The Listening Stone


Funding Program:

Council of Ontario Directors of Education (CODE)

Funding Amount:


The purpose of this research is to determine the impact of the Indigenous Education-Focused Collaborative Inquiry Projects relative to its goals to:


  • increase Indigenous student well-being and achievement;
  • increase knowledge, understanding and awareness of Indigenous histories, cultures and perspectives for all staff and students; and
  • increase community engagement of Indigenous partners.

Beginning in 2012, the Student Achievement Division and the Aboriginal Education Office of the Ontario Ministry of Education have worked alongside Collaborative Inquiry (CI) teams from District School Boards (DSBs) across the province in service of improving educational outcomes for Indigenous students. Each year the Indigenous Education-Focused Collaborative Inquiry (previously called the First Nation, Métis and Inuit-Focused Collaborative Inquiry) has included a research component. The research completed by Dr. Susan Dion documents the progress accomplished, identifies strategies for success, ongoing challenges and areas in need of further support. The research findings and recommendations documented in the Listening Stone Project reports provide invaluable feedback to Ministry staff, Collaborative Inquiry teams and community members. Ministry staff and the DSB CI Teams draw on the research to plan their next steps in accomplishing the Inquiry goals.


Listening Stone Year Four: Learning from the Indigenous Education-Focused Collaborative Inquiry Initiative 2016-2017 is a follow-up to the Research and Evaluation completed during years one, two, and three. This proposal includes strategies to broaden the data collection phase with a specific plan to gather input from Indigenous parents, community members and senior secondary school students.


During the 2016-2017 school year, the initiative was renamed the Indigenous Education-Focused Collaborative Inquiry. This change in title reflects the emphasis on teaching and learning Indigenous histories, cultures and perspectives in service of improving First Nation, Métis and Inuit student well-being and achievement and the inclusion of Indigenous education for all staff and students. During year four the research continued with a focus on understanding and learning from the voices of educators as they work to accomplish the inquiry goals. A second component of the year four proposal is an option to include the voices of parents, senior secondary school students and members and stakeholders in the broader Indigenous community.


The purpose of the Listening Stone Research and Evaluation Year Four Project is to learn from participants’ experiences and perspectives. Documenting the achievements and challenges provides knowledge and understanding of the work accomplished and is useful in determining how to provide ongoing and effective support in School Boards across the province.