Author: Duane Penner
Publisher:
ISBN:
Category : Indian students
Languages : en
Pages : 0
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Book Description
Many Indigenous Tribes within Canada, such as the Sto: Lo and Matsqui First Nations in British Columbia, with whom I work alongside in the Abbotsford School District, have struggled since the time of first contact and colonization to preserve and defend their culture and values. It is through truth, reconciliation, and the hope of working together that we may find common ground moving forward within our society. This research study considered Indigenous peoples' narratives through interview questions and stories. The research question was what are factors that motivate student success in K-12 public schools in British Columbia, Canada? A small sample of K-12 graduates and faculty participants from within the Abbotsford School District who identified as Indigenous volunteered for the study. The intent was that their responses, their narratives, and their stories could further support motivation and success of more Indigenous students in K-12 public schools throughout British Columbia, Canada.
Author: Ariel Elena Mary Lincez
Publisher:
ISBN:
Category :
Languages : en
Pages : 99
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Book Description
Aboriginal education is a complex system of governance compromises, overlapping jurisdictions and multi-party agreements. The future of Aboriginal education is a dim one at present. Evidence from research has shown educational systems, for the most part, are failing Aboriginal students and creating education disparities between Aboriginal and non-Aboriginal students. To narrow these disparities, the following goals need to be a top priority: increasing academic performance, meeting cultural goals, and improving the management of reserve schools. A review of the literature on Aboriginal education, expert interviews with practitioners working with Aboriginal students in B.C., Saskatchewan and Yukon, were undertaken for this research. The research examines successful innovations, and barriers identified in the literature and noted by interview participants. From this, two policy approaches were identified that could be adopted to mitigate disparities--tripartite agreements and a voluntary incentive-based approach pursued by the federal Aboriginal Affairs ministry where tripartite agreements are inappropriate.
Author: Domingos Mitch McKay Verde
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This research used a mixed-method approach to examine motivational factors contributing to Aboriginal student retention at the University of Northern British Columbia. To explore academic motivation in the context of Self-Determination Theory, 20 Aboriginal participants completed in-depth interviews. The participants also completed an acculturation questionnaire to explore whether cultural orientation was an interceding factor in academic motivation. Five intriguing findings emerged from the data. First, Aboriginal students were motivated to succeed by the desire to contribute to the well-being of the participants' home Aboriginal community, or to the broader Aboriginal community. Second, the participants viewed a university education as a means to self-growth, which they perceived as necessary to fulfill a needed role in the Aboriginal community. Third, home community support and institutional support were important factors in motivating students to stay in university and earn a degree. Fourth, participants perceived that their university experience supported their autonomy. Finally, in comparison with more acculturated participants, less acculturated participants were more likely to feel academically unprepared for university, were more likely to attend post-secondary education transition programs, were more likely to use academic resources at the university, and were more likely to return to their home Aboriginal community after graduation. This research showed that Self-Determination Theory, traditionally tested using quantitative methods, can be effectively explored using a qualitative approach. This research also showed that examining cultural orientation within a motivational framework contributes to our understanding of the influence of cultural dynamics on academic motivation in Aboriginal student populations.
Author: Wilma Laura Keitlah
Publisher:
ISBN:
Category :
Languages : en
Pages : 98
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Book Description
This thesis explores the professional teaching experience of Aboriginal teachers in British Columbia schools, specifically the meaning of support to them. This study examines what eight Aboriginal teachers describe as supportive experiences, contributing factors to those experiences, their challenges as Aboriginal teachers, what they consider rewarding as well as additional thoughts and reflections. --Abstract.
Author: Beverly Kim Isaac
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this research is to provide an understanding of what British Columbia K-12 teachers require to successfully teach First Nations students, First Nations content and First Nations culture. This thesis brings awareness of the need to prepare teachers to teach with a holistic pedagogical practice in order to close the achievement gap (Auditor General's Report pg. 3.2015) that presently exists between Aboriginal and non-Aboriginal students The data collected for the purpose of this thesis was provided through the following; review of the literature, interviews with successful graduates of the University of Northern British Columbia, Bachelor of Education (B.Ed.) program, and Northern British Columbia Aboriginal School District Principals. The data brings awareness to future teacher preparation to meet the needs of K-12 Aboriginal students that, if followed, will lead to more Aboriginal students meeting success and graduating from the K-12 school system. ...
Author: Laura Philp Shaw
Publisher:
ISBN:
Category :
Languages : en
Pages : 113
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Book Description
This study explores the implications that the Eurocentric foundations of British Columbia's public education system present for the inclusion of culturally appropriate Indigenous Knowledge. Despite the increasingly frequent instances of Indigenous Knowledge being referenced in schools, it is often misrepresented and it is contextual wisdom that loses its integrity when only partially implemented. Data were obtained and analyzed through grounded theory methodology. Eight qualitative interviews were conducted with educational practitioners who have contributed to the transmission of culturally-appropriate Indigenous Knowledge in various locations across British Columbia. Nine significant themes emerged from the data that illuminate perspectives and recommendations pertaining to the development and delivery of Indigenous Knowledge in public school settings. The findings promote a postcolonial approach to curriculum development and pedagogical strategies, and provide a framework of ideas regarding the transmission of Indigenous Knowledge in school settings in ways that maintain the integrity of its spiritual and cultural foundations.
Author: British Columbia. Ministry of Education
Publisher:
ISBN:
Category : Indian students
Languages : en
Pages : 27
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Book Description
This publication provides basic information on the performance of Aboriginal students in the British Columbia public school system, mainly in graphic form.
Author: Brownlie, Faye
Publisher: Government of] British Columbia
ISBN:
Category : Education
Languages : en
Pages : 32
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Book Description
Author: Blair Stonechild
Publisher: Univ. of Manitoba Press
ISBN: 088755377X
Category : Education
Languages : en
Pages : 201
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Book Description
Post-secondary education, often referred to as "the new buffalo," is a contentious but critically important issue for First Nations and the future of Canadian society. While First Nations maintain that access to and funding for higher education is an Aboriginal and Treaty right, the Canadian government insists that post-secondary education is a social program for which they have limited responsibility. In "The New Buffalo, "Blair Stonechild traces the history of Aboriginal post-secondary education policy from its earliest beginnings as a government tool for assimilation and cultural suppression to its development as means of Aboriginal self-determination and self-government. With first-hand knowledge and personal experience of the Aboriginal education system, Stonechild goes beyond merely analyzing statistics and policy doctrine to reveal the shocking disparity between Aboriginal and Canadian access to education, the continued dominance of non-Aboriginals over program development, and the ongoing struggle for recognition of First Nations run institutions.
Author: Jack Frawley
Publisher: Springer
ISBN: 9811040621
Category : Education
Languages : en
Pages : 295
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Book Description
This book is open access under a CC BY 4.0 license. This book brings together contributions by researchers, scholars, policy-makers, practitioners, professionals and citizens who have an interest in or experience of Indigenous pathways and transitions into higher education. University is not for everyone, but a university should be for everyone. To a certain extent, the choice not to participate in higher education should be respected given that there are other avenues and reasons to participate in education and employment that are culturally, socially and/or economically important for society. Those who choose to pursue higher education should do so knowing that there are multiple pathways into higher education and, once there, appropriate support is provided for a successful transition. The book outlines the issues of social inclusion and equity in higher education, and the contributions draw on real-world experiences to reflect the different approaches and strategies currently being adopted. Focusing on research, program design, program evaluation, policy initiatives and experiential narrative accounts, the book critically discusses issues concerning widening participation.
