First Nations Education Policy in Canada: Progress or Gridlock?
Published: October 2010© 2010
Imprint: University of Toronto Press
Page Count: 464 Pages
Dimensions: 6.00 x 9.00
464 Pages, 6.00 x 9.00 in
Ebook - ePub
How can First Nations schools in Canada offer a curriculum that is at once authentically and deeply Aboriginal while comparable in content, quality, and standards to provincial and territorial education? First Nations Education Policy in Canada is a critical analysis of policy developments affecting First Nations education since 1986 and a series of recommendations for future policy changes.
Jerry Paquette and Gérald Fallon challenge the fundamental assumptions about Aboriginal education that have led to a Balkanized and ineffective educational system able to serve few of the needs of students. To move forward, the authors have developed a conceptual framework with which to re-envision the social, political, and educational goals of a self-governing First Nations education system. Offering a sorely needed fresh perspective on an issue vital to the community, First Nations Education Policy in Canada is grounds for critical reflection not only on education but on the future of Aboriginal self-determination.
List of Tables and Figures
- Prologue: Historical Context
- Framing First Nations Education within Self-Government and Self-Determination
- Policy Context: Competing Discourses and Evolution of the Policy Context of First Nations Education
- Post-Secondary Education
- Up the Down Staircase in Two Dimensions: Local, Regional, National Control and Jurisdiction
- Breaking the Gridlock: Challenges and Options
- Values, Principles, and Ethics, as sine qua non
- Vision and Purpose: A Second sine qua non
'First Nations Education Policy in Canada clearly articulates an alternative to the current system of First Nations education, which is riddled with problems. Jerry Paquette and G&3233;rald Fallon have made a major contribution to the field by bringing together a stunning breadth of literature with a real sense of care.' Jean-Paul Restoule, Department of Adult Education and Counselling Psychology, OISE/University of Toronto