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First Nations in the twenty-first century : contemporary educational frontiers
Autor: Friesen, John W.
Rok: c2005
ISBN: 9781550592931
OCLC Number: (OCoLC)58830129
OCLC Number: (ocolc)58830129
OKCZID: 110743850
Citace (dle ČSN ISO 690):
FRIESEN, John W. First Nations in the twenty-first century: contemporary educational frontiers. Calgary: Detselig Enterprises, c2005. 224 s.
Anotace
Cree elder Joseph E. Couture wrote (1985): Native cultures are dynamic, adaptive, and adapting, not limited to the past. These cultures are authentic and valid, inherently creative, capable of distinctive and sophisticated human development and expression, and, therefore, they can invent structural forms and institutions as needed to ensure and strengthen individual/group survival. As the twenty-first century gets underway, happenings in Aboriginal communities are increasingly gaining the attention of Canadians. Some headway has been made in several significant areas such as constitutional status, treaty-negotiation, economic development, land claims, residential school litigation, and health and welfare. The number of Aboriginal youth graduating from high school has increased, and a greater number of Aboriginal youth are enrolled in post-secondary institutions. Despite these gains, however, there are a number of related frontiers to conquer if Canada's First Nations are to gain equality with other Canadians. Six of these frontiers are outlined in this book and constitute vital topics of concern. First, is the frontier of Spirituality and the challenge is for Canadian educators to realize that Aboriginals perceive spirituality as the foundation for all learning. Another frontier is that of Eldership and the role for respected elders to play in the milieu in which their children are being educated. Language is another important frontier and the concern that without access to original languages, the essence of their cultural life will be lost. A fourth frontier is that of Self-identity, which leads into a fifth frontier, that of Curriculum. The challenge is to develop pertinent curriculum which avoids erroneous or denigrating accounts of their cultural heritage. The final frontier pertains to the Quality of teacher training, and the authors raise the question, "Are teachers who find employment in Native communities properly prepared for the unique challenges they will face?"