From Colonialism to Neocolonialism:

A strong case can be made that there is an educational debt to Indigenous peoples in Saskatchewan resulting from well over a century of colonization. According to Ladson-Billings, the education debt “comprises historical, economic, sociopolitical, and moral components” that illuminate the execution...

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Bibliographic Details
Main Authors: Paul Orlowski, Michael Cottrell
Format: Article in Journal/Newspaper
Language:English
Spanish
French
Published: New Proposals Publishing Society 2019
Subjects:
H
Online Access:https://doaj.org/article/022498c702a541e0910d25efc170f509
Description
Summary:A strong case can be made that there is an educational debt to Indigenous peoples in Saskatchewan resulting from well over a century of colonization. According to Ladson-Billings, the education debt “comprises historical, economic, sociopolitical, and moral components” that illuminate the execution of systemic and institutional power (2006, p. 3). In a major study with First Nations and Metis students and parents involving 15 research sites across Saskatchewan, “participants spoke eloquently of the historical education debt and its continued malign implications for Aboriginal peoples” in the province (Pelletier, Cottrell, & Hardie, 2013, p. vii). For Saskatchewan’s Indigenous peoples, the importance of this education debt cannot be overstated. Although the high school graduation rates for Indigenous youth have shown slight improvement in recent years, in Saskatchewan there is still a massive gap: in 2017, the graduation rate for non-Indigenous students was 76.5 percent compared to 43.2 percent for their Indigenous peers (Government of Saskatchewan, 2017). Colonialism is the main reason for this discrepancy. Colonialism is legitimated by myths of superiority, inevitability, and racism, and is enforced by the colonizers’ socio-political institutions. Despite the prevailing myths of “social harmony and a tradition of cooperation” (Green, 2006, p. 19), Saskatchewan very much comprises a jurisdiction with a race problem rooted in a problematic colonial history. The colonial model of the past has been replaced by contemporary neo-colonialism. The social problems and low economic status of large segments of Indigenous peoples today are evidence of the legacy of the racist residential school policy. Indeed, postcolonial historiography locates in these institutions the roots of many contemporary educational challenges in Saskatchewan, especially the enduring disconnect between Indigenous peoples and state-sponsored formal educational institutions (Battiste, 2005). Moreover, despite record royalties from potash and ...