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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
FullText Text:
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  Data: A Critical Policy Analysis of Educational Policy in Saskatchewan
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+Analysis%22">Policy Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Strategic+Planning%22">Strategic Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Education%22">Public Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Participation%22">Teacher Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Documentation%22">Documentation</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink>
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  Data: 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.
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  Data: 2026
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Policy Analysis
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      – SubjectFull: Strategic Planning
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      – SubjectFull: Public Education
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      – SubjectFull: Teacher Participation
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      – SubjectFull: Inclusion
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      – SubjectFull: Program Implementation
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      – SubjectFull: Canada
        Type: general
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      – TitleFull: A Critical Policy Analysis of Educational Policy in Saskatchewan
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