From Colonialism to Neocolonialism:: Indigenous Learners and Saskatchewan’s Education Debt
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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ftubcjournals:oai:ojs.library.ubc.ca:article/191686 2023-05-15T16:16:55+02:00 From Colonialism to Neocolonialism:: Indigenous Learners and Saskatchewan’s Education Debt Orlowski, Paul Cottrell, Michael 2019-07-01 application/pdf http://ojs.library.ubc.ca/index.php/newproposals/article/view/191686 eng eng New Proposals Publishing Society http://ojs.library.ubc.ca/index.php/newproposals/article/view/191686/188987 http://ojs.library.ubc.ca/index.php/newproposals/article/view/191686 Copyright (c) 2019 Paul Orlowski, Michael Cottrell New Proposals: Journal of Marxism and Interdisciplinary Inquiry; Vol. 10 No. 2 (2019): Winter 1715-6718 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion research-article 2019 ftubcjournals 2023-01-04T07:46:32Z 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 ... Article in Journal/Newspaper First Nations Open Access Journal Hosting (University of British Columbia) |
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description |
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 ... |
format |
Article in Journal/Newspaper |
author |
Orlowski, Paul Cottrell, Michael |
spellingShingle |
Orlowski, Paul Cottrell, Michael From Colonialism to Neocolonialism:: Indigenous Learners and Saskatchewan’s Education Debt |
author_facet |
Orlowski, Paul Cottrell, Michael |
author_sort |
Orlowski, Paul |
title |
From Colonialism to Neocolonialism:: Indigenous Learners and Saskatchewan’s Education Debt |
title_short |
From Colonialism to Neocolonialism:: Indigenous Learners and Saskatchewan’s Education Debt |
title_full |
From Colonialism to Neocolonialism:: Indigenous Learners and Saskatchewan’s Education Debt |
title_fullStr |
From Colonialism to Neocolonialism:: Indigenous Learners and Saskatchewan’s Education Debt |
title_full_unstemmed |
From Colonialism to Neocolonialism:: Indigenous Learners and Saskatchewan’s Education Debt |
title_sort |
from colonialism to neocolonialism:: indigenous learners and saskatchewan’s education debt |
publisher |
New Proposals Publishing Society |
publishDate |
2019 |
url |
http://ojs.library.ubc.ca/index.php/newproposals/article/view/191686 |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
New Proposals: Journal of Marxism and Interdisciplinary Inquiry; Vol. 10 No. 2 (2019): Winter 1715-6718 |
op_relation |
http://ojs.library.ubc.ca/index.php/newproposals/article/view/191686/188987 http://ojs.library.ubc.ca/index.php/newproposals/article/view/191686 |
op_rights |
Copyright (c) 2019 Paul Orlowski, Michael Cottrell |
_version_ |
1766002773466284032 |