Journal could not be located, but article available at http://www.ankn.uaf.edu/curriculum/Articles/RayBarnhardt/CultureCommPlaceANE.html This article traces the development towards and
Trang 1Annotated Bibliography Building Post-Secondary Success Frances Abele and Katherine Graham
March 29, 2010
Abele, Frances Gathering Strength: Native Employment Training Programs in the Northwest
Territories Calgary: Arctic Institute of North America, 1989 [will not be annotated; included
here for reference]
Alaskan Native Knowledge Network Alaskan Standards for Culturally Responsive Schools Adopted by the Assembly of Alaska Native Educators Fairbanks, Alaska: Alaska Native Knowledge Network,
1998 (see Barnhardt 2005 below).
Barnhardt, R (2005) Culture, Community and Place in Alaska Native Education Democracy and Education, 16(2), pg ? (forthcoming) Journal could not be located, but article available at
http://www.ankn.uaf.edu/curriculum/Articles/RayBarnhardt/CultureCommPlaceANE.html
This article traces the development towards and implementation of the Alaska Rural Systemic Initiative (AKRSI) – a successful bottom-up educational reform strategy created in 1994 to serve two central purposes: “to set up initiatives that systematically document Indigenous knowledge systems” and “to develop pedagogical practices that appropriately integrate Indigenous knowledge and ways of knowing into all aspects of the education system.” Simply put, the purpose of the AKRSI was to show that Native and Western knowledge can be complementary in nature and that together they may be used to create the foundation of a new, more holistic curriculum in Alaska It
is important to note that the AKRSI is predicated on the “democratic principle of local control over education” recognizing that local control is almost always constrained by the “top-down pressures of current federal
mandates.” The paper is divided into three sections focusing on Indigenous Knowledge, Formal Education Systems, and bringing the two together, respectively Barhhardt differentiates Indigenous knowledge from Western
knowledge concisely, stating that Indigenous Knowledge focuses on the parts of a system, rather than parts in isolation Knowledge (and thus education by extension) is interactive; connected to the land and to experience The next section outlines a brief history of the introduction of the formal education system in Alaska divided into 4 distinct periods
o Dual System (Contact with Russian Traders (1700)-1900): The two knowledge systems are mutually
independent with little, if any, contact between Natives and immigrant populations
o One-way Transaction (1950s): this period is characterized by residential schools and policies of assimilation
of Natives through schooling
o Two-way Transaction (1995) By 1995, a transition takes places between identified periods Four main
things happened:
o In the 1960s, most communities had a local elementary school
o In the 1970s, a class-action lawsuit forced the state to create high school programs across rural Alaska; also in the 70s, local boards were created to replace federal and state-operated education systems
o Funding for bilingual and bicultural education programs granted to local boards
o First generation of Native teachers to bridge cultural divide emerged
Trang 2o Systemic Integration (2000): after the implementation of the AKRSI, indigenous knowledge and the formal
education system would be fully integrated; interconnected and inter-dependent This requires a two pronged approach, in which Native educators and Native Elders collaborate The role of AKRSI is to guide stakeholders through the process
AKRSI was completed in 2005 One of the key developments of the initiative was the creation of the Cultural
Standards (already annotated) The remainder of the article offers several examples of successful projects of the
initiative from various regions in Alaska
Barnhardt, R "Indigenous Knowledge Systems and Higher Education: Preparing Alaska Native PhDs for
Leadership Roles in Research." Canadian Journal of Native Education 31.2 (2008): 154.
This paper documents the recent efforts to develop an Indigenous Studies PhD program in Alaska and discusses the needs to overcome discord arising from the intersection between indigenous and western knowledge Based on Kawagley (1995)’s seminal work, the author argues that fostering a new generation of Indigenous academic leaders
is a key factor in setting appropriate research priorities that are appropriate and reflects aboriginal values, which in turns furthers self-determination and sustainable governance While the Alaska Rural Systematic Initiative is one example of reconciliation between the Indigenous world view and western education system, allowing the benefits
of indigenous knowledge to be realized, there is room for further research particularly in areas of scientific
processes of knowledge construction and use With references to the Circumpolar Indigenous PhD network, Barnhardt agrees with the Arctic human development report that the University of the Arctic provides an importantfoundation to foster and represent international collaboration This collective representation allows northern perspectives to influence northern education research, and helps with the transition from a professionalized faculty
to open an classroom, which respects different forms and authority of knowing and teaching
Battiste, Marie “Enabling the Autumn Seed: Toward a Decolonized Approach to Aboriginal Knowledge,
Language, and Education.” Canadian Journal of Native Education 22, no 1 (1998): 16-27.
Battiste focuses on government-First Nations agreements that require First Nations to adopt provincial curriculum inorder to gain control of the education system; she argues that Aboriginal knowledge must be retained through language supported in curricula A curriculum that includes diversity of knowledge and an Aboriginal consciousness would enable Aboriginal humanity to be respected and protected
Despite recent constitutional reform that respects the rights of Aboriginal peoples to their cultural practices, Aboriginal languages and knowledge is not reflected in the education system Battiste explores the vision of cultural restoration that Aboriginal educators are beginning to coordinate She discusses barriers to their vision and
describes current contexts and manifestations of decolonization, focusing on Aboriginal language and knowledge, cognitive imperialism, the relationship between Indigenous knowledge and Eurocentrism in public schools, and the required process of decolonization in Canadian education She criticizes the limited methods of provincial and federal governments in transforming the education system to include Aboriginal knowledge She points to limited provincial efforts to include thematic content, rather than addressing cultural biases and inadequacy, a lack of federal funding to enable Aboriginal communities to manage and implement culturally significant education, and provincial requirements for those communities taking control of the system to adhere to the provincial curriculum She argues that Indigenous self-conceptualization cannot occur without a transformed education system that is inclusive of Aboriginal language and knowledge
Marie Battiste, Lynne Bell, L M Findlay “Decolonizing education in Canadian universities: An
interdisciplinary, international, indigenous research project” Canadian Journal of Native Education
Edmonton: 2002 Vol 26, Iss 2; pg 82
Trang 3Despite several decades of work on educational equity in curriculum and research and bridging and access projects, Aboriginal peoples' achievements, knowledge, histories, and perspectives remain too often ignored, rejected, suppressed, marginalized, or underutilized in universities across Canada and beyond Although promising to make postsecondary education accessible to Aboriginal peoples, universities express an Aboriginal agenda in mission statements, priorities, and projects that reaffirm Eurocentric and colonial encounters in the name of excellence, integration, and modernity Addressing these challenges is the purpose of a research project undertaken by a team
of investigators at the University of Saskatchewan, building on the theoretical foundations of postcolonial
Indigenous consciousness emerging from Canadian Aboriginal scholars and from Aotearoa (New Zealand) in the scholarly work of Graham and Linda Smith This article offers a process of animating postsecondary education that can generate methods and practices for the more thorough decolonization of research and policy development and the experience of Aboriginal students and teachers
Beck, Richard A et al “Nutarniq: Uniting the Arctic Community with a Wireless Arctic Network for Circumpolar Communications” In Polar Geography, Volume 29, Issue 1, pages 43 – 78, 2005 Reviewed; will not be annotated (focus is on the technical).
Berger, Thomas Conciliator’s Final Report March 1, 2006 ‘The Nunavut Project’: Nunavut Vancouver:
Craig E Jones, Counsel to the Concilliator, 2006.
Motivated by long-standing disagreements over the implementation of the Nunavut land claim, the parties to the claim appointed Thomas Berger to:
1 Review the background, current status and outstanding issues related to the update of the Contract; and
2 Make recommendations to the parties on possible approaches, which could be taken to resolve the current impasse
The stalled negotiations created particular uncertainty around two issues: funding levels for the Institutions of Public Government, and Canada’s responsibility with respect to Article 23, relating to Inuit levels of employment in the territorial public service Berger and his staff met and consulted with a wide variety of stakeholders across Nunavut, in Ottawa and elsewhere in the country Berger’s interim report focused mainly on the issue of funding; the Implementation Panel’s final decisions were in line with the interim report and the issues of funding for IPGs hasbeen resolved
The final report focuses on the second issue – Inuit employment as per Article 23 of the land claim Berger notes that even though it may be “remarkable” that in only six years, 45% of public service employees are Inuit, this number falls far short of the 85% goal; and, he argues, the current figures are misleading If employment, by ethnicity, is broken down by position it is possible to see that Inuit hold the majority of administrative support positions, a large number of senior management positions and about half the executive positions; however, there are very few (about 25%) in the “professional” positions – the ones which inform policy making The report opens with a tailored overview of Eastern Arctic history, stressing the rapid changes and continued colonization
experienced in the region during the post-war period leading up to the 1970s when “Inuit nationalism” sparked the journey toward the Nunavut Land Claims Agreement (NLCA) Berger also provides a brief summary of the NLCA process, highlighting in particular the roles and responsibilities of the parties to the claim, as determined by the Agreement Berger outlines the clauses of Article 23, noting the international attention they received, concluding that in essence the Article is “an equity clause for a majority.” Achieving a fully representative public service in Nunavut has proven to be a challenge Berger offers a demographic profile of Nunavut, touching on some of the major socio-economic challenges, including housing, health, the mixed economy, and education Notably, Berger ties the commitment in Article 23 to the issue of language and education, stating that:
Trang 4Achieving the objective of Article 23 means that the Inuit must over time occupy 85 per cent of the positions in all occupational groupings and at all grade levels in the public service, and this necessarily implies that Inuktitut must be the principal language of the workplace and that government services must beprovided in Inuktitut.
The parties to the claim, therefore, cannot fulfill their obligations as set out in the claim, without also addressing the broader issues of language and education A new approach to implementation by the parties is necessary, according to Berger Berger’s recommendation is clear: a long-term plan to enhance bilingual education, as a way toward fulfilling Article 23, must be supported by the parties (see Bilingual Education Bibliography for details of Berger recommendations on that topic)
Canada, Royal Commission on Aboriginal Peoples: Presentation by Larry Aknavigak, Kitikmeot Board of Education
Larry Aknavigak focusing on four subjects: the powers assigned to the Divisional Board, the future government of Nunavut, post-secondary education and Inuit teachers teaching Inuit culture A question-and-answer session with the Commissioners follows the presentation The importance of post-secondary education to local development is discussed
Canada, Royal Commission on Aboriginal Peoples: Presentation by Charlie Evalik, Economic
Development Facilitator, Hamlet of Cambridge Bay
Charlie Evalik describes the life of the Inuit in the Cambridge Bay area beginning in the 1950s, where the Inuit were forced to adapt to a more permanent home life in settlements, rather than continue with their nomadic way of life
He discusses some issues that are affecting Cambridge Bay residents, such as lack of post-secondary opportunities, employment, lack of proper housing, and a high rate of residents on welfare A lengthy question-and-answer session with the Commissioners follows the presentation
Canada, Standing Committee on Aboriginal Affairs Aboriginal Literacy and Empowerment: You Took
My Talk 4 th Report Ottawa: Queens Printer, 1990
Recognizing that “Aboriginal languages are irreplaceable cultural resources that require protection and support,” the Standing Committee on Aboriginal Affairs commissioned a study on literacy among Aboriginal peoples in Canada before “embarking on a major review of the land claims settlement process in the fall of 1990.” The report isdivided into several sections, each with its own set of recommendations The following is a list of the Committee’s
findings and recommendations: (NOTE: Recommendations are paraphrased in the interest of space.)
Trang 5Aboriginal Language and Mother Tongue Literacy
The committee concluded that collaboration between levels of government in partnership with community leaders are necessary in order to achieve a high level of literacy in aboriginal languages and official languages (seen to be of equal importance by the committee)
1 The federal and provincial/territorial governments should support mother tongue literacy among all Aboriginal people, including adults and children
2 A foundation or institution should be established with a mandate to promote the survival, development and use of Aboriginal languages; and encourage all sources of support
3 The Government of Canada should publish the Aboriginal language version of self-government legislation along with Eng/Fr versions
Literacy and the Education System
Literacy should be valued for its own sake in any language; it should be a lifelong process beginning at home
4 DIAND should work with the Council of Ministers of Education to establish a National Taskforce on
Aboriginal Education focusing on: quality/quantity/accuracy of aboriginal content in school curricula; relationship between culturally sensitive curricula and self-esteem of Aboriginal students; funding for a national aboriginal youth conference; status of Aboriginal language instruction; comparative review of Aboriginal vs Non student’s literacy levels; barriers to employment of Aboriginal teachers; accrediting schools for study of Aboriginal languages
5 This Task Force must include aboriginal reps from a wide variety of professions, parents, students and other stakeholders
6 When negotiating Master Tuition Agreements, federal government should align itself with its fiduciary duty
7 DIAND should publish an annual report on the MTA for public use
Federal-Provincial Jurisdiction
Improving Aboriginal literacy has been hampered by jurisdictional and interdepartmental debates over
responsibility over sub-segments of the Aboriginal population, namely Inuit, off-reserve and Métis
8 Governments along with representative from the various aboriginal organizations should resolve these jurisdictional issues in order to move forward
Ongoing Support and One-Window Funding for Native Literacy
Must continue support for Aboriginal literacy beyond International Literacy Year but this is complicated by the jurisdictional issues
9 The Government should commit to clarifying responsibility for delivering native literacy services and establish a “one window” funding mechanism
10 Governments and aboriginal peoples should work towards developing an aboriginal languages and literacy strategy board with the purpose of promoting and preserving Aboriginal languages Communities should
be supported to engage in activities with these goals at the local level with locally identified priorities
Trang 611 Long-term funding should be provided to ensure literacy programs can continue.
12 The Strategy Board should have policy and operational control of funds, overseeing transfers; modeled on the Canadian Aboriginal Economic Development Strategy
Community-Based and Community-Controlled Native Literacy
According to the committee’s work, adult literacy programs will be successful if they do the following: are aboriginalcontrolled; holistic approach; learner and community centred; access to women, elderly and disabled; aboriginal language instruction; support for staff and volunteers; use culturally sensitive materials
13 The proposed Strategy Board (Rec #10) should be given the mandate to ensure that literacy training and development programs are available to each aboriginal community, where possible The goal should be local empowerment
14 The Strategy Board, along with governments should be given sufficient scope to address the following: curriculum development; literacy worker networking; student support; need for staff and volunteers; libraries/materials/publishing; research; jurisdictional barriers
Native Literacy Awareness Campaigns
Motivation and self-confidence are essential for improving literacy
15 Awareness campaigns must be controlled by Aboriginal partners through cooperation with other
stakeholders
Prison and Urban Native Populations
Prison population is most needy with respect to literacy; Native Friendship Centres are primary partner in urban centres for literacy work
16 Correctional Services should strengthen its literacy programs for aboriginal inmates
17 Friendship centres should be considered a key element in the delivery of literacy programs for the urban aboriginal population
Chance, Norman "Premises, Policies and Practices: A Cross-Cultural Study of Education in the
Circumpolar North" In Education in the North - Selected Papers of the First International Conference on Cross-Cultural Education in the Circumpolar Nations and Related Articles, edited by Darnell, Frank,
Arctic Institute of North America and University of Alaska, 1972
Chance examines the value assumptions and premises that have shaped relations between Northerners and government bodies from contact to the ‘present’ (1973), resulting in exploitation and cultural devaluation He reviews, briefly, the assumptions and rationales enabling exploitation of Northern Canadian and Alaskan peoples, from religious superiority, to social darwinism, to economic drivers for resources, and government funding for
‘equal’ status Chance argues that Aboriginal people are falling behind in standard of living, educational
achievement, and social and cultural development; this condition is maintained by discrimination, perpetuated inferiority, and a lack of culturally reflective education He argues for the conference workshops to entail a focus on efforts to restructure the education system to reduce discontinuities in learning, sustain positive parental roles, strengthen students’ self-image and self-esteem, and prepare Aboriginal peoples to be economically and socially competent in dealing with North American institutions He suggests: a) real Aboriginal representation on school
Trang 7boards and other organizations responsible for policy and content of school programs, b) inclusion of Aboriginal language in primary grades and c) development of effective adult education Chance briefly compares Northern Canadian and Alaskan experiences with Native inclusion in Russia – in education and economy and variation in Scandinavian approaches to northern education.
Corson, D “Norway's Sámi Language Act: Emancipatory implications for the world's aboriginal
peoples.” Language in Society, 24, pp.493-514, 1995
The article discusses the effect of the 1992 Sámi Language Act in Norway in revitalizing the Sámi culture The Act legitimized the native language in government operations, including the education system Using various
ethnographic methodologies, the paper discusses: 1) The organizational structure of Sámi and regular schools to allow aboriginal languages 2) The influence of Sami cultural groups in Sámi and regular schools and 3) the balance
of language used in instructional practices for Sámi students in the bilingual and bicultural context The author contents that the Act provided the necessary foundation for Sámi nation to become “agents of their own
emancipation” In essence, language legitimization by the Act established a recognized political voice Second, localization of the Sámi language in six local districts enhanced local control of cultural conditions and
circumstances The non-partisan Sámi Education council provides valuable supports to the local districts by mediating discords between Sámi and Norwegian culture as well as devising acceptable solution for Sámi nation Churchill asserts that the Norwegian experience is “no extraordinary concession for governments to governments
to be making to groups of their citizens; devolving social policy decision-making in this way is no more than
consistent with modern notions of social justice p.511” The Sámi model offers hope for cultural revitalization for other Aboriginal cultures subject to assimilation by a dominant culture
Daléus, Lennart , Member of Parliament, The Swedish Parliament IT and the Arctic- Report for the Fifth Conference of Parliamentarians of the Arctic Region, Tromsö, Norway 11-13 August 2002.
Focussed on widening knowledge accessibility to all those living in the Arctic through the use of new information technologies (IT), this conference established five goals for IT development: 1) IT must be a tool available to everyone living in the Arctic; 2) IT must boost the possibilities of setting up and investing in knowledge-intensive enterprises in the Arctic; 3) IT must help the Arctic become a region with a high general level of education; 4) IT must be used to revamp the social services in the Arctic; 5) IT must help reinforce participation, transparency and access, and the Arctic identity The report proposes seven measures that are worthy of greater cooperation by Arctic nations These measures are: 1) an IT information system for the Arctic should be studied and developed; 2)
a joint study of Arctic infrastructure should be conducted; 3) a concerted effort to follow developments in the various European Union programmes, and to formulate a position of the Arctic nations in relation to these
programmes should be made; 4) cross-border macro-clusters in the IT sector should be established; 5 )an Arctic IT dimension is needed; 6) efforts should be made to strengthen the development of IT-based translation technologiesamong the languages of the Arctic nations; 7) there should be higher expectations concerning the presence of the Arctic nations on the Internet
Darnell, Frank Education in the North - Selected Papers of the First International Conference on Cultural Education in the Circumpolar Nations and Related Articles, Arctic Institute of North America
Cross-and University of Alaska, 1972.
This is a collection of articles from a conference held in Montreal in 1969 It was the first conference on circumpolar education held in Canada, and it includes papers from Alaska, Russia, Scandinavia and Canada It is primarily of historical importance, though the relevance of many of the papers to today’s situation is quite striking
Douglas, Anne S "Recontextualizing Schooling within an Inuit Community." Canadian Journal of Education 19.2 (1994): 154.
Trang 8Douglas describes community of Arctic Bay’s adoption of a more locally managed education system, to replace the centralized EuroCanadian model She argues that in the context of a small community, the increasing role and participation by local community members has “recontextualized” factors influencing the formal education system, contending that the concept of ‘formal schooling’ expands beyond the classroom values and practices and includes relationships at all levels of the community Douglas explores four research questions: 1) Do the changes (in the schools) imply that the school is meeting the needs of the community or that the community has greater control over what takes place in the schooling process? 2) Are the changes in the school the result of on-going negotiation between Inuit and Qallunaat values? 3) Which culture's values underlie the content of the school in terms of curriculum and interpersonal behaviours? 4) Despite the predominance of Inuit staff, whose school is it, or, in other words, which culture is the host? She draws from her observation that increased Inuit input has created a culture rapport, enabling a two-way transaction between culture and education in Arctic Bay This case study demonstratesthat it is possible to balance maintenance of the existing culture with the acceptance of new cultures in education, which suggests that integrating Inuit values and practices into the school system is possible
Douglas, Anne S "There's Life and Then There's School" Montréal: McGill University, 1999.
Douglas’ thesis examines the relationship between the community and school in Arctic Bay (North Baffin Island) from the perspective of the community and illustrates that Inuit have been able to maintain organizing elements of their kinship traditions However, social and interrelational experiences learned at school by younger Inuit
contradict some of the kinship traditions, and responsibilities that Inuit adults are asked to perform at school impinge on kinship obligations Douglas’ conclusion is that school, and its socialization processes, increasingly impinges on the values, social relations, and cultural practices that the Inuit have maintained
Dunnigan, K “Navigating by the North Star: Bridging the Pedagogical Gap between Content and Structure in Higher Education” Proceedings of the 50th Annual Meeting of the ISSS, 2006.
Dunnigan analyzes the effects of ‘hidden curriculum’ in formal education, using the example of a particular campus
of a northern California university and the university’s commitment to environmentally sound practices His paper serves three purposes: 1) to analyze the hidden socializing impacts of organizational systems and structures in formal education on students; 2) to place the purpose of modern education into an ecological and social context; and, 3) to promote ecological and community based organizational systems that may serve in to bridge the gap between teaching and governing in higher education He argues that classrooms are subject to a socialization process where societal values are translated into norms that govern the general behavior of the “participants” A hidden curriculum therefore includes social norms embedded in the structure of the education system Dunnegan suggests that diminishing the gap between the mission and operating structures of an educational institution strengthens progress towards educational goals, by creating consistency in content and method between academic curriculum and governance The concept of hidden curriculum and attention to reforming it to better align practice and formal goals (such as biculturalism), beyond simply “adding in” cultural practices
Findlay, L.M “Always Indigenize! The Radical Humanities in the Postcolonial Canadian Universities.” ARIEL 31 (2000): 307-326
Through this piece, the author calls on the Canadian academy to turn its eye inwards to assess its own role in furthering/maintaining colonial attitudes and practices, particularly, he suggests, via the humanities disciplines Ultimately Findlay concludes that the university as an institution cannot “indigenize” without the inclusion of Indigenous peoples and scholars in the process and The author begins the article with a brief discussion of the concept of Indigenizing (a concept adopted from the exhortation “Always historicize”) He argues that this must ultimately be defined and articulated by Indigenous peoples and scholars Although universities have made some important progress in “moderating their traditional Eurocentrism” in recent decades, there is much work to be done Findlay writes, “the consequence of academic complicity with colonialism has been a massive and persistent deficit in the national understanding of the rights of Indigenous peoples and the value and potential relevance of Indigenous knowledge to economic prosperity and social justice in Canada.” The academy must decolonize its own presumptions, curricula and research practices: “universities themselves need to be studied as objects of
Trang 9anticolonial or actively decolonizing inquiry.” He suggests that debates over political correctness of have
overshadowed real inquiry and have resulted in what Findlay calls “Indigenous academic ‘homelessness’”
Decolonization of universities and research practices cannot occur through any one strategy but must be done via a variety of methods, employing a variety of stakeholders
Fuzessy, Christopher “Biculturalism in Postsecondary Inuit Education,” Canadian Journal of Native Education 22.2 (1998), 201-209.
This paper presents the results of a study undertaken by the author to analyze and characterize the self-reported cultural identities of a group of first-year postsecondary Inuit students (from Nunavik) studying in Montreal The existing literature suggests that minority students need a strong foundation in their primary cultural and language coupled with an education immersed in primary cultural values and methods in order to succeed in adopting a secondary culture and/or language Previous studies (mostly conducted in the mid 1990s) that looked at
communication and interaction in Inuit classrooms and households found that there exists a relationship between values and discourse patterns in classrooms; and that patterns of interaction within and among Inuit households has changed over the course of recent generations Moreover, there exists in communities a significant relationship between the school and the community, which the literature calls a “two-way bicultural and bilingual framework” The author developed his own typology for characterizing Inuit students studying in the South: traditional;
bicultural; mainstream Canadian The study found that a large majority of first year students are bicultural, which suggests that bicultural students may perform better (“with ease”) at the post-secondary level compared to their
“traditional” or “mainstream” counterparts This finding supports the literature – that a strong primary cultural foundation supports successful adoption of the secondary culture or language The author notes, however, that most Nunavik students have already experienced a great deal of exposure to a secondary culture by the time they reach post-secondary education and this may be the reason for so many students being in this category The study found that the “bicultural group is open to life in the south but maintains a clear connection with the North;” and finally that the secondary cultural attachment is, for the bicultural students, also a strong part of their identity
Goldbach, Ib "Greenland: Education and Society between Tradition and Innovation." Intercultural Education 11.3 (2000): 259-71 (see Bilingual Education Bibliography)
Grant, Agnes “The Challenge for Universities” In First Nations Education in Canada: The Circle Unfolds, edited by M Battiste and J Barman Vancouver: University of British Columbia Press, 1995
The purpose of this article is twofold: first, to trace the development of the Teacher Education Program (TEP), whichstarted in the mid 1970s; and second to discuss the challenges associated with evaluating a teacher education program that involves more than one “way of knowing” At the time the article was written (1995) the TEP had existed for 20 years and while it had many successes (increased local control of education, participation of
indigenous people in curriculum development and an increase in Aboriginal teachers), there were still many problems with the program – namely, inappropriate teaching methods for the students and an autocratic
administration The mandate of the TEP was to increase the number of Aboriginal teachers and to influence the university, as an institution Some of the ways in which the TEP program changed the university are still in effect today: extra time for students who speak English as a second language; the option of distance education; and non-traditional teaching strategies Despite these changes, TEP students were still expected to conform to most of the traditions of the institution At the same time as the TEP started, local control over education in Aboriginal
communities was increasing and the concept of culturally-relevant schooling was developing This further stressed the existing tension over how to reconcile university standards with self-determination The author provides severalexamples of instances of student evaluation from the progam One that stands out: a student goes home to complete her practicum As part of her community’s educational plan, teachers took their students out on the land This student teacher wrote about her teaching experiences in her report Her supervisor was unsure how to evaluate her report on her experiences because they did not fit the existing framework or teaching activities in the
Trang 10university curriculum In the last section of the article, the author offers several case studies of different options for evaluating alternative programs like TEP Finally, Grant suggests some questions to consider for future research:
1 How do institutions validate knowledge?
2 How do institutions and communities recognize the socialization within divergent cultures
3 How can institutions work towards accepting different ways of knowing, spiritual beliefs and worldviews
Hanson, Morley Inuit Youth and Ethnic Identity Change Ottawa: National Library of Canada 2003
In this thesis Hanson writes about young Inuit using education as a tool to ground their ethnic identity in a world that is ever-changing Analyzing his experience as an instructor at an Inuit-controlled post-secondary institution, Nunavut Sivuniksavut, Hanson identifies the elements of this program that empower youth by supporting them to discover a sense of cultural pride and belonging The elements include teaching of Inuit history, dances and songs, along with studies of the circumstances of Inuit in post-land claim societies
Henderson Youngblood, James Sakej A National Project of the Canadian Council on Learning:
Wîtskêwin (Sharing Success): Responsive Systems in Aboriginal Learning Promising Practices
Symposium, April 2009.
Interesting power point presentation by James (Sakej) Youngblood Henderson, of the Native Law Centre of Canada
at the University of Saskatchewan, that looks at post secondary education successes It is focussed on the
experiences and prospects of First Nations, though data for Inuit educational attainment are presented, and Henderson’s ideas about pedagogy are relevant to all humans: he emphasizes transformative learning (rather than forced learning, and the importance of mentoring to support students in finding their curiosity and confidence (http://iportal.usask.ca/index.php?sid=960484466&id=21953&t=details&having=511191
Hitchins, Diddy M “The Role of the University of Alaska in Northern Development” in Douglas Nord
and Weller, Geoffrey (ed) Higher Education Across the Circumpolar North A Circle of Learning Palgrave
Macmillan, 2002
This chapter provides an historical overview of the history of the post-secondary education system in Alaska Hitchins describes the initial failure of the University of Alaska system to respond to the request from the Alaska Federation of Natives for community colleges that would offer specialized curriculum to meet Alaska Natives’ post-Alaska Native Claims Settlement Act needs for financial and managerial education, and the subsequent remedies Positive impacts of Alaska universities include: assistance to economic development, provision of local access to higher education, training and certification of professionals to serve in Alaska, as well as an overall contribution to the social and cultural development of Alaska Despite a well-developed university system, some forms of
professional education; for example, there is no medical school
Hodgkins, Andrew P "Marketing Adult Education for Megaprojects in the Northwest Territories." Journal of Contemporary Issues in Education 3.2 (2008): 46-58.
Hodgkins examines the influence that the current economic climate has on adult education policy and program development Accepting the Arctic Human Development Report’s view that “Education policy is driven by values and interest”, he approaches the research inquiry from the perspective of the local labour market and how that affects adult education policies His work gives a different perspective to the perception of intellectual and
economic influence of power multi-national corporations in education policy in the resource extraction oriented NWT He argues that despite the social and political transformation in the NWT proliferating local autonomy, the Aurora College, a traditional bureaucratic apparatus of the state and responsible for adult education, is influenced
by political and market pressures that local expectation of education is co-opted to these other pressures
Hodson, John “Aboriginal Learning and Healing in a Virtual World” Canadian Journal of Native
Education Edmonton: 2004 Vol 28, Iss 1/2; pg 111, 12 pgs