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The shortcomings and strengths of indigenous education pdf
Indigenous education
Indigenous education essay introduction
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Dr. Williams referred to the fact that Canada’s indigenous languages faced severe difficulty, according to some major studies. In Native communities across British Columbia, First Peoples’ Heritage, Language and Culture Council carried out a survey most recently. According to this survey, there are no speakers of three languages anymore, of the 32 minority languages. In addition, this survey shows that except five percent of the 100,000 indigenous people in B.C, most people are not able to speak an ancestral language, and almost all of them are over 65.Those outcomes are similar to a huger study carried out by Indian and Northern Affairs Canada, which was done a decade ago. According to its report in 2002, over dozen indigenous languages …show more content…
Each of these language has been spoken by over 20,000 people and their position is a major state in some regions. Nevertheless, all of these languages are losing their status and going to extinct. One of above these languages, Cree is a language spoken in Canada, from the Northwest Territories and Alberta to Labrador. The population and area of speaking is large, even though it’s one of the native languages, which are “minority”. Unlike many other indigenous language, it has a writing system. This language belongs to the family of Alogonquian languages, and has many dialects. However, since English and French were introduced as official languages, the use of Cree had been declining. However, the strategy were made to maintain the use of Cree, and in the end, it succeeded. In this article, I would like to refer to the reasons why these programs were …show more content…
The content is introduction of orthography standardization and training of technolinguists, for example, making dictionaries and teacher support materials, provide local teachers with awereness of language issues and curriculum which supports professors.
In the early 90’s, a language teachers’ specialization was initiated within the teacher training program. Teachers and pedagogical counselors at the Cree School Board participated in the development of an ESL language arts program for Aboriginal children in the northern communities. This program served not only as a set of materials for use in Cree School Board Education classrooms but also as a model of language arts and curriculum design. In addition, the communities settled economically, politically, and socially into their new situation under the Grand Council of the Crees Communities.
His program served not only as a set of materials for use in Cree School Board Education classrooms but also as a model of language arts and curriculum design. In addition, the communities settled economically, politically, and socially into their
The population of a community is vital to ensure that the needs of that community are met. A greater population allows for a larger vote in a democracy meaning a higher probability of attaining what that population wants. Indigenous communities were left hopeless when European settlers took over and slashed the numbers of their community making it impossible for them to ever overpower the Canadian government. The book “Clearing the Plains” by James Daschuk explains this critical period of time in which the population of Indigenous people dwindled based on the political, economic and ecological circumstances that were evident creating a society where Indigenous people lost their say, however Daschuk fails to mention the effects this population deflation has on society today and the racism that our society has perpetrated on Indigenous people.
Fleras, Augie. “Aboriginal Peoples in Canada: Repairing the Relationship.” Chapter 7 of Unequal Relations: An Introduction to Race, Ethnic and Aboriginal Dynamics in Canada. 6th ed. Toronto: Pearson, 2010. 162-210. Print.
Steckley, J., & Cummins, B. D. (2008). Full circle: Canada's First Nations (2nd ed.). Toronto:
Until the 16th century, Aboriginal people were the only inhabitants of what is now Canada, hence, they were an independent and self-governing people till the Europeans had the capacity to dominate Canada's original inhabitants and possessors (Elias 1). The European Invasion brought about The 1876 Indian Act, which was developed over time through separate pieces of colonial legislation regarding Aboriginal peoples across Canada such as the Gradual Civilization Act of 1857 and the Gradual Enfranchisement Act of 1869. In 1876, these acts were consolidated as the Indian Act (Hanson). This essay aims to explain how the Indian Act tried to destroy the Aboriginal culture through residential schools and unequal recognition of women, successive acts,
First I will define the definition of terms used in this paper. When I use the word Aboriginal, I understand this as a label given from the colonizers/ Europeans to identify Indigenous peoples. Canadian legislation defines Indigenous peoples as Aboriginal, I understand this as indifferent from the dominant ideology, therefore, the colonizers named Indigenous peoples as Aboriginal. According to teachings I have been exposed to it’s a legal term and it’s associated with discrimination and oppression. However, audiences I have written for prefer the use of Aboriginal. More premise to this reference is Aboriginal, Indigenous, First Nations, Indian and Native are used interchangeable, but it should be noted these names do represent distinct differences. Furthermore, I will use Indigenous to represent an empowering way to reference a unique general culture in Canada. Under the title of Indigenous peoples in Canada, for me represents: First Nations people, Metis people and Inuit peoples. These are the two titles I will use when I reference Indigenous people from an empowering perspective and Aboriginal from a colonizer perspective.
Highway uses Cree and Ojib language in Dry Lips Oughta Move to Kaspukasing because they are very similar and the fictional reserve of Wasaychigan Hill has a mixture of both Cree and Ojibway residents (Highway 11). In the article by Susanne Methot, Highway mentions that Cree language is different from English in three ways; “the humour, the workings of the spirit world, the Cree language has no gender” (para 12). Language and culture are two things that relate with each oth...
Although the Canadian government has done a great deal to repair the injustices inflicted on the First Nations people of Canada, legislation is no where near where it needs to be to ensure future protection of aboriginal rights in the nation. An examination of the documents that comprise the Canadian Constitution and the Charter of Rights and Freedoms reveal that there is very little in the supreme legal documents of the nation that protect aboriginal rights. When compared with the United Nations Declaration on the Rights of Indigenous Peoples it is clear that the Canadian Constitution does not acknowledge numerous provisions regarding indigenous people that the UN resolution has included. The most important of these provisions is the explicit recognition of First Nations rights to their traditional lands, which have a deep societal meaning for aboriginal groups. Several issues must be discussed to understand the complex and intimate relationship all aboriginal societies have with the earth. Exploration into the effects that the absence of these rights has had the Cree of the Eastern James Bay area, will provide a more thorough understanding of the depth of the issue. Overall, the unique cultural relationship First Nations people of Canada have with Mother Earth needs to be incorporated into the documents of the Canadian Constitution to ensure the preservation and protection of Canadian First Nations cultural and heritage rights.s
The Cree people have a rich and diverse history. Through methods of written and oral teachings, a greater understanding of the Cree people and their history has become apparent. In the following, I will highlight portions of Cree history to establish an understanding of such a rich culture. As a guide, I will use ideas highlighted in Jim Kanepetew’s (n.d) teachings of “The Ten Treaty Sticks”. Underlying concepts from “The Ten Treaty Sticks” have implications on both past and current practices of the Cree people. Since a large portion of the final exam is a chronological list of happenings, I will examine and extend the teachings of “The Ten Treaty Sticks” and how these align with teachings throughout the course. Using “The Ten Treaty Sticks” as a guide, I
Deiter-McArthur, Pat. “Saskatchewan’s Indian People – Five Generations.” Acting on Words: An Integrated Rhetoric, Research Guide, Reader, and Handbook. Ed. David Brundage, Michael Lahey. Toronto: Pearson Canada Inc., 2012. 379-381. Print.
Across Canada and the United States there are many First Nations languages which are a part of the Algonquian language family, all of which with varying states of health. Although these languages share many characteristics of the Algonquian language family, the cultures, systems of beliefs, and geographic location of their respective Nations differentiate them. In being shaped by the landscape, cultures, and spirituality of the First Nations, the language brings the speakers closer to their land and traditions while reaffirming their identity as First Peoples. Using the Blackfoot Nation to further explore this concept, this paper will show that while language threads together First Nations culture, spirituality, traditions and land, as well as their identity, each of these essential components also maintain and revitalize the language.
Our government’s predecessors have attempted to eradicate Canada’s first people, which is not only an insult to the indigenous people of the past, but to the present. This country did not start off as a joint endeavor of the two general groups of people that inhabited it during its birth, but decimation and forced assimilation of great traditions and people. The assimilation of a great culture, the destruction of oral histories, and the forced loss of language destroyed the chance trust. Only by teaching disgust towards that type of attitude and action, by not excusing it or attempting to justify, will begin a new age of
Quinlan, Don, Doug Baldwin, Rick Mahoney, and Kevin Reed. The Canadian Challenge. N.p.: Oxford University Press, 2008.
The history of the Cree Indians begins where they live for the most part in Canada, and some share reservations with other tribes in North Dakota. The Cree Indians, an Alogonquian tribe sometimes called Knisteneau, were essentially forest people, though an offshoot, the so-called Plains Cree, were buffalo hunters. The Cree’s first encounter with white people was in 1640, the French Jesuits. The Cree Indians later lost many of their tribe in the 1776 break out of small pox, battles with the Sioux, and a defeat to the Blackfeet in 1870. The Cree lived by hunting, fishing, trapping, and using muskrat as one of their staples. They made sacrifices to the sun; the Great Master of Life (Erdoes, Ortiz 504).
This report called for control by First Nations of education in the system with procurements for possible complete independence over education and toward that end, it called for First Nations representation on local school boards serving First Nation understudies. The Federal government did not implement policies that would have empowered First Nation communities to produce and gain the knowledge needed to accept full control of their education frameworks and it was prepared to delegate fractional control over education to First Nations communities. The implementation of the policy of Indian Control of Education has not been without its challenges. Among the key criticisms has been that Indian control has often meant little more that First Nations administration of federal education programs and policies. Pre-1980 policies showed a few several classic characteristics of a colonial relationship. They forced a non-First-Nation orientation of education, debased First Nation dialects, histories, culture, and indicated results that were assimilative in nature. Post-1980 approaches advanced First Nations control of instruction in the connection of a model of mix of First Nations understudies inside existing common conveyance system of educational administrations and projects. First
The government’s goal of the Residential School System was to remove and isolate the children from their families and their culture in order to assimilate the Indigenous race to the dominant new Canadian culture. What the citizens did not know about was the