A Critical Policy Analysis of Educational Policy in Saskatchewan
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| Title: | A Critical Policy Analysis of Educational Policy in Saskatchewan |
|---|---|
| Language: | English |
| Authors: | Patrick Richards |
| Source: | in education. 2025 30(3):4-19. |
| Availability: | University of Regina, Faculty of Education. Education Building, 3737 Wascana Parkway, Regina, SK S4S 0A2. e-mail: editor@ineducation.ca; Web site: https://journals.uregina.ca/ineducation/index |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Educational Policy, Foreign Countries, Policy Analysis, Strategic Planning, Public Education, Teacher Participation, Documentation, Inclusion, Program Implementation |
| Geographic Terms: | Canada |
| DOI: | 10.37119/ojs2025.v30i3.846 |
| ISSN: | 1927-6117 |
| Abstract: | Teacher voice, defined as an act of democratic professionalism in public education, is not often investigated within educational policy. In Saskatchewan, there is a particular lack of information pertaining to the inclusion of teacher voice in strategic planning in public education. This study investigated the inclusion of teachers and their union, the Saskatchewan Teachers' Federation (STF), in the Educational Sector Strategic Plan 2014-2020 (ESSP). Using data from two sources: a document analysis and qualitative interviews with classroom teachers, critical policy analysis was used to discover the inclusion or exclusion of teachers in the ESSP. The document analysis noted that teachers and the STF were absent from related documentation, and the exclusion was also felt by the teacher participants. They explained that policy could be made more effective through their inclusion and gave examples of what they found useful or onerous. These findings can help guide future educational policy or adapt the current strategic policy in Saskatchewan. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492051 |
| Database: | ERIC |
| Abstract: | Teacher voice, defined as an act of democratic professionalism in public education, is not often investigated within educational policy. In Saskatchewan, there is a particular lack of information pertaining to the inclusion of teacher voice in strategic planning in public education. This study investigated the inclusion of teachers and their union, the Saskatchewan Teachers' Federation (STF), in the Educational Sector Strategic Plan 2014-2020 (ESSP). Using data from two sources: a document analysis and qualitative interviews with classroom teachers, critical policy analysis was used to discover the inclusion or exclusion of teachers in the ESSP. The document analysis noted that teachers and the STF were absent from related documentation, and the exclusion was also felt by the teacher participants. They explained that policy could be made more effective through their inclusion and gave examples of what they found useful or onerous. These findings can help guide future educational policy or adapt the current strategic policy in Saskatchewan. |
|---|---|
| ISSN: | 1927-6117 |
| DOI: | 10.37119/ojs2025.v30i3.846 |
