Trends in Aboriginal Education

Transcription

1 Trends in Aboriginal Education Education has been identified as being critical in improving the lives of Aboriginal peoples and addressing long-standing inequities. The role that education plays in the preservation and restoration of Aboriginal culture, including language, has a positive impact on Aboriginal communities and will be central to any future activities. This conclusion is borne out in a number of recent studies of Aboriginal issues as well as governmental agreements for collaborative action. This examination of various background documents (see Appendix for Annotated Listing of Resources) has identified a number of common trends and pointed to possible areas for involvement by the Canadian Teachers Federation. These activities must, however, be informed by the current political context as well as the unique characteristics of Aboriginal peoples. Context for Change A number of common themes emerged in the background documents concerning the context within which changes must occur and the principles under which change through education must happen, including the: unique demographic profile of Aboriginal peoples. need to make a clear distinction between on-reserve and off-reserve populations. growing recognition of the existence of three culturally and linguistically distinct Aboriginal groups (First Nations, Métis and Inuit). need for any undertakings to be holistic in nature; inclusive not just add on or targeted; reflective of the need for self-governance by being Aboriginal-led; and based on parent and community involvement. Demographic Profile of Aboriginal Peoples The Aboriginal population in Canada has a very distinct profile which will have an impact on policy and program development as well as process. It is a young population the median age of Aboriginal peoples is only 24.7 years while it is 37.7 in the non-aboriginal population. The majority of Aboriginal peoples (over 70%) live offreserve, mainly in urban areas (68%). The off-reserve population is young and growing with nearly half under the age of 25 (compared with 32% of the non-aboriginal population). As noted the Aboriginal population has a strong presence in urban areas 28% live in Census Metropolitan Areas (CMAs) with growth being substantial. The age structure of the Aboriginal population in CMAs is much younger than the non-aboriginal population with half of the Aboriginal population being under the age of 25 (compared to 1

2 a third of the non-aboriginal population). The increase in the absolute number of Aboriginal children and youth in urban areas is an important consideration for education planning. 65% of Aboriginal children are being educated in provincial and territorial schools with provincial or territorial curricula. School success The situation concerning education is showing slight improvement however the gap between Aboriginal youth and non-aboriginal youth in terms of high school graduation rates and participation in post-secondary education remains quite large. Since 1996, a larger percentage of Aboriginal youth have graduated from high school 52% of non-reserve Aboriginal youth aged had incomplete high school in 1996 compared with 48% in 2001 (as compared to 26% for non-aboriginal youth). School completion rates are worse for Aboriginal males. The situation is also improving at the post-secondary level 39% of Aboriginal youth had completed post-secondary studies but the gap with the non-aboriginal population has only narrowed slightly. Also, 53% of Aboriginal children had attended some type of preschool program 18% of these children were in programs specifically designed for Aboriginal children. One tendency that may have an impact on programming is the finding that Aboriginal people are more likely to return to school in later life. Distinctive Nature of Aboriginal Groups There are three broad Aboriginal groups in Canada and each is linguistically and culturally distinct. Although they have issues in common, this distinctiveness must be kept in mind. Inuit o 6% of the non-reserve Aboriginal population is Inuit o majority live in four Inuit regions of the Canadian arctic o one-fifth lived outside these areas (urban areas in southern Canada) o make up the youngest population of the three Aboriginal groups (onehalf under the age of 20) o high fertility rates Métis o 40% of the non-reserve Aboriginal population is Métis o majority live in urban areas (69%) with the largest population in Alberta o very high growth rate 2

3 North American Indians o largest Aboriginal group comprising one-half of the non-reserve Aboriginal population o majority live in urban areas o unlike the other two groups, a significant number live on reserves Opportunities for Action As noted education has been identified by most studies as being critical to improving the lives of Aboriginal peoples. As the demographic profile shows, the majority of Aboriginal children are being educated in publicly funded schools and the number of Aboriginal children and youth living in urban settings is increasing. Although on-reserve initiatives led by the federal government will have some impact on the public education system, particularly in the areas of tuition agreements and transfer issues, addressing curriculum, resources and teacher issues in the public system is also required. Three general areas for action have been identified in the background documents: curriculum, resource development and teacher training. Curriculum Changes in curriculum are seen as fundamental to any revitalization strategy. Holistic approach In undertaking any changes, the importance of a comprehensive approach as opposed to a narrow approach has been stressed. Curriculum and program development cannot be undertaken outside the context of the medicine wheel an approach that includes all aspects of Aboriginal well-being including physical, mental/intellectual, spiritual and emotional aspects. Inclusion vs. marginalization Systemic racism is identified as being endemic in the education system and a review of curricula found that Aboriginal people continue to be marginalized through such mechanisms as the optional nature of courses on Aboriginal issues. The focused inclusion of Aboriginal history, culture and language into school curricula is seen as critical to addressing issues of racism by giving value to indigenous knowledge on an equal footing with western-centric concepts of knowledge and education. It is argued that legitimacy of the Aboriginal perspective can only be achieved by having curriculum that is inclusive in nature and not restricted to Aboriginal students. It 3

4 should not be marginalized or treated as an add on but made part of the core curriculum. A recent Canadian Race Relations Foundation report concluded that there s a need for an integrated inclusive curriculum that respectfully presents valid and honest Aboriginal perspectives and knowledge in all subject areas, in all schools, in all grades. An infusion of Aboriginal perspectives throughout the curricula will build self esteem and academic success and help address multi-generational cultural repression arising from official policies. It will begin to address the causes of racism. Aboriginal-led development Processes by which curriculum is developed were identified as critical. In tune with the recognition of the importance of self-governance, the need for Aboriginal-led curriculum development was identified. A study of Aboriginal teachers by the Saskatchewan government also highlighted a number of curriculum related issues: Aboriginal teachers view Aboriginal knowledge as a specialized knowledge which many elders have tried to explain is not merely gleaned from being native or from having an interest in the topic. Need for partnerships with Aboriginal communities and elders to facilitate teachers access to indigenous knowledge and skills. Content and approaches to teaching native studies should be negotiated with Aboriginal communities and elders. The overall low proficiency in areas of reading and writing of Aboriginal languages among First Nation s language speakers is an issue. Formal dismissal of, or resistance to Aboriginal content by non-aboriginal students and/or parents content is perceived as additive and supplementary rather than inclusive results in marginalization of curriculum. Resource Development The availability of quality Aboriginal-produced resources was identified as an issue by a number of the studies. There is an acute need for accurate material reflecting Aboriginal perspectives generated by Aboriginal peoples. Mechanisms for accessing these materials need to be put in place. 4

5 Aboriginal content and perspectives are not a high priority in provincial schools. Sharing circles are community-based gatherings for sharing appropriate, relevant resources and building local networks for professional support. Teacher Training & Professional Development Areas identified areas for intervention include both pre-service and in-service programs aimed at Aboriginal and non-aboriginal teachers. Keeping in mind the emphasis on inclusion and Aboriginal-led approaches to addressing long-standing issues in Aboriginal education, the importance of developing programs that include non-aboriginal teachers at the pre-service and in-service levels was identified. There is a need for Aboriginal-directed professional development opportunities for in-service teachers and Aboriginal-led changes to curricula for preservice teachers. Increasing the number of Aboriginal teachers in the publicly funded school system has been seen as one strategy in addressing Aboriginal education issues. The importance of ensuring that teacher education programs are located in Aboriginal communities has also been identified. However as a report out of Saskatchewan shows, the issue is far more complicated than simply adding more teachers. Among the study s findings: Aboriginal teachers perceive racism as the most significant factor affecting the educational system. Issues of equity and equality in schools are largely misunderstood. There is a need to move beyond cultural sensitivity in order to continue efforts to diversify the teaching population and boards of education, and to acknowledge that the history of Aboriginal peoples is the history of our country. There is a sense of persistent alienation and a real need for opportunities for networking among Aboriginal teachers (through teacher organizations). Aboriginal teachers represent much diversity within and among their groupings but they are often treated in the schools as a homogenous group. Aboriginal teachers felt they were expected to fulfill the role of both classroom teacher and cultural broker high expectations which assume that racial identity alone will make teachers effective. 5

6 Aboriginal teachers express dismay at the high numbers of Aboriginal students designated as special needs. Recognizing the link between language and culture, the need for more and better trained Aboriginal languages teachers was stressed in a number of the studies. Intervention Guiding Principles Two background papers developed by the Canadian Council on Learning (see Appendix) provide excellent overviews of issues common to all Aboriginal groups as well as those issues that are unique to specific groups. The reports reaffirm the common issues and trends identified above as well as provide a list of foundational principles for learning and education that can guide any intervention decisions. Because of their resonance with what was found in this review of the background documents, they are summarized here: Aboriginal peoples view education as a vital area for holistic and lifelong learning and for transformation of their economic livelihood. Learning is acknowledged as a lifelong process that requires both formal and informal opportunities for learning for all ages. Land, the knowledge and skills in and from place, language and culture are integral parts of the learning and education process among Aboriginal people. Aboriginal learning must be integrally linked to elders and community and opportunities realized to build upon these connections and their language, knowledge and culture. Learning development must focus on Aboriginal individuals in a holistic manner based on their spiritual, intellectual, emotional and physical selves and acknowledge and foster their gifts and abilities. Selecting and legitimating curricular knowledge are issues based on power, voice and agency that require Aboriginal people to be participating in all aspects of curriculum development, deciding on the knowledge to be included in the curriculum, and in what languages the curriculum is be delivered. This requires new skills and knowledge to bring Aboriginal people into these participatory realms as well as power changes to systems in policy making. The participation and involvement of parents and community is essential to building a successful learning continuum and healthy resilient communities. 6

7 The legitimate right of Aboriginal peoples across Canada to develop and control all aspects of their own education must be recognized, resourced, and realized. Inequalities in educational funding create uneven capacities for Aboriginal people and require immediate fiscal and applied solutions. The development of any learning and research activities with and for Aboriginal peoples must be developed within ethical principles of research involving Aboriginal communities and leadership. These are to ensure that Aboriginal peoples are invited as participants and owners of research, as well as researchers, who are involved in all aspects of the research, the analysis and conclusions, identifying the solutions and recommendations that will benefit their nations and communities. Avenues for CTF Participation November 2005 Agreements One of the most significant recent developments in Aboriginal issues was the adoption of an Aboriginal Implementation Plan in November 2005 that provides a number of avenues for potential involvement by teacher groups, especially through the proposed national Inuit and Métis Resource Centres. The agreements provide a framework with operating principles that are broadbased and action plans that are specific and reflective of the unique nature of the three Aboriginal groups. The agreements are predicated on recognition of the importance of self government in achieving political, social, economic and cultural development and improved quality of life. Closing the gap in education was recognized as the first challenge that has to be addressed. Although a number of commitments were made concerning First Nations reserve education, the commitments relating to Aboriginal involvement in off-reserve education systems could potentially have a significant impact on teachers. Any suggestions for improvement within the public system are crucial given that the majority of Aboriginal children and youth are educated in these schools. These commitments address a number of the previously identified trends and challenges and can be divided into three general areas: mechanisms providing for a stronger Aboriginal voice and involvement in education; curriculum development including development of resource materials through the establishment of National Inuit and Métis Resource Centres; and teacher training and professional development. The group specific commitments are summarized in the attached Annotated Listing of Resources. 7

8 Prime Minister Stephen Harper has indicated that he will honor these agreements. Canadian Council on Learning The Canadian Council on Learning has established an Aboriginal Learning Knowledge Centre (ALKC), one of five knowledge centres the CCL has established. Similar to the other centres, the ALKC will focus on knowledge exchange, knowledge mobilization and research, and monitoring and reporting. Potential focus areas identified during a fall 2005 development conference included: creation of a knowledge clearing house and national network. engagement of local communities and development of an ethical framework. development of indicators of success. The ALKC provides an important possible mechanism for CTF to become engaged in issues related to Aboriginal education. Heritage Canada A 2006 Heritage Canada report points to a number of strategies for revitalizing Aboriginal languages and cultures. Concluding that Aboriginal peoples must be teachers of their own languages and cultures, the report calls for a community-driven revitalization strategy and language training for Aboriginal teachers. The proposed mechanism for such activities is a National Languages and Cultural Council. Conclusions Studies have focused on the unique nature of the Aboriginal peoples as well as the primary role of education in the revitalization and legitimization of Aboriginal culture and identity. The importance of an inclusive, self-directed and holistic approach to dealing with the three distinct Aboriginal groups was also recognized. Specific actions in the development of curriculum and resources as well as teacher education were highlighted. Finally, specific avenues for action were identified. 8

9 Appendix Annotated Listing of Resources 1. Canadian Council on Learning, State of Aboriginal Learning Background Paper, December 2005 The background paper, developed to inform discussions during a national consultation on the establishment of an Aboriginal Learning Knowledge Centre, provides a comprehensive overview of the learning contexts of the three distinct Aboriginal groups. First Nations While FN have been given limited access to setting up formal educational centres, the organizational structure, teacher training, curriculum development and set of standards created for these institutions continues to be determined by the provinces. Lack of empowerment. FN heritage, knowledge and cultures are not yet adequately represented in educational resources and in the provincial curriculum. There are persistent learning barriers and policy to be addressed if education for FN people is to change. Significant disparities exist in the development of innovative educational programming for FN people. Transition from elementary school to secondary school appears to be one of the most critical passages for FN students in general. The add and stir model of education does little to empower students. Education must develop the child in a holistic manner It is imperative that FN place education into culture rather than continuing the practice of placing culture into education this quote aptly summarizes the situation regarding curriculum. Indigenous knowledge cannot be separated from an individual s relationship with the language of their people, the land on which they live, or the beliefs of their community. Parental involvement in education is a critical component in the success of FN students. FN males are being further marginalized and alienated in the current education systems in ways that FN women are not, or may be experiencing but are finding ways to overcome. Inuit Although Inuit staff are working in the schools, the majority of teachers and principals are non-inuit. Teacher training must be designed in such a way as to minimize disruptions to family and community life that are fundamental to Inuit values. First language literacy is critically important. Métis 9

10 Continuing to struggle to rebuild their social base and revive Métis cultural heritage and pride. Not involved in treaty relationships they are not land-based people they remain without recognized jurisdiction and authority. Métis are schooled within publicly funded schools. Majority are located in urban centres. To reach the general Métis population, you have to deal with their provincial representative governments. K-12 systems of education do not meet the needs of Métis learners. Needs to be a holistic approach to address the needs of the Métis learner and implementation of a continuum of learning. Need to develop complementary but separate Métis nation educational capacity. 2. Canadian Council on Learning, Final Report Development Conference on Aboriginal Learning, December 2005 Building on the background paper, the conference explored the development of an Aboriginal Learning Knowledge Centre within the overall criteria developed for all CCL knowledge centres: research, knowledge exchange, and monitoring and reporting. The report summarizes the findings included in the background paper as well as the consultation discussions. 3. Canadian Race Relations Foundation, Learning About Walking in Beauty: Placing Aboriginal Perspectives in Canadian Classrooms, January 2006 Building on the statistic that 65% of Aboriginal children are educated in provincial and territorial schools with provincial or territorial curricula, this report provides a comprehensive analysis of the issues of curriculum development and teacher training. Its review of curricula found that Aboriginal people continue to be marginalized and that Aboriginal content and perspectives are not a high priority in provincial schools. Recommended actions are based on the premise that the infusion of Aboriginal perspectives throughout curricula will build self esteem and academic success and help address the causes of racism. The CRRF: wants mandatory Aboriginal studies programs. identified the acute need for access to quality resources reflecting Aboriginal perspectives generated by Aboriginal peoples. stressed the importance of the Aboriginal perspective curriculum in classrooms integrated, inclusive curriculum that respectfully presents valid and honest Aboriginal perspectives and knowledge in all subject areas, all schools, all grades. Concerning teacher training, the report emphasized the importance of Aboriginal-led curriculum development, Aboriginal-directed professional development opportunities for in-service teachers, and Aboriginal-led changes to curricula for pre-service teachers. The potential role of sharing circles (community-based gatherings for 10

11 sharing appropriate, relevant resources and building local networks for professional support) was also identified. 4. Department of Aboriginal Affairs, Report for the Department of Canadian Heritage Environmental Scan: Trend Analysis of Federal Government- Aboriginal Relations, February 2006 This study examined emerging trends relevant to future Aboriginal policies and programs by focusing on the history of the relationship between the federal government and Aboriginal peoples. It provides a model of Aboriginal/government relations and puts current discussions in context in that the model represents two very distinct interpretations of history. The general conclusion is that there will be an expansion of Aboriginal issues into the near future and the only issue remaining is how that growth will be managed. 5. Government of Canada, First Ministers and National Aboriginal Leaders Strengthening Relationships and Closing the Gap, November 2005 One of the most significant recent developments in Aboriginal issues was the adoption of a First Nations Implementation Plan in November The plan recognizes the importance to Aboriginal peoples of self government in achieving political, social, economic and cultural development and improved quality of life. Closing the gap in education was recognized as the first challenge to be addressed. The implementation plan provides a framework for action and identifies financial, program and process commitments in the areas of health, education and housing specific to each group First Nations, Métis and Inuit. Specific commitments to offreserve education could provide significant areas of opportunity for teacher involvement especially in the areas of curriculum and resource development and teacher training. Group specific commitments include the following: First Nations A number of commitments concerning the public education system were made including o Supporting learners and their families as learners move through public education. o Encouraging learners to complete grade 12. o Collaborating to facilitate transitions of learners who move to and from First Nations schools. o Early detection of learning disabilities. o Curriculum development that reflects local Aboriginal history, cultures, traditions, languages and learning approaches, where appropriate. o Increasing the number of qualified Aboriginal teachers as well as promoting cultural awareness among non-aboriginal teachers. o Increasing Canadian society s awareness of First Nations, Inuit and Métis people through curriculum development that reflects Aboriginal history, cultures and traditions. 11

12 o Stronger Aboriginal voice and involvement, where appropriate, within educational structures. o Strengthening relationships and linkages between public school systems and First Nations education systems including the sharing of knowledge and experience. o Gathering data to inform research and policy decisions. In addition, the federal government will work with First Nations to support learners moving between First Nations schools and the public school systems through o Reciprocal tuition agreements. o Effective interface between First Nations and provincial/territorial teacher certification, and certification of teachers in First Nations languages and cultures. o Recognition of graduation requirements. o Exchange of appropriate student information. o Data sharing. o Professional development. o Reciprocal sharing of knowledge and expertise. Inuit Métis Commitment to: o An Inuit-specific approach by incorporating Inuit traditional knowledge, experience, language and practices in education and lifelong learning as a means of improving Inuit education outcomes. o Enhancing and/or developing an Inuit-specific approach to education within public education systems to improve Inuit educational outcomes, in partnership with regional Inuit organizations, relevant provincial/territorial governments and the government of Canada. o Working at all levels on the following immediate priorities for K-12 education innovation supports: Develop Inuit-specific curriculum Promote, preserve and protect Inuit languages Train Inuit teachers, curriculum developers and administrators o Explore the establishment of a national Inuit education resource and research centre to help promote an Inuit-specific approach to education, coordinate best practices and conduct Inuit-specific research. Commitment to: o Developing and supporting initiatives to improve Métis educational outcomes within public education systems through K-12 innovation supports (e.g., stay in school initiatives, literacy initiatives, mentoring and role model programs, in-school cultural programs) that are developed and/or delivered with Métis, government of Canada and relevant provincial governments. 12

13 o Exploring the development of a Métis nation centre of excellence in education and innovation through collaborative efforts between the Métis, the government of Canada, relevant provincial/territorial governments as well as other partners. The centre would focus on developing educational materials and resources as well as undertaking research. o Enhancing programs and services related to K-12 and transitions delivered by existing Métis educational institutions and where there is agreement, exploring options for the development of new Métis educational institutions. 6. Minister s National Working Group on Education, Final Report Our Children: Keepers of the Sacred Knowledge, December 2002 The recommendations in the report are a little dated in light of more recent developments coming out of the December 2005 Aboriginal people s implementation plan. Recommendations are made in the areas of vision, quality, and relative roles. 7. National Children s Alliance, Policy Paper on Aboriginal Children, April 2003 This paper focuses on the importance of the inclusion of Aboriginal history, culture and language into school curricula and giving value to indigenous knowledge on an equal footing with western-centric concepts of knowledge and education. It also emphasizes that curriculum should not be restricted to Aboriginal students only and stresses the importance of the legitimacy of Aboriginal perspectives to overcome colonialism and systemic racism. 8. Saskatchewan Education, Final Report Okiskinahamakewak Aboriginal Teachers in Saskatchewan s Publicly Funded Schools: Responding to the Flux, October 1998 Increasing the number of Aboriginal teachers in the publicly funded school system has been seen as one strategy in addressing Aboriginal education issues. But as this report shows, the issue is far more complicated than simply adding more teachers. 9. Statistics Canada, Aboriginal Peoples Survey 2001 Initial Findings: Wellbeing of the Non-reserve Aboriginal Population, September 2003 This is a statistical portrait of the well-being of the Aboriginal population living in non-reserve areas across Canada with well-being defined in terms of physical, mental/intellectual, spiritual and emotional facets. Information is provided on health and education. 10. Statistics Canada, Education Matters Aboriginal Peoples in Canada s Urban Areas Narrowing the Education Gap, December

14 A more detailed statistical portrait of Aboriginal peoples in urban areas provides a similar picture to Aboriginal peoples in general but emphasizes the potential impact on the publicly funded education system. Concerning education, the analysis found that: Aboriginal youth aged in urban centres were less likely to have completed high school than non-aboriginal youth. although numbers declined, the gap between Aboriginal and non-aboriginal youth widened. Aboriginal males fell behind their female counterparts. the overall share of Aboriginal males aged who had completed postsecondary education increased from 22%-27%. 11. Task Force on Aboriginal Languages and Cultures, Towards a New Beginning A Foundational Report for a Strategy to Revitalize First Nation, Inuit and Métis Languages and Cultures, June 2005 Building on the premise that language and culture are keys to the collective sense of identity and nationhood of the Aboriginal peoples, this report explores strategies for revitalizing Aboriginal languages and cultures. The report concludes that Aboriginal people must take their rightful place as the first and foremost teachers of their own languages and cultures. stresses the diversity of the peoples and their languages, which must be kept in mind when examining options to address the issue. demonstrates that all languages are losing ground and are endangered. stresses that language, culture, spiritual values and the sense of identity of First Nations, Inuit and Métis are inseparable concepts. identifies the need for a community-driven revitalization strategy based on community commitment to identify priorities and develop and carry out plans that would involve all age groups. stresses the need for language training programs for Aboriginal teachers. points to possible areas for action by teacher federations. 14