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Resumo

This article critically examines the systemic barriers faced by Indigenous students in secondary and post-secondary education in Ontario, Canada. Through a qualitative analysis of existing literature and policy documents, the study highlights how Eurocentric curricula, standardized assessments, and cultural disconnection perpetuate educational inequities and impact Indigenous student achievement. Aligning with the Truth and Reconciliation Commission's tenth Call to Action—which demands closing the achievement gap within one generation—this study proposes evidence-based, culturally informed approaches to curriculum reform, assessment practices, and pedagogical strategies. Key recommendations include integrating Indigenous knowledge systems and pedagogies, enhancing professional development for educators in cultural competency, implementing holistic support systems, and fostering meaningful partnerships with Indigenous communities. These recommendations are organized into three intervention categories: (a) teacher education and training; (b) classroom interventions; and (c) program and policy evaluation. This study contributes to the ongoing dialogue on decolonizing education and advancing reconciliation in Ontario's education system.

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