The Legacy of School for Aboriginal People: Education, Oppression, and EmancipationOxford University Press, 2003 - Počet stran: 176 Education is expected to assist students in the development of their personal identities and the achievement of social and economic success. Yet the aspirations of Aboriginal students have too often been thwarted by the very structures that are supposed to help them. Combining a research study, an extensive review of the literature, and an analysis of current trends, Schissel and Wotherspoon detail the harm done to Aboriginal children and their families-not only in the past, when residential schools explicitly set out to eliminate Aboriginal identities, but also in more recent years, when educational systems designed for the mainstream have relegated First Nations students to the sidelines. The authors find hope for the future in four experimental programs from Saskatchewan, in which severely stressed Aboriginal young people have found nourishment for their self-esteem in educational settings that take into account traditional culture and spiritual teachings, as well as academic achievement. Interviews with Aboriginal students themselves give additional depth to the author's findings. |
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... labour market needs . Human capital theory has become especially apparent as the Aboriginal population grows , in marked contrast to the more generally declining birth rates and aging population in the rest of Canada . The dis- parate ...
... LABOUR The question remains , then , that if the government of Canada and ... market . The most critical of these works ( York , 1992 ; Satzewich and ... markets . Even the Royal Commission on Aboriginal Peoples ( 1996b : 335 ) was clear ...
... labour for Canada's expanding industrial sector involving agricultural ... market had by the end of the nineteenth century made them an expendable ... labour legislation , 46 THE LEGACY OF SCHOOL FOR ABORIGINAL PEOPLE.
Obsah
EDUCATIONAL DREAMS AND DISAPPOINTMENTS | 1 |
ISSUES AND THEORIES | 16 |
3 | 49 |
Autorská práva | |
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