Factors and Themes in Native Education and School Boards/First Nations Tuition Negotiations and Tuition Agreement Schooling
The Aboriginal people adapted, thrived, and flourished for thousands of years be fore European occupation of North America. This overall success was largely a result of the interconnectedness of their social, personality, and cultural systems, which were notably indigenous in both spirit and charac...
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ftubcjournals:oai:ojs.library.ubc.ca:article/195794 2023-05-15T16:15:20+02:00 Factors and Themes in Native Education and School Boards/First Nations Tuition Negotiations and Tuition Agreement Schooling Burns, George E. 2021-10-21 application/pdf http://ojs.library.ubc.ca/index.php/CJNE/article/view/195794 https://doi.org/10.14288/cjne.v22i1.195794 eng eng UBC Faculty of Education http://ojs.library.ubc.ca/index.php/CJNE/article/view/195794/191869 http://ojs.library.ubc.ca/index.php/CJNE/article/view/195794 doi:10.14288/cjne.v22i1.195794 Copyright (c) 2021 Canadian Journal of Native Education Canadian Journal of Native Education; Vol. 22 No. 1 (1998) 0710-1481 10.14288/cjne.v22i1 Native Education School Boards Tuition info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article 2021 ftubcjournals https://doi.org/10.14288/cjne.v22i1.195794 https://doi.org/10.14288/cjne.v22i1 2023-01-04T07:51:00Z The Aboriginal people adapted, thrived, and flourished for thousands of years be fore European occupation of North America. This overall success was largely a result of the interconnectedness of their social, personality, and cultural systems, which were notably indigenous in both spirit and character. Thereafter, these systems, including institutions comprising the social system as in the case of kin ship, spirituality, political, economic, education, and political structures, have undergone the eroding effects of colliding Western world views and Indigenous world views, the former being steeped in the hegemonic aspirations and expecta tionsofEurocentricity. Thisarticleexaminesarangeofhegemonicfactorsand themes pertaining to the Indian residential school era and tire master tuition agreement eras in Canada. The article suggests that in the absence of radical changes pertaining specifically to First Nations/provincial school boards tuition agreement negotiations and tuition schooling (where First Nations have decided this is the preferred option among various alternatives) tuition agreement schooling will continue to be noninclusive, racist, discriminatory, and assimilative in practice. The article recommends a praxis of Native control of tuition negotiations and tuition schooling as a strategy for intervening in the neocolonialist traditions and practices of provincial school board systems and their schools, where feasible. Article in Journal/Newspaper First Nations Open Access Journal Hosting (University of British Columbia) Canada Indian |
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Open Access Journal Hosting (University of British Columbia) |
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English |
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Native Education School Boards Tuition |
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Native Education School Boards Tuition Burns, George E. Factors and Themes in Native Education and School Boards/First Nations Tuition Negotiations and Tuition Agreement Schooling |
topic_facet |
Native Education School Boards Tuition |
description |
The Aboriginal people adapted, thrived, and flourished for thousands of years be fore European occupation of North America. This overall success was largely a result of the interconnectedness of their social, personality, and cultural systems, which were notably indigenous in both spirit and character. Thereafter, these systems, including institutions comprising the social system as in the case of kin ship, spirituality, political, economic, education, and political structures, have undergone the eroding effects of colliding Western world views and Indigenous world views, the former being steeped in the hegemonic aspirations and expecta tionsofEurocentricity. Thisarticleexaminesarangeofhegemonicfactorsand themes pertaining to the Indian residential school era and tire master tuition agreement eras in Canada. The article suggests that in the absence of radical changes pertaining specifically to First Nations/provincial school boards tuition agreement negotiations and tuition schooling (where First Nations have decided this is the preferred option among various alternatives) tuition agreement schooling will continue to be noninclusive, racist, discriminatory, and assimilative in practice. The article recommends a praxis of Native control of tuition negotiations and tuition schooling as a strategy for intervening in the neocolonialist traditions and practices of provincial school board systems and their schools, where feasible. |
format |
Article in Journal/Newspaper |
author |
Burns, George E. |
author_facet |
Burns, George E. |
author_sort |
Burns, George E. |
title |
Factors and Themes in Native Education and School Boards/First Nations Tuition Negotiations and Tuition Agreement Schooling |
title_short |
Factors and Themes in Native Education and School Boards/First Nations Tuition Negotiations and Tuition Agreement Schooling |
title_full |
Factors and Themes in Native Education and School Boards/First Nations Tuition Negotiations and Tuition Agreement Schooling |
title_fullStr |
Factors and Themes in Native Education and School Boards/First Nations Tuition Negotiations and Tuition Agreement Schooling |
title_full_unstemmed |
Factors and Themes in Native Education and School Boards/First Nations Tuition Negotiations and Tuition Agreement Schooling |
title_sort |
factors and themes in native education and school boards/first nations tuition negotiations and tuition agreement schooling |
publisher |
UBC Faculty of Education |
publishDate |
2021 |
url |
http://ojs.library.ubc.ca/index.php/CJNE/article/view/195794 https://doi.org/10.14288/cjne.v22i1.195794 |
geographic |
Canada Indian |
geographic_facet |
Canada Indian |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
Canadian Journal of Native Education; Vol. 22 No. 1 (1998) 0710-1481 10.14288/cjne.v22i1 |
op_relation |
http://ojs.library.ubc.ca/index.php/CJNE/article/view/195794/191869 http://ojs.library.ubc.ca/index.php/CJNE/article/view/195794 doi:10.14288/cjne.v22i1.195794 |
op_rights |
Copyright (c) 2021 Canadian Journal of Native Education |
op_doi |
https://doi.org/10.14288/cjne.v22i1.195794 https://doi.org/10.14288/cjne.v22i1 |
_version_ |
1766001072430645248 |