Indigenous Perspectives at the Cultural Interface: Exploring Student Achievement through School/Community-Based Interventions


  • Frank Deer University of Manitoba
  • Rebeca Heringer University of Manitoba



Indigenous, Education, Cultural, Programming


Many schools, school districts, and provincial education authorities in Canada are collaborating with Indigenous communities to indigenize content and provide progamming to improve Indigenous student success. With a focus on high school achievement in the area of Indigenous education at the cultural interface of Indigenous communities and Euro-Western educational systems, this article examines the efforts of a school division to impact student achievement and experience. Data from interviews conducted with teachers, educational assistants, and administrators are presented and discussed, evidencing participants’ perspectives on these initiatives. This study revealed that, despite numerous institutional and non-institutional challenges, the school division’s efforts in Indigenous education programming in many of its high schools have been thriving and have also been well supported compared to other public school divisions in Canada.

Author Biographies

Frank Deer, University of Manitoba

Frank Deer is Professor, Canada Research Chair, and Associate Dean in the Faculty of Education of the University of Manitoba and also serves as College President of the Royal Society of Canada. Frank is Kanienkeha’ka from Kahnawake, a community that lies just south of Tiotia’ke in the eastern region of the Haudenosaunee Confederacy. Frank earned a PhD in Educational Administration from the University of Saskatchewan. Frank studies Indigenous education and Indigenous religious and spiritual orientations. Frank has previously served as a classroom teacher in Northern Manitoba and in the Inner City of Winnipeg.

Rebeca Heringer, University of Manitoba

Rebeca Heringer (M.Ed., Ph.D.) is a Post-Doctoral Fellow in the Faculty of Education (department of Curriculum, Teaching & Learning) at the University of Manitoba. Her main teaching and research expertise revolves around (forced) migrations and subsequent exclusions, oppressions, and inequities in education; anti-racism and inclusive education; education as/for/through well-being; philosophical foundations of education and; research ethics/anti-oppressive research methodologies.


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How to Cite

Deer, F., & Heringer, R. (2023). Indigenous Perspectives at the Cultural Interface: Exploring Student Achievement through School/Community-Based Interventions. Canadian Journal of Education/Revue Canadienne De l’éducation, 46(1), 33–55.