed. Critical theory was applied as my theoretical framework with critical race theory being applied to educational contexts. Participants included eight senior administrators at CCSD and the data emerging from the interviews were analyzed and interpreted using a two-step coding method. Findings included both the presence of many promising decolonizing initiatives in place CCSD and ongoing structural neocolonial power dynamics that prevent greater levels of decolonization from happening. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/10388/16111 | |
| dc.language.iso | en | |
| dc.subject | decolonization | |
| dc.subject | Indigenous and Catholic education | |
| dc.subject | appreciative inquiry | |
| dc.subject | critical race theory | |
| dc.subject | qualitative interpretivist research | |
| dc.title | Decolonizing Calgary Catholic Schools: Perspectives of Upper Administrators | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Educational Administration | |
| thesis.degree.discipline | Educational Administration | |
| thesis.degree.grantor | University of Saskatchewan | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Education (M.Ed.) |