Canadian Journal of Native Education, vol. 29, no. 2, 2006, pp. 229-244
Description
Examines project initiated to determine why Aboriginals are underrepresented in high school science classes, how to improve participation rates and promote the choice of science-related occupations.
Revised edition of handbook originally published in 1997, provides guidelines for development of programming, roles and responsibilities of agencies, and evaluation tools.
Historical Studies in Education, vol. 27, no. 1, Education North of 60 / Éducation au nord du 60e, Spring, 2015, pp. 57-79
Description
Suggests that rather than trying to create culturally responsive curricula, there should be a movement toward "culturally founded" education, which would be developed by northern Aboriginal peoples from their own cultural perspectives.
Looks into what progress has been made towards encouraging and supporting First Nations Schools to undertake sustainability programming and initiatives.
Commentary on the report Aboriginal Education in Winnipeg Inner City High Schools published by the Manitoba branch of the Canadian Centre for Policy Alternatives (CCPA).
Discusses performance improvements made by British Columbia, BC First Nations, and the Federal Government to enhance educational success for Aboriginal students over the past twenty years.
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.
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.
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.
Looks at the vital role the Aboriginal Institutes play in closing the educational gap and meeting labour market needs, the funding challenges they are facing, and short and long-term goals.
File contains a presentation by Diane Dokkie. Dokkie discusses Aboriginal education concerns in Fort St. John. She emphasizes the need for curriculum changes, greater understanding and awareness on the part of non-Aboriginal educators, and related concerns. Dokkie also discusses band schools. Following the presentation the assembled Commissioners engage Dokkie in a discussion on some of these issues.
File contains a presentation by Gwen Phillips Clement of the Ktunaxa Independent School System. Clement discusses a variety of educational concerns related to funding, taxation, cultural curriculum, language instruction, and related issues with reference to both the Aboriginal and Non-Aboriginal people in British Columbia. Following the presentation are comments by Commissioners Dussault and Phillips.
File contains a presentation by Margaret McCullough of the Yukon Human Rights Commission. McCullough discusses the Commissions activities and her witnessing of racism and discrimination in Yukon society. She also discusses some of the steps the Commission has taken to educate about racism. Following her presentation McCullough discusses racism and related issues with the assembled Commissioners.
Broad recommendations focus on language and a holistic approach. Others are mandated across four areas: early childhood, prekindergarten to Grade 12, post-secondary, and labour force attachment.
International Indigenous Policy Journal, vol. 11, no. 1, Special Section: Indigenizing Entrepreneurship , January 31, 2020
Description
Authors examine the policy frameworks relating to education implemented by provincial and territorial governments in response the Truth and Reconciliation Commission's (TRC) calls to action; find that Indigenous knowledge systems remain subordinate to Western frameworks which undermines the goals of the process of reconciliation.