Emily Milne
Biographic Data
| ID | 3951299 |
|---|---|
| NAME | Emily Milne |
| GIVEN NAMES | Emily |
| FAMILY NAME | Milne |
| SIGNATURE | MILNE E |
| AFFILIATIONS | MacEwan University |
| ORCID | 0000-0002-4775-223X |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Exploring Student Experiences with Work-Integrated Learning in Undergraduate Sociology Courses
Work-integrated learning (WIL) facilitates student opportunities to bridge classroom learning with practice and is becoming increasingly popular in higher education internationally. Sociology courses provide an ideal learning space to engage in WIL, allowing for the application of sociological skills and knowledge to a practical setting. Yet, research on WIL opportunities in undergraduate and sociology courses is limited. A survey was deployed to…
The role of cultural supports for Indigenous students: Spaces for and impediments to decolonizing education
The Truth and Reconciliation Commission of Canada's (TRC) final report documents the history of residential schools while outlining responsibilities for schools to advance reconciliation. Schools have undertaken initiatives to affirm Indigenous perspectives and support Indigenous students, however progress toward decolonization remains limited. To support such initiatives, research has revealed the significance of having self-identified Indigenou…
Success is different in our eyes’: Reconciling definitions of educational success among Indigenous families and education systems in Alberta, Canada
Notions of 'student success' feature prominently in emerging educational discourses and policy orientations. Current policy frameworks focusing on equity, performance, and reconciliation claim to offer validation for perspectives of Indigenous peoples and other racialized communities, but they are simultaneously raising the stakes for individual responsibility and performance. This paper explores these developments by examining how Indigenous stu…
Public perspectives on curriculum reform for truth and reconciliation in Canada
The implementation of school reforms to advance reconciliation with Indigenous peoples provides an opportunity to explore what Canadians think is important in framing their identities and values. This paper draws on data from a survey of public perspectives on education for reconciliation activities in two Canadian provinces, Alberta and Saskatchewan. We consider the broader community context within which schools are located. By examining public …
Student, parent, and teacher perspectives on reconciliation-related school reforms
Canadian schools have implemented initiatives in response to the Calls to Action that accompanied the 2015 Truth and Reconciliation Commission final report. This paper aims to address two questions that speak directly to these calls. How have these initiatives been implemented in Canadian classrooms and affected educational practices? How do education stakeholders perceive and experience these initiatives? We present a study conducted in Alberta …
From the Guest Editors: Canadian Perspectives on and Applications of Applied Sociology
Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and sta…
Errors were made: ” Public attitudes regarding reconciliation and education in Canada
The 2015 release of the final report of the Truth and Reconciliation Commission of Canada accelerated the extensive range of educational activities across Canadian jurisdictions dedicated to updating curricula and supporting Indigenous students. How have these initiatives affected educational practices and more general understandings about Indigenous-settler relations? Drawing on data from a survey of public perspectives on education and reconcil…
What Do Indigenous Education Policy Frameworks Reveal about Commitments to Reconciliation in Canadian School Systems
The national Truth and Reconciliation Commission of Canada has challenged governments and school boards across Canada to acknowledge and address the damaging legacies of residential schooling while ensuring that all students gain an adequate understanding of relations between Indigenous Peoples and non-Indigenous peoples. This article explores the dynamics and prospects for effective change associated with reforms in elementary and secondary educ…
Schools as “Really Dangerous Places” for Indigenous Children and Youth: Schools, Child Welfare, and Contemporary Challenges to Reconciliation
The Truth and Reconciliation Commission of Canada (TRC) final report called attention to the damage induced by government policies and practices and outlined a pathway toward reconciliation in which education and child welfare system reforms play a central role. Drawing from 61 interviews with teachers and parents of Indigenous children in Alberta, this paper addresses the question: what do intersections between schooling and child welfare system…
Public Schooling and Contested Public Discourses Concerning Reconciliation
The 2015 Truth and Reconciliation Commission final report and accompanying Calls to Action have prompted educational reforms in school jurisdictions across Canada. Drawing on data from a survey of public perspectives in Alberta and Saskatchewan, this article explores how these reforms are understood by community members to highlight the significance of competing discourses conveyed through public perspectives on reconciliation processes. General …
Alignment-Plus”: Alignment with schooling requirements and cultural-bridging among indigenous middle-class parents
Education research demonstrates that positive and trusting family/school relationships support academic achievement but for many Indigenous parents in Canada legacies of residential schooling have made it difficult to develop strong bonds with schools and teachers. Drawing on interviews with 69 Indigenous parents and eight non-Indigenous parents of children who identify as Indigenous from two Canadian provinces, this study explores the intersecti…
It’s Not Just Helping Your Kid with Homework Anymore”: The Challenges of Aligning Education Policy with Parents and Teachers
Education policy is intended to be adopted by stakeholders, yet high-level policies may not reflect reality at home or school. This article draws on interviews with 127 teachers and parents of children in Grades 1–3 to examine the degree to which they align with Ontario’s Ministry of Education parent engagement policy. We demonstrate how perceptions of parent engagement differ by role (teacher and parent), priorities (universalistic vs. particula…
Implementing Indigenous Education Policy Directives in Ontario Public Schools: Experiences, Challenges and Successful Practices
The Ontario Ministry of Education has declared a commitment to Indigenous student success and has advanced a policy framework that articulates inclusion of Indigenous content in schooling curriculum (Ontario Ministry of Education, 2007). What are the perceptions among educators and parents regarding the implementation of policy directives, and what is seen to encourage or limit meaningful implementation? To answer these questions, this article dr…
The Institutionalization of Symbolic Interactionism in Canadian Sociology, 1922-1979: Success at What Cost
This essay examines the growth of symbolic interactionism (SI) as a specialization in English-language Canadian sociology, 1922-1979. We do not focus on theoretical and/or methodological developments. Rather, we document three empirical indicators of the institutionalization of SI: faculty members hired, research published, and SI-receptive programs established. We find that Canadian sociologists institutionalized SI in two phases. From 1922 to 1…
I Have the Worst Fear of Teachers”: Moments of Inclusion and Exclusion in Family/School Relationships among Indigenous Families in Southern Ontario
Student success is facilitated by strong bonds between families and schools, including a shared sense of purpose and mutual trust. However, for Indigenous peoples these relationships are often broken, undermined by the legacy of residential schooling and assimilative educational practices. Drawing on interviews with 50 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non-Indigenous parents and educators, this paper examines the ways …
Les effets des programmes d’été de littératie: Les théories sur les opportunités d’apprentissage et les élèves « non traditionnels » dans les écoles de langue française en Ontario
Selon des études américaines et réalisées au Canada anglais, les écarts au chapitre du rendement scolaire se creusent durant la période des vacances estivales lorsque les élèves ne fréquentent pas l’école. Néanmoins, les interventions scolaires en littératie peuvent réduire ces écarts. Le présent article présente les résultats d’une étude quasi expérimentale, effectuée dans huit conseils scolaires de district de langue française en Ontario, auprè…
Schools, Cultural Mobility, and Social Reproduction: The Case of Progressive Discipline
Drawing on a case study of Progressive Discipline (PD), this paper asks: How does greater discretion, flexibility and parent involvement affect the application of school policy? What are the consequences of these conditions? PD is part of a suite of changes that caters to students’ individualized academic and social needs while formalizing increased parent involvement. Drawing on forty-four interviews with school staff members, we find that PD ha…
Schools, Cultural Mobility and Social Reproduction: The Case of Progressive Discipline
I Have the Worst Fear of Teachers”: Moments of Inclusion and Exclusion in Family/School Relationships among Indigenous Families in Southern Ontario
Student success is facilitated by strong bonds between families and schools, including a shared sense of purpose and mutual trust. However, for Indigenous peoples these relationships are often broken, undermined by the legacy of residential schooling and assimilative educational practices. Drawing on interviews with 50 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non-Indigenous parents and educators, this paper examines the ways …
The Institutionalization of Symbolic Interactionism in Canadian Sociology, 1922-1979: Success at What Cost
This essay examines the growth of symbolic interactionism (SI) as a specialization in English-language Canadian sociology, 1922-1979. We do not focus on theoretical and/or methodological developments. Rather, we document three empirical indicators of the institutionalization of SI: faculty members hired, research published, and SI-receptive programs established. We find that Canadian sociologists institutionalized SI in two phases. From 1922 to 1…
Schools, Cultural Mobility and Social Reproduction: The Case of Progressive Discipline
Public Schooling and Contested Public Discourses Concerning Reconciliation
The 2015 Truth and Reconciliation Commission final report and accompanying Calls to Action have prompted educational reforms in school jurisdictions across Canada. Drawing on data from a survey of public perspectives in Alberta and Saskatchewan, this article explores how these reforms are understood by community members to highlight the significance of competing discourses conveyed through public perspectives on reconciliation processes. General …
Les effets des programmes d’été de littératie: Les théories sur les opportunités d’apprentissage et les élèves « non traditionnels » dans les écoles de langue française en Ontario
Selon des études américaines et réalisées au Canada anglais, les écarts au chapitre du rendement scolaire se creusent durant la période des vacances estivales lorsque les élèves ne fréquentent pas l’école. Néanmoins, les interventions scolaires en littératie peuvent réduire ces écarts. Le présent article présente les résultats d’une étude quasi expérimentale, effectuée dans huit conseils scolaires de district de langue française en Ontario, auprè…
Schools, Cultural Mobility, and Social Reproduction: The Case of Progressive Discipline
Drawing on a case study of Progressive Discipline (PD), this paper asks: How does greater discretion, flexibility and parent involvement affect the application of school policy? What are the consequences of these conditions? PD is part of a suite of changes that caters to students’ individualized academic and social needs while formalizing increased parent involvement. Drawing on forty-four interviews with school staff members, we find that PD ha…
Schools, Cultural Mobility and Social Reproduction: The Case of Progressive Discipline
I Have the Worst Fear of Teachers”: Moments of Inclusion and Exclusion in Family/School Relationships among Indigenous Families in Southern Ontario
Student success is facilitated by strong bonds between families and schools, including a shared sense of purpose and mutual trust. However, for Indigenous peoples these relationships are often broken, undermined by the legacy of residential schooling and assimilative educational practices. Drawing on interviews with 50 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non-Indigenous parents and educators, this paper examines the ways …
Implementing Indigenous Education Policy Directives in Ontario Public Schools: Experiences, Challenges and Successful Practices
The Ontario Ministry of Education has declared a commitment to Indigenous student success and has advanced a policy framework that articulates inclusion of Indigenous content in schooling curriculum (Ontario Ministry of Education, 2007). What are the perceptions among educators and parents regarding the implementation of policy directives, and what is seen to encourage or limit meaningful implementation? To answer these questions, this article dr…
The Institutionalization of Symbolic Interactionism in Canadian Sociology, 1922-1979: Success at What Cost
This essay examines the growth of symbolic interactionism (SI) as a specialization in English-language Canadian sociology, 1922-1979. We do not focus on theoretical and/or methodological developments. Rather, we document three empirical indicators of the institutionalization of SI: faculty members hired, research published, and SI-receptive programs established. We find that Canadian sociologists institutionalized SI in two phases. From 1922 to 1…
It’s Not Just Helping Your Kid with Homework Anymore”: The Challenges of Aligning Education Policy with Parents and Teachers
Education policy is intended to be adopted by stakeholders, yet high-level policies may not reflect reality at home or school. This article draws on interviews with 127 teachers and parents of children in Grades 1–3 to examine the degree to which they align with Ontario’s Ministry of Education parent engagement policy. We demonstrate how perceptions of parent engagement differ by role (teacher and parent), priorities (universalistic vs. particula…
What Do Indigenous Education Policy Frameworks Reveal about Commitments to Reconciliation in Canadian School Systems
The national Truth and Reconciliation Commission of Canada has challenged governments and school boards across Canada to acknowledge and address the damaging legacies of residential schooling while ensuring that all students gain an adequate understanding of relations between Indigenous Peoples and non-Indigenous peoples. This article explores the dynamics and prospects for effective change associated with reforms in elementary and secondary educ…
Schools as “Really Dangerous Places” for Indigenous Children and Youth: Schools, Child Welfare, and Contemporary Challenges to Reconciliation
The Truth and Reconciliation Commission of Canada (TRC) final report called attention to the damage induced by government policies and practices and outlined a pathway toward reconciliation in which education and child welfare system reforms play a central role. Drawing from 61 interviews with teachers and parents of Indigenous children in Alberta, this paper addresses the question: what do intersections between schooling and child welfare system…
Public Schooling and Contested Public Discourses Concerning Reconciliation
The 2015 Truth and Reconciliation Commission final report and accompanying Calls to Action have prompted educational reforms in school jurisdictions across Canada. Drawing on data from a survey of public perspectives in Alberta and Saskatchewan, this article explores how these reforms are understood by community members to highlight the significance of competing discourses conveyed through public perspectives on reconciliation processes. General …
Alignment-Plus”: Alignment with schooling requirements and cultural-bridging among indigenous middle-class parents
Education research demonstrates that positive and trusting family/school relationships support academic achievement but for many Indigenous parents in Canada legacies of residential schooling have made it difficult to develop strong bonds with schools and teachers. Drawing on interviews with 69 Indigenous parents and eight non-Indigenous parents of children who identify as Indigenous from two Canadian provinces, this study explores the intersecti…
From the Guest Editors: Canadian Perspectives on and Applications of Applied Sociology
Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and sta…
Errors were made: ” Public attitudes regarding reconciliation and education in Canada
The 2015 release of the final report of the Truth and Reconciliation Commission of Canada accelerated the extensive range of educational activities across Canadian jurisdictions dedicated to updating curricula and supporting Indigenous students. How have these initiatives affected educational practices and more general understandings about Indigenous-settler relations? Drawing on data from a survey of public perspectives on education and reconcil…
Student, parent, and teacher perspectives on reconciliation-related school reforms
Canadian schools have implemented initiatives in response to the Calls to Action that accompanied the 2015 Truth and Reconciliation Commission final report. This paper aims to address two questions that speak directly to these calls. How have these initiatives been implemented in Canadian classrooms and affected educational practices? How do education stakeholders perceive and experience these initiatives? We present a study conducted in Alberta …
Success is different in our eyes’: Reconciling definitions of educational success among Indigenous families and education systems in Alberta, Canada
Notions of 'student success' feature prominently in emerging educational discourses and policy orientations. Current policy frameworks focusing on equity, performance, and reconciliation claim to offer validation for perspectives of Indigenous peoples and other racialized communities, but they are simultaneously raising the stakes for individual responsibility and performance. This paper explores these developments by examining how Indigenous stu…
Public perspectives on curriculum reform for truth and reconciliation in Canada
The implementation of school reforms to advance reconciliation with Indigenous peoples provides an opportunity to explore what Canadians think is important in framing their identities and values. This paper draws on data from a survey of public perspectives on education for reconciliation activities in two Canadian provinces, Alberta and Saskatchewan. We consider the broader community context within which schools are located. By examining public …
The role of cultural supports for Indigenous students: Spaces for and impediments to decolonizing education
The Truth and Reconciliation Commission of Canada's (TRC) final report documents the history of residential schools while outlining responsibilities for schools to advance reconciliation. Schools have undertaken initiatives to affirm Indigenous perspectives and support Indigenous students, however progress toward decolonization remains limited. To support such initiatives, research has revealed the significance of having self-identified Indigenou…
Exploring Student Experiences with Work-Integrated Learning in Undergraduate Sociology Courses
Work-integrated learning (WIL) facilitates student opportunities to bridge classroom learning with practice and is becoming increasingly popular in higher education internationally. Sociology courses provide an ideal learning space to engage in WIL, allowing for the application of sociological skills and knowledge to a practical setting. Yet, research on WIL opportunities in undergraduate and sociology courses is limited. A survey was deployed to…
Sociology (16 works) · Political science (14 works) · Indigenous (10 works) · Law (10 works) · Indigenous Health, Education, and Rights (8 works) · Law (8 works) · Pedagogy (8 works) · Gender Studies (6 works) · Parental Involvement in Education (6 works) · Public Administration (6 works)