Decolonizing Educational Environments: An Analysis of Experiences Shared by Educators in the National Capital Region

Abstract

This thesis examines the experiences of five educators in the National Capital Region (NCR) who identify as currently decolonizing their educational environments through transcript code analysis. The objectives are to explore reasons behind decolonizing educational environments, the successes and barriers the educators face, and ways that decolonizing educational spaces appear in the National Capital Region. Given the diverse number of ways students are educated in the NCR—including public, independent, online, and homeschooling—the data collection specifications was designed to be applicable to any educators located in the NCR who is working towards decolonizing their educational environment. This thesis draws from key scholars who have laid the foundation of identifying decolonizing educational environments, including Shawn Wilson (2020), Glen Aikenhead (2010), Aman Sium (2012), Shirley Hager and Mawopiyane (2020; 2021), and Marie Battiste (2013). Methodologically, the analysis of transcripts collected employs a decolonized approach that is influenced by Glen Aikenhead (2006), Lindsay Morcom (2017), Jacqueline Quinless (2022), Linda Tuhiwai Smith (2012), and Nicholas Ng-A-Fook (2017). These participants were recruited through bilingual digital outreach and took part in semi-structured interviews. Using a qualitative, narrative-based methodology the interview transcripts were collected and analyzed. Thematic coding was applied to the transcripts to identify recurring patterns in the decolonization process. Current barriers that have been identified appear to stem from reduced government education funding (OSSTF, 2025), public school alternative programming changes and increased student-teacher ratio (OCDSB, 2025), and understanding how First Nation, Métis, and Inuit content is implemented and delivered to students. Findings suggest that decolonizing educational environments follows three key stages: recognizing and identifying the barriers within one’s current educational environment, decentering educational practices by putting aside contemporary ideas of Western or colonial education, and recentering of practices to reach a more equitable balance of understanding education environments that existed before and continue to exist today. Evidence shows this is done by incorporating diverse identities and local Indigenous perspectives. This study highlights the necessity of further research to examine evolving decolonizing practices in the NCR and provides insights that may guide future efforts to create more inclusive and equitable learning environments.