• Permission to Use
  • Abstract
  • Acknowledgements
  • Dedication
  • Table of Contents
  • Introduction
  • Chapter 1
    • 1.1 Background to the Problem
    • 1.2 The Problem
    • 1.3 Documents Analyzed
    • 1.4 Relevance of the Analysis
    • 1.5 My Involvement and Interest in the Redesign Process
    • 1.6 Post-Structural Theory
      • 1.6.1 Foucault
    • 1.7 Method of Discourse Analysis
      • 1.7.1 Derrida and Deconstruction
  • Chapter 2
    • 2.1 Introduction
    • 2.2 Saskatchewan Demographic Reports
      • 2.2.1 The Privilege of Framing the Problem
      • 2.2.2 Demographic Report as Discursive Practice
      • 2.2.3 The Blending of Technical and Emotional Discursive Practices
  • Chapter 3
    • 3.1 Introduction
    • 3.2 The Establishment of Dominant Instructor Identities
      • 3.2.1 Transmission Approaches and the Production of Instructor Identities
      • 3.2.2 A Hostile Audience
    • 3.3 Discourse of Deficiency
      • 3.3.1 Production of Aboriginal People and Culture
      • 3.3.2 Constructing the Other
      • 3.3.3 Binary Oppositions
  • Chapter 4
    • 4.1 Introduction
    • 4.2 Curricular Discourse of Social Justice
    • 4.3 The Language of Acquiescence
    • 4.4 Tensions within the Curriculum
      • 4.4.1 Social Justice Concerns and the Promotion of Hierarchies
      • 4.4.2 Social Justice Concerns and the Failure to Provide Adequate Critical Analysis
      • 4.4.3 The Myth of Neutrality
      • 4.4.4 Curricular Focus on Respect and Inclusion
    • 4.5 Discourse of Justification for Aboriginal Inclusion
    • 4.6 Power and Knowledge and How Knowledge is put to Work
  • Chapter 5
    • 5.1 Implications
    • 5.2 Recommendations
    • 5.3 Conclusion
  • References
  • Appendix A

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