Native Education and In-Classroom Coalition-Building

For centuries Canadian First Nations education has been a substandard, abusive means of dealing with the “Indian Problem.” In recent decades Native education has been under‐funded and employed non‐indigenized models. Despite these facts, many are surprised when these efforts fail another cohort of c...

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Bibliographic Details
Main Authors: Hill, Susan M., Saunders, Sabrina E.R
Format: Article in Journal/Newspaper
Language:unknown
Published: Scholarship@Western 2007
Subjects:
Haudenosaunee/Iroquois
authenticity
equitous
Indigenous Knowledge
educational models
coalition
History
Indian
First Nations
Online Access:https://ir.lib.uwo.ca/historypub/377
http://www.csse-scee.ca/CJE/Articles/CJE30-4.html
Description
Summary:For centuries Canadian First Nations education has been a substandard, abusive means of dealing with the “Indian Problem.” In recent decades Native education has been under‐funded and employed non‐indigenized models. Despite these facts, many are surprised when these efforts fail another cohort of children. This article outlines Canadian Native education including attainment and attrition, curriculum, Native epistemology, and Indigenous practice and theory. Finally, a Curriculum Model designed from a 2004 mixed‐method study based on Haudenosaunee student and educator responses is offered as a means to achieve reparative or equitous educational outcomes through the creation of in‐classroom coalitions between educators and students.

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