{"id":{"repo_id":"uwo","oai_identifier":"oai:uwo.scholaris.ca:20.500.14721/26279"},"canonical_url":"https://search.dev.ndltd.org/etd/uwo/oai:uwo.scholaris.ca:20.500.14721/26279","repository":{"repo_id":"uwo","name":"Western University","base_url":"https://uwo.scholaris.ca/server/oai/request"},"display":{"title":"A Networked Approach for Curricula Implementation in Support of Inclusive Education Reform","abstract":"The Maritime Province Department of Education (MPDOE; a pseudonym) has long struggled to address issues of systemic racism that have significantly impacted the academic success and well-being of Indigenous and African Canadian students. When the MPDOE embarked upon its recent inclusive education reform journey, it did so through a series of studies that resulted in a comprehensive reform initiative to address the learning needs of historically marginalized and racialized students. The main thrust of the reform goals focused on curricula to support culturally responsive approaches to learning and the reconfiguring of governance to a more responsive, networked model. Though there is consensus regarding the need for network governance to advance the reform goal of curricula implementation, the legacy of past practices and problematic relationships among the MPDOE, school regions, and historically marginalized communities must be addressed to move forward with this change. The Organizational Improvement Plan (OIP) explores a solution to this problem of practice (PoP) that proposes a focus on social justice-oriented networked leadership models and intergroup and social learning processes for the development of a network team capable of actioning the curricula implementation reform goal. Explored through a reconceptualized critical paradigm that centres Indigenous and African Canadian perspectives, the development of critical consciousness for network team members to action change further undergirds the solution. As a change facilitator and leader at the MPDOE, the support for the development of a network team tasked with planning curricula implementation will be explored through inclusive, distributed, and systems leadership approaches to guide a reimagining of workplace culture and learning at the MPDOE.","abstract_html":"The Maritime Province Department of Education (MPDOE; a pseudonym) has long struggled to address issues of systemic racism that have significantly impacted the academic success and well-being of Indigenous and African Canadian students. When the MPDOE embarked upon its recent inclusive education reform journey, it did so through a series of studies that resulted in a comprehensive reform initiative to address the learning needs of historically marginalized and racialized students. The main thrust of the reform goals focused on curricula to support culturally responsive approaches to learning and the reconfiguring of governance to a more responsive, networked model. Though there is consensus regarding the need for network governance to advance the reform goal of curricula implementation, the legacy of past practices and problematic relationships among the MPDOE, school regions, and historically marginalized communities must be addressed to move forward with this change. The Organizational Improvement Plan (OIP) explores a solution to this problem of practice (PoP) that proposes a focus on social justice-oriented networked leadership models and intergroup and social learning processes for the development of a network team capable of actioning the curricula implementation reform goal. Explored through a reconceptualized critical paradigm that centres Indigenous and African Canadian perspectives, the development of critical consciousness for network team members to action change further undergirds the solution. As a change facilitator and leader at the MPDOE, the support for the development of a network team tasked with planning curricula implementation will be explored through inclusive, distributed, and systems leadership approaches to guide a reimagining of workplace culture and learning at the MPDOE.","abstract_has_math":false,"creators":["Burke, Jennifer L"],"institution":null,"degree_name":"Doctor of Education","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Keith, Erin","MacKinnon, Ken"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-08-10","date_published":"2022-08-10","updated_at":"2026-07-27T21:56:14Z","subjects":["inclusive education","curricula implementation","networked governance"],"languages":["en_ca"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14721/26279","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Keith, Erin","MacKinnon, Ken"]},{"key":"dc:creator","label":"Author","values":["Burke, Jennifer L"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-06-30T18:46:30Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-06-30T18:46:30Z"]},{"key":"dc:date.issued","label":"Date","values":["2022-08-10"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["inclusive education","curricula implementation","networked governance"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_ca"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14721/26279"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."]},{"key":"dc:description.abstract","label":"Abstract","values":["The Maritime Province Department of Education (MPDOE; a pseudonym) has long struggled to address issues of systemic racism that have significantly impacted the academic success and well-being of Indigenous and African Canadian students. When the MPDOE embarked upon its recent inclusive education reform journey, it did so through a series of studies that resulted in a comprehensive reform initiative to address the learning needs of historically marginalized and racialized students. The main thrust of the reform goals focused on curricula to support culturally responsive approaches to learning and the reconfiguring of governance to a more responsive, networked model. Though there is consensus regarding the need for network governance to advance the reform goal of curricula implementation, the legacy of past practices and problematic relationships among the MPDOE, school regions, and historically marginalized communities must be addressed to move forward with this change. The Organizational Improvement Plan (OIP) explores a solution to this problem of practice (PoP) that proposes a focus on social justice-oriented networked leadership models and intergroup and social learning processes for the development of a network team capable of actioning the curricula implementation reform goal. Explored through a reconceptualized critical paradigm that centres Indigenous and African Canadian perspectives, the development of critical consciousness for network team members to action change further undergirds the solution. As a change facilitator and leader at the MPDOE, the support for the development of a network team tasked with planning curricula implementation will be explored through inclusive, distributed, and systems leadership approaches to guide a reimagining of workplace culture and learning at the MPDOE."]},{"key":"dc:title","label":"Title","values":["A Networked Approach for Curricula Implementation in Support of Inclusive Education Reform"]}]}],"canonical_facts":{"dc:contributor.advisor":["Keith, Erin","MacKinnon, Ken"],"dc:creator":["Burke, Jennifer L"],"dc:date.accessioned":["2025-06-30T18:46:30Z"],"dc:date.available":["2025-06-30T18:46:30Z"],"dc:date.issued":["2022-08-10"],"dc:description":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). 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Though there is consensus regarding the need for network governance to advance the reform goal of curricula implementation, the legacy of past practices and problematic relationships among the MPDOE, school regions, and historically marginalized communities must be addressed to move forward with this change. The Organizational Improvement Plan (OIP) explores a solution to this problem of practice (PoP) that proposes a focus on social justice-oriented networked leadership models and intergroup and social learning processes for the development of a network team capable of actioning the curricula implementation reform goal. Explored through a reconceptualized critical paradigm that centres Indigenous and African Canadian perspectives, the development of critical consciousness for network team members to action change further undergirds the solution. 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