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ERIC Number: ED456335
Record Type: Non-Journal
Publication Date: 2000-Dec
Pages: 55
Abstractor: N/A
Reference Count: N/A
Aboriginal-Enhanced Access to Native Learning: A Literacy Project of the Native Women's Resource Centre. Final Report.
Gaikezheyongai, Sally
Ways of increasing awareness of and access to literacy programs for Native people in Toronto, Ontario, were examined. Data were collected through the following activities: a literature review; meetings with stakeholders and the public; surveys of learners, Native literacy workers, executive directors, and steering committee members; and focus group discussions with learners in two Native literacy programs. The findings were synthesized into a model for using a culture-based approach and framework to increase awareness of and access to literacy programs. The model, which was based on the principle of medicine wheel teachings, was based on the following "doors": (1) awareness and vision (awareness of native literacy; building a vision of native literacy); (2) outreach and relationships (learner recruitment, outreach, and referrals; building community partnerships); (3) knowledge and reasoning (ceremony as part of the aboriginal learning experience; the need for relevant learning experiences); and (4) program design and delivery issues (native literacy delivery models; holistic approaches; barriers to access; program needs and funding concerns; program accreditation and articulation). Ten immediate and 14 long-term recommendations for implementing the model were formulated. (The bibliography lists 14 references. Two medicine wheels illustrating components essential to the future of native literacy programs and services are appended.) (MN)
For full text:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Literacy Secretariat, Ottawa (Ontario).
Authoring Institution: Native Women's Resource Centre, Toronto (Ontario).
Identifiers - Location: Canada (Toronto)