In my quest to find information on the impact of culturally responsive pedagogy on aboriginal learning outcomes, much of the literature I came across addressed the need to first redefine what ‘learning’ and ‘success’ means from the aboriginal perspective, before learning and success can be measured. “Without a comprehensive understanding of Aboriginal people’s perspective on learning and a culturally appropriate framework for measuring it, the diverse aspirations and needs of First Nations, Inuit and Metis across Canada will continue to be misinterpreted and misunderstood”. (Canadian Council on Learning, 2009). I found these three articles very useful in helping me gain insight on Aboriginal people’s perspectives on learning, and developing a culturally appropriate framework for measuring it:

Canadian Council on Learning, The State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success, (Ottawa: 2009). 77 pages. http://www.ccl-cca.ca/CCL/Reports/StateofAboriginalLearning/

Cherubini, L. (2012). Implications of Discourse: A Trilogy of Educational Policy. Alberta Journal Of Educational Research, 58(1), 160-164. http://ajer.synergiesprairies.ca/ajer/index.php/ajer/article/view/983/866

Agbo, S. A. (2004). First Nations Perspectives on Transforming the Status of Culture and Language in Schooling. Journal Of American Indian Education, 43(1), 1-31. http://jaie.asu.edu