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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ftunivwestonta:oai:ir.lib.uwo.ca:historypub-1446 2023-10-01T03:55:59+02:00 Native Education and In-Classroom Coalition-Building Hill, Susan M. Saunders, Sabrina E.R 2007-01-01T08:00:00Z https://ir.lib.uwo.ca/historypub/377 http://www.csse-scee.ca/CJE/Articles/CJE30-4.html unknown Scholarship@Western https://ir.lib.uwo.ca/historypub/377 http://www.csse-scee.ca/CJE/Articles/CJE30-4.html History Publications Haudenosaunee/Iroquois authenticity equitous Indigenous Knowledge educational models coalition History article 2007 ftunivwestonta 2023-09-03T07:15:26Z 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. Article in Journal/Newspaper First Nations The University of Western Ontario: Scholarship@Western Indian |
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Open Polar |
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The University of Western Ontario: Scholarship@Western |
op_collection_id |
ftunivwestonta |
language |
unknown |
topic |
Haudenosaunee/Iroquois authenticity equitous Indigenous Knowledge educational models coalition History |
spellingShingle |
Haudenosaunee/Iroquois authenticity equitous Indigenous Knowledge educational models coalition History Hill, Susan M. Saunders, Sabrina E.R Native Education and In-Classroom Coalition-Building |
topic_facet |
Haudenosaunee/Iroquois authenticity equitous Indigenous Knowledge educational models coalition History |
description |
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. |
format |
Article in Journal/Newspaper |
author |
Hill, Susan M. Saunders, Sabrina E.R |
author_facet |
Hill, Susan M. Saunders, Sabrina E.R |
author_sort |
Hill, Susan M. |
title |
Native Education and In-Classroom Coalition-Building |
title_short |
Native Education and In-Classroom Coalition-Building |
title_full |
Native Education and In-Classroom Coalition-Building |
title_fullStr |
Native Education and In-Classroom Coalition-Building |
title_full_unstemmed |
Native Education and In-Classroom Coalition-Building |
title_sort |
native education and in-classroom coalition-building |
publisher |
Scholarship@Western |
publishDate |
2007 |
url |
https://ir.lib.uwo.ca/historypub/377 http://www.csse-scee.ca/CJE/Articles/CJE30-4.html |
geographic |
Indian |
geographic_facet |
Indian |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
History Publications |
op_relation |
https://ir.lib.uwo.ca/historypub/377 http://www.csse-scee.ca/CJE/Articles/CJE30-4.html |
_version_ |
1778524982426468352 |