Future Of First Nation Education

Education has been a topic of controversy for many years now, and will continue to be for years to come. The modern American society is best defined by its education. A good part of the average person’s life is spent at school, going to school, and paying for school. However, even though education is so obviously very important, there are many groups in America that are getting shorted. The Native Americans are a key group that has struggled the most. The largest obstacle they face is lack of proper education. The standard educational practices being used for the instruction of Native American peoples are not effective. There are many pieces to this road-block, and many solutions. This can be rectified by having more culturally

The First Nations University of Canada will acquire and expand its base of knowledge and understanding in the best interests of First Nations and for the benefit of society by providing opportunities of quality bi-lingual and bi-cultural education under the mandate and control of the First Nations of Saskatchewan.

Education looked remarkably different than the Education that takes place today in Canada’s schools. Before European contact, “Indigenous peoples in North America had a highly developed education system” (Neegan, 2005, p. 4). Their education was based on experiential and immersion learning in the community and in nature. The whole community was responsible for teaching the younger people through the sharing of knowledge and resources (Neegan, 2004). Respect for the environment and the land was intricately woven into all forms of learning, as the land is the center of their livelihood

The modern American society is best defined by its education. The “American dream” is founded on going to school, getting a good job, and becoming successful. Ironically, the actual native peoples of this country are actually the least likely to attain this dream. The largest obstacle they face is lack of proper education. The standard educational practices being used for the instruction of Native American peoples is not effective. There are many pieces to this road-block, and many solutions. This can be rectified by having more culturally aware teachers and parents, and by teaching the general population more about the Native American cultures.

After this unit, I really saw the importance of incorporating Indigenous history and culture into the curriculum because they are a central part of Canadian history and culture. From our class discussion, I

Second, Canada’s First Nations’ plight can be improved through self-governance. According to Pocklington, “For several years, Canadian aboriginal leaders have been demanding the recognition of a right of Native self-determination and thereby, for the aboriginal collectivities that choose it a right of self-government” (102). Aboriginal self-governance is a controversial issue in Canada. Before researching the issue I believed that self-governance would deter national unity, after further investigation, I presently believe that the claim for Aboriginal self-governance is justifiable. Although, according to Blakeney, “It will be a real challenge to make effective

Despite the challenges and changes that still need to be made to insure no Aboriginal Child is left behind, there are changes currently being made that show the benefits of a culturally responsive program and bring hope to the future of Aboriginal early childhood education. The Aboriginal Head Start early childhood education program is slowly expanding. As well other programs have developed, like Awasisk Cultural Development Program in Prince George, British Columbia that uses Metis curriculum and Mannawasis AHS programs that teaches both Cree and English (Nguyen, 2011). I believe that these programs are the foundation for a future where all Aboriginal children have an opportunity to be educated through their cultural traditions and language.

This was a very important report because prior to it, Native American children were being sent to boarding schools were their heritage was frowned upon. “Recommendations included building day schools in Native American communities and the reform of boarding schools for Native American children.” (Parkay, F. 2001) This report was considered a landmark one because of the issues it highlighted of the educational issues plaguing the Native American community at the

First Nation Peoples within Canada have been facing many injustices in their homeland since the dawn of colonization. The most unraveling point to First Nation assimilation was the formation of the consequential Indian Act and residential schools resulting in a stir of adversity. As racist ideologies within Canada developed, upheaval against such treatment was undertaken as First Nation communities fought back against government land claims and eradication of treaty rights. In attempt to make amends, proper compensations from the injustices within residential schools have been released and the key for the future is allowing First Nation self-government. Ideals with the intent of ultimate assimilation have been standardized unto First Nation

Confederation, also known as the Constitution Act of 1867, served as a political purpose and alliance in which made it particularly difficult for European settlers to coexist with preindustrial societies; hence, the years after confederation resulted in confusion about how Canadian government policies would address and affect Aboriginal populations. In contrast to the spiritual and traditional lives of the Aboriginal people, the new European settlers sought to conquer nature and shed traditional values in order to contrive industrialization in Canada; hence, post-confederation policies were largely based on the upper Canadian model. Furthermore, the failure of European settlers to coexist with the Aboriginal populations led to several attempts at civilizing the indigenous people; in other words, the federal government attempted to solve the Indian problem by assuming complete dominance over the Aboriginal populations of Canada. Having said that, the Canadian government’s harsh, prejudiced and paternalistic view of the indigenous people began a cycle of social, physical and spiritual destruction in which fundamentally resulted to economic, social, health and gender inequality. With that being said, the following paper will examine the long, and often bitter series of cultural encounters and exchanges that took place after confederation, such as the brutality of residential schools, health inequality and the Oka crisis dispute.

The first paper by Ladner and Orsini, (2003) gives a detailed account, review and analysis of the First nations governance act. The paper reflects on the act and provides arguments supporting the fact that it is an example of a gentler, subtle form of colonialism that is still in practice today. It argues that although the government has well researched the problems affecting the first nations, it has not efficiently advocated the involvement of these people in their own welfare and improvement.

The school systems and the courses being taught are not up to proper standards for First Nations people. The author, Carr-Stewart writes the article “A Treaty Right to Education” to prove to her audience the schooling systems need to change and have been inadequate for many First Nations people. The author shows very strong arguments throughout her article. A main argument presented is that First Nations children deserve the proper education and teaching as non-First Nations children whom are provincially funded versus First Nations children’s education, which is federally funded. She argues that assimilation is a technique used by the crown in order to achieve their goals. The crown is slow and unwilling to help First Nations people in most cases, while this causes tension between the relationship of the crown and First Nations people. Lastly, another argument Carr-Stewart presents is a claim that the schools on reserves are inadequate and lack many fundamental pieces to a proper child’s education including: proper course material, funding, buildings and teachers. Carr-Stewart shows various strengths and weaknesses throughout her article “A Treaty Right to Education”. Repetition and unnecessary content is found within Carr-Stewart’s article. She shows repetition within her quotations and while adding unimportant information; she leaves out several important ideas that could have improved her article. While the article by

The video “Still Waiting in Attawapiskat: Will Canada Fail the Next Generation of First Nations Students?” was released in 2008 based on the inequity that first nations experience in poverty, education, safety, mental health and so on. The main issues were focused on poor education environment and youth mental health.

Cheryl Crazy Bull has a firm focus on the important role of Native American education in creating self-determination for Native American peoples. “Our mission is to promote indigenous self-determination and knowledge through education. Self-determination means choice, access, and control over human and natural resources.” Crazy Bull also believes in fostering community links and in the reclamation of Native research by Native peoples. Tribal schools and their partners at other colleges should be utilizing research, not simply to gain status for themselves, but to reinvigorate the community. Research should be utilized to re-invigorate Native languages and cultural practices. Knowledge should not be horded, but shared with the community

It’s important to me that Native American cultures are taught, especially when the schools’ population is over half Native American. Not only, is it educational but it teaches other valuable life lessons like tolerance. As disappointed as I was over not having more Ojibwa classes while I was younger, I’m glad a new generation of students can learn. Maybe one day, one of those children could teach Ojibwa to students. Even in college, Native American topics are taught more. New majors are being created as a response to this change.