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In 2008, the federal government began a reform process for on-reserve Indigenous education that culminated in approximately ten months of consultation with Indigenous and public stakeholders and the drafting of federal legislation. Bill C-33 was placed on hold in 2014 after opposition from Indigenous groups across Canada. This thesis examines the consultation process and the corresponding government discourse for evidence of the reproduction of colonial power relations and the subjectificationdoi:10.22215/etd/2015-11202 fatcat:7vlzgcnlwfathkzj4uejbadg7e