Aboriginal Children And Early Childhood Education And Care : A Uncrc Approach

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Restoring and strengthening the identities of First Nations, Métis and Inuit Children through Early Childhood Education and Care: A UNCRC approach
Annotated Bibliography
Children’s Rights
Professor Rachel Caplan
Brooke Groombridge- McLeod
Ryerson University Introduction In Canada today, many Aboriginal children are facing a greater deal of challenges among the much larger national landscape. Often experiencing higher rates of poverty, crime, substance abuse, and child welfare, many Aboriginal peoples continue to struggle to reach equity amongst their fellow Canadians. It is important to consider that some of the issues Aboriginal children and their families are facing today, are a reflection of the historical context of Canadian
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Therefore I argue that through culturally appropriate early childhood education and care, it is possible to reclaim and strengthen the identities of First Nations, Métis and Inuit children. Using the United Nations Convention on the Rights of the Child (UNCRC, 1989), signed by Canada, will provide groundwork for this argument, to support children’s rights and further provide considerations for policy change and implementation. Specifically, in the UNCRC article 8 the preservation of identity, article 30 the right to learn and practice one’s own culture and article 29 the goals of education will execute the rights of a child and support positive identity development for all Aboriginal children.

Theoretical Framework In order to highlight the importance of culturally-specific education for Aboriginal children, it can be suggested that combining a rights based approach with a cultural capability theoretical framework will allow for such transformational change to occur. By using a rights based approach will allow for the rights of the child to not only be considered but also effectively incorporated into today’s early education and care policies and practices. Additionally, cultural capability theory, defined as “the belief that when values and expectations of the classroom are harmonious with those of the
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