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ERIC Number: ED437244
Record Type: Non-Journal
Publication Date: 1999-Aug
Pages: 42
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-7785-0570-7
Aboriginal Perspective on Education: A Vision of Cultural Context within the Framework of Social Studies. Literature/Research Review.
Cardinal, Phyllis
This literature and research review was conducted to provide an Aboriginal perspective to the work of the Western Canadian Protocol Social Studies K-12 Project. The Project is a positive step toward rebuilding cooperative relationships between Aboriginal and non-Aboriginal peoples, and will also provide the students of western Canada with an understanding and respect for diversity. The first three sections of this paper review: (1) the history of Aboriginal education (traditional education, meaning of special talents and giftedness, analytical theory of Aboriginal philosophy, missionary schools, residential schools, assimilation policies, integration of provincial services to Aboriginal peoples beginning in the 1970s, and increasing local control of education); (2) the current educational status of Aboriginal students (racism and cross-cultural insensitivity, psychological stress and identity conflict, culturally biased standardized testing, and differences in learning styles); and (3) the need for curriculum review and reform (cultural needs and differences, the value of multicultural education, importance of self-esteem and identity, need for teacher knowledge of cultural and ethnic differences, need to stabilize indigenous languages, incorporation of Aboriginal values into the social studies curriculum, and rationale for curriculum reform). A cooperative or mutualistic curriculum development model is recommended that involves provincial governments working closely with Aboriginal parents and communities. Specific recommendations for the social studies curriculum framework cover Aboriginal languages, identity and diversity, Aboriginal history, community, and Aboriginal education. (Contains 50 references.) (SV)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Alberta Learning, Edmonton (Canada). Curriculum Standards Branch.
Identifiers - Location: Canada