Explores how social capital theory has been applied to Aboriginal contexts in each country.
Chapter from Social Capital in Action: Thematic Policy Studies by Maurice Lévesque, Norah Keating, Jennifer Swindle, Deborah Foster, Jean Lock Kunz ... [et al.]
Scroll to page 66 to access chapter.
Alberta Journal of Educational Research, vol. 58, no. 1, Spring, 2012, pp. 160-164
Description
Examines Aboriginal learners needs in publicly-funded schools and training services throughout Ontario by looking at three policies which mandate to create culturally-sensitive schools, assure for taxpayer accountability, and address educational gaps.
Canadian Journal of Native Studies, vol. 20, no. 1, 2000, pp. 139-180
Description
Argues that one way to deal with the imbalance of the mainstream school system is through the process of negotiating, establishing and applying practical aspects of tuition agreements developed by both parties.
Book review of: Indian Education in Canada. Volume 2: The Challenge. Nakoda Institute Occasional Paper No. 2 edited by Jean Barman, Yvonne Hebert, Don McCaskill
"National publication for the Indians of Canada". Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record.
Articles reflect the attitudes and polices of the time.
"National publication for the Indians of Canada." Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record .
Articles reflect the attitudes and policies of the time.
"National publication for the Indians of Canada." Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record .
Articles reflect the attitudes and policies of the time.
Discusses how social movements like Idle No More provided context for jurisdictional discourse and how educational leaders can learn from the discourse to provide appropriate, respectful and balanced learning opportunities for all Canadian citizens.
Discusses jurisdiction, funding and accountability, education standards and language, and cultural traditions as foundational elements for a new system.
The Canadian Journal of Native Studies, vol. 3, no. 2, 1983, pp. 377-385
Description
Reports on the operation of Native Economic Development and Small Business Management course as an example of a culturally appropriate and community-based education initiative.
Examines the political, social, and economic influences on First Nation and Métis youth’s attitudes toward higher levels of education and career planning; and looks at some of the institutional and policy structures that support or hinder the ability of First Nation and Métis youth to finding pathways that will lead to sustained employment.
Looks at the rejection of federal Bill C-33, First Nations Control of First Nations Education Act, and an alternative education decision-making model that is more aligned with the Mi'kmaq "Talking Circle" tradition.
Looks at the National Aboriginal Design Committee's (NADC) role in establishing a national organization to address issues raised in the report Knowledge Matters.
Canadian Journal of Native Studies, vol. 34, no. 2, 2014, pp. 19-40
Description
Looks at factors which contribute to educational gap between Aboriginal and non-Aboriginal students: history, political organization, socio-economic status, and health.
The Process of Engaging First Nations, Métis, and Inuit in the Revisions of Ontario's Curriculum
Articles » Scholarly, peer reviewed
Author/Creator
Joannie St-Pierre
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 372-378
Description
Aims to describe Ontario’s curriculum review process related to the Truth and Reconciliation Commission's Calls to Action. Summarizes an interview with an education officer from the Ontario Ministry of Education, and outlines actions taken to respond to the Calls to Action in which FNMI Peoples are engaged.
Text in French.
Discusses birthing procedures introduced to the Northwest Territories in 1982 and how the government is now incorporating traditional Aboriginal knowledge into its mandate.
Assessment based on topics covered (residential school legacy, treaties, historical and contemporary contributions of Aboriginal peoples), whether or not teaching is mandatory, and grades included. Carried out in response to the Truth and Reconciliation Commission's Call to Action 62.1.