{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/2069"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/2069","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Once upon a common good: where have the commissions gone?","abstract":"Since before Confederation, Royal Commissions on Learning have taken place across Canada in response to a number of challenging issues in education. However, little is known about their current use. This doctoral dissertation examines the role, purpose, aims, and goals of the last two that have taken place in Ontario: Living and learning: The Report of the Provincial Committee on Aims and Objectives of Education in the schools of Ontario, (Ontario, Department of Education, 1968) and For the love of learning: Report of the Royal Commission on Learning (Begin & Caplan, 1994). It considers Royal Commissions, their impact, their relation to the common good and equitable outcomes for students. The literature review reveals their historical and political contexts and their connections to Ontario education policy and sheds light on challenges to equitable outcomes for students from previous reform efforts. This study employs two research methods: Critical Bricolage of the Commission Report Documents using Point of Entry Texts, and Qualitative Research with Interviews [N=6] of those directly and indirectly involved with the last Royal Commission on Learning to take place in Ontario. RCOL’s provide an opportunity to the government for widespread consultation with education stakeholders and reach silent voices who would otherwise not be heard. They can provide government with current information and research that can assist with improving outcomes for students. However, they are subject to political and social impetus and, as such, may not achieve equity outcomes for all students. A future RCOL that considers the common good, in a shared social endeavour, will offer more opportunities for real reform that includes equitable outcomes for students.","abstract_html":"Since before Confederation, Royal Commissions on Learning have taken place across Canada in response to a number of challenging issues in education. However, little is known about their current use. This doctoral dissertation examines the role, purpose, aims, and goals of the last two that have taken place in Ontario: Living and learning: The Report of the Provincial Committee on Aims and Objectives of Education in the schools of Ontario, (Ontario, Department of Education, 1968) and For the love of learning: Report of the Royal Commission on Learning (Begin & Caplan, 1994). It considers Royal Commissions, their impact, their relation to the common good and equitable outcomes for students. The literature review reveals their historical and political contexts and their connections to Ontario education policy and sheds light on challenges to equitable outcomes for students from previous reform efforts. This study employs two research methods: Critical Bricolage of the Commission Report Documents using Point of Entry Texts, and Qualitative Research with Interviews [N=6] of those directly and indirectly involved with the last Royal Commission on Learning to take place in Ontario. RCOL’s provide an opportunity to the government for widespread consultation with education stakeholders and reach silent voices who would otherwise not be heard. They can provide government with current information and research that can assist with improving outcomes for students. However, they are subject to political and social impetus and, as such, may not achieve equity outcomes for all students. A future RCOL that considers the common good, in a shared social endeavour, will offer more opportunities for real reform that includes equitable outcomes for students.","abstract_has_math":false,"creators":["Corrigan, Laurie"],"institution":"University of Ontario Institute of Technology","degree_name":"Doctor of Education (EdD)","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["van Oostveen, Roland","Robertson, Lorayne"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-09-01","date_published":"2025-09-01","updated_at":"2026-07-24T05:35:24Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/2069","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["van Oostveen, Roland","Robertson, Lorayne"]},{"key":"dc:creator","label":"Author","values":["Corrigan, Laurie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-03-26T13:57:21Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-09-01"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/2069"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Since before Confederation, Royal Commissions on Learning have taken place across Canada in response to a number of challenging issues in education. However, little is known about their current use. This doctoral dissertation examines the role, purpose, aims, and goals of the last two that have taken place in Ontario: Living and learning: The Report of the Provincial Committee on Aims and Objectives of Education in the schools of Ontario, (Ontario, Department of Education, 1968) and For the love of learning: Report of the Royal Commission on Learning (Begin & Caplan, 1994). It considers Royal Commissions, their impact, their relation to the common good and equitable outcomes for students. The literature review reveals their historical and political contexts and their connections to Ontario education policy and sheds light on challenges to equitable outcomes for students from previous reform efforts. This study employs two research methods: Critical Bricolage of the Commission Report Documents using Point of Entry Texts, and Qualitative Research with Interviews [N=6] of those directly and indirectly involved with the last Royal Commission on Learning to take place in Ontario. RCOL’s provide an opportunity to the government for widespread consultation with education stakeholders and reach silent voices who would otherwise not be heard. They can provide government with current information and research that can assist with improving outcomes for students. However, they are subject to political and social impetus and, as such, may not achieve equity outcomes for all students. A future RCOL that considers the common good, in a shared social endeavour, will offer more opportunities for real reform that includes equitable outcomes for students."]},{"key":"dc:title","label":"Title","values":["Once upon a common good: where have the commissions gone?"]}]}],"canonical_facts":{"dc:contributor.advisor":["van Oostveen, Roland","Robertson, Lorayne"],"dc:creator":["Corrigan, Laurie"],"dc:date.accessioned":["2026-03-26T13:57:21Z"],"dc:date.issued":["2025-09-01"],"dc:description.abstract":["Since before Confederation, Royal Commissions on Learning have taken place across Canada in response to a number of challenging issues in education. However, little is known about their current use. This doctoral dissertation examines the role, purpose, aims, and goals of the last two that have taken place in Ontario: Living and learning: The Report of the Provincial Committee on Aims and Objectives of Education in the schools of Ontario, (Ontario, Department of Education, 1968) and For the love of learning: Report of the Royal Commission on Learning (Begin & Caplan, 1994). It considers Royal Commissions, their impact, their relation to the common good and equitable outcomes for students. The literature review reveals their historical and political contexts and their connections to Ontario education policy and sheds light on challenges to equitable outcomes for students from previous reform efforts. This study employs two research methods: Critical Bricolage of the Commission Report Documents using Point of Entry Texts, and Qualitative Research with Interviews [N=6] of those directly and indirectly involved with the last Royal Commission on Learning to take place in Ontario. RCOL’s provide an opportunity to the government for widespread consultation with education stakeholders and reach silent voices who would otherwise not be heard. They can provide government with current information and research that can assist with improving outcomes for students. However, they are subject to political and social impetus and, as such, may not achieve equity outcomes for all students. A future RCOL that considers the common good, in a shared social endeavour, will offer more opportunities for real reform that includes equitable outcomes for students."],"dc:identifier.uri":["https://hdl.handle.net/10155/2069"],"dc:language.iso":["en"],"dc:title":["Once upon a common good: where have the commissions gone?"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Education"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:24Z"}