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ABSTRACT
In line with an Aboriginal worldview of interconnectivity, I outline successful educational programs, policies, and services for Aboriginal peoples in Canada. These programs and initiatives are presented within four thematic areas related to (a) early childhood education, (b) Aboriginal pedagogy, language, and culture (throughout kindergarten to Grade 12), (c) postsecondary education, and (d) governance and partnerships. These issues are then positioned within the concept of ethical space. The insight from this information is intended to assist teachers, educational leaders, and policy makers in promoting ongoing educational achievement for Aboriginal learners.
Notes
1 “Today, many bands prefer to be known as First Nations” (AANDC, Citation2012a, para. 6).
2 The schools in Fulford’s (Citation2007) research represented both reserve schools and provincial or territorial schools, where Indigenous students made up a large portion of the student population. Within these schools, achievement was assessed predominantly via Western, Eurocentric means such as attendance, grades, and graduation rates.
3 From 1871 to 1921, 11 treaties were signed between First Nations leaders and the reigning monarch of Canada. In particular, treaties 6–8 were originally signed from 1876 to 1899 and covered most of what is currently the province of Alberta.
Additional information
Notes on contributors
Jane P. Preston
Jane P. Preston is an Assistant Professor in the Faculty of Education at the University of Prince Edward Island, Canada. In addition to Aboriginal issues, she conducts research in the areas of educational leadership, rural education, parent involvement in school, and mentorship in realm of education.