Emily Milne
Cited by
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Implementing Indigenous Education Policy Directives in Ontario Public Schools
E Milne
International Indigenous Policy Journal 8 (3), 1-20, 2017
“I have the worst fear of teachers”: Moments of inclusion and exclusion in family/school relationships among Indigenous families in Southern Ontario
E Milne
Canadian Review of Sociology/Revue canadienne de sociologie 53 (3), 270-289, 2016
Schools, cultural mobility and social reproduction: The case of progressive discipline
E Milne, J Aurini
Canadian Journal of Sociology/Cahiers canadiens de sociologie 40 (1), 51-74, 2015
What do Indigenous education policy frameworks reveal about commitments to reconciliation in Canadian school systems?
T Wotherspoon, E Milne
International Indigenous Policy Journal 11 (1), 1-29, 2020
Schools as “really dangerous places” for Indigenous children and youth: Schools, child welfare, and contemporary challenges to reconciliation
E Milne, T Wotherspoon
Canadian Review of Sociology/Revue canadienne de sociologie 57 (1), 34-52, 2020
A tale of two policies: The case of school discipline in an Ontario school board
E Milne, J Aurini
Canadian Journal of Educational Administration and Policy, 2017
“Alignment-Plus”: alignment with schooling requirements and cultural-bridging among indigenous middle-class parents
E Milne, T Wotherspoon
British Journal of Sociology of Education 41 (1), 127-143, 2020
Perceived preparedness for full-scope pharmacist services among recent Doctor of Pharmacy graduates from Ontario schools of pharmacy
NM Waite, L McCarthy, E Milne, C Hillier, SKD Houle, L Dolovich
Journal of the American Pharmacists Association 58 (6), 630-637, 2018
Sex and gender-based analysis in pharmacy practice research: A scoping review
L McCarthy, E Milne, N Waite, M Cooke, K Cook, F Chang, BA Sproule
Research in Social and Administrative Pharmacy 13 (6), 1045-1054, 2017
The institutionalization of symbolic interactionism in Canadian sociology, 1922-1979: Success at what cost?
R Helmes-Hayes, E Milne
Canadian Journal of Sociology/Cahiers canadiens de sociologie 42 (2), 145-196, 2017
“Errors were made:” Public attitudes regarding reconciliation and education in Canada
T Wotherspoon, E Milne
Canadian Review of Sociology/Revue canadienne de sociologie 58 (3), 306-326, 2021
“It’s not just helping your kid with homework anymore”: the challenges of aligning education policy with parents and teachers
C Hillier, E Milne, J Aurini
Canadian Public Policy 45 (4), 497-510, 2019
Les effets des programmes d’été de littératie: les théories d’opportunités d’apprentissage et les élèves' non-traditionnels' dans les écoles Ontariennes Francophones.[The …
S Davies, J Aurini, E Milne, J Jean-Pierre
Public schooling and contested public discourses concerning reconciliation
T Wotherspoon, E Milne
Canadian Public Policy 46 (4), 445-457, 2020
Incorporating sex, gender and vulnerable populations in a large multisite health research programme: The Ontario Pharmacy Evidence Network as a case study
M Cooke, N Waite, K Cook, E Milne, F Chang, L McCarthy, B Sproule
Health research policy and systems 15, 1-9, 2017
Educational issues and inequalities: Experiences of Indigenous Canadian students
E Milne
Education and youth today 20, 65-89, 2016
Navigating personal, professional, institutional, and relational dimensions of community-engaged research
E Milne, LK Hamilton
Renegotiating family-school relationships among Indigenous Peoples in southern Ontario
E Milne
University of Waterloo, 2015
‘Success is different in our eyes’: reconciling definitions of educational success among Indigenous families and education systems in Alberta, Canada
E Milne, T Wotherspoon
Critical Studies in Education 64 (5), 428-447, 2023
Student, parent, and teacher perspectives on reconciliation-related school reforms
E Milne, T Wotherspoon
Diaspora, Indigenous, and Minority Education 17 (1), 54-67, 2023
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