Approaches to Aboriginal Education in Canada


Approaches to Aboriginal Education in Canada

In the crucial discussion of Aboriginal education in Canada, there are two distinct schools of thought: parallelism and integrationism. For the first time in one volume, leading thinkers on both sides share their perspectives, allowing readers to examine this complex and emotionally charged issue from all angles.

Parallelism argues for Aboriginal self-determination and independent schools with Aboriginal values at their core, while integrationism advocates improving Aboriginal educational achievement within the conventional system. Both sides share the same goal, however: supporting and helping to realize the vast store of untapped potential in Aboriginal communities. Everyone agrees that Aboriginal education in Canada urgently needs improvement. A vigorous and informed debate can only speed the search for solutions.

Table of Contents

Table of Contents
Cover 1
Contents 7
Acknowledgements 10
Introduction: Hunting Assumptions in the Search for Solutions 12
Part I: Parallelist Approaches 32
1 Aboriginal Education in Canada: A Retrospectiveand a Prospective 38
2 Silencing Aboriginal Curricular Content andPerspectives Through Multiculturalism: “Thereare Other Children Here” 57
3 Closing the Education Gap: A Case for AboriginalEarly Childhood Education in Canada, a Look atthe Aboriginal Head Start Program 69
4 Canadian Native Students and Inequitable Learning 88
5 Making Science Assessment Culturally Valid forAboriginal Students 95
6 A New Deal 112
7 Connections and Reconnections: AffirmingCultural Identity in Aboriginal TeacherEducation 131
Part II: Integrationist Approaches 146
8Schools Matter 150
9 A New Approach to Understanding Aboriginal Educational Outcomes: The Role of Social Capital 192
10 Why We Need a First Nations Education Act 211
11 Free to Learn: Giving Aboriginal Youth Control over Their Post-Secondary Education 250
12 Retention of Aboriginal Students in Post-Secondary Education 278
13 Aboriginalism and the Problems of Indigenous Archaeology 287
14 Running the Gauntlet: Challenging the Taboo Obstructing Aboriginal Education Policy Development 319
15 The Unintended Outcomes of Institutionalizing Ethnicity: Lessons from Maori Education in New Zealand 349
16 Native Studies and Canadian Political Science: The Implications of “Decolonizing the Discipline” 371
Part III: Exchanges 388
17First Nations Education and RentierEconomics: Parallels with the Gulf States 391
18 First Nations Education and Minnis’s Rentier Mentality 409
19 Ganigonhi:oh: The Good Mind Meets the Academy 422
20 The “Good Mind” and Critical Thinking: A Response to David Newhouse 438
21 Paths to Truths 447
Contributors 454