Indigenous Students

Introduction

Many research in Canada has shown that academic achievement of Indigenous students are low. The performance scores for Indigenous students on standardized tests is significantly lower than for non-indigenous students. Not doing well on standardized test is strongly correlated to high school dropout. Indigenous students compared to non-Indigenous are also less likely to complete high school. In 2006, 15 percent of all non-Indigenous students living in Canada did not have a high school diploma compared to 30 percent of Indigenous student (Robson, 2013, p. 218). Furthermore, dropping out of high school also reduces the likelihood of attaining post-secondary education. Indigenous student’s participation in post-secondary education

The focus of a western way of knowing can be described as “secular, fragmented, neutral or objective” (Mashford-Pringle & Nardozi, 2013). This way of knowing has been so engrained in the Western culture that the promotion of alternative ways of knowing is deemed not valuable. Aikenhead argued that Indigenous way of knowing is one that is deemed not valuable in western culture. This is because the Indigenous way of knowing is contrary to the western way, its focus can be described as “intrapersonal, subjective, holistic, spiritual and transformative” or learning through actions and wisdom (Mashford-Pringle & Nardozi, 2013). In other words, the Indigenous way of knowing upholds the importance of subjective experience while the western way of knowing is objective. The devaluation of the Indigenous way of knowing through the prioritization of the western way of knowing has been reproduced within Indigenous reserve high school curriculum. To illustrate, Indigenous reserve high school curriculum practices teachings that are based on transporting small units of information to students. This practice is contrary to the indigenous way of knowing of subjective experience. Mashford-Pringle asserts, that Indigenous high schools on reserves have not nurtured Indigenous identities by practicing or even recognizing their ways of knowing (Mashford-Pringle & Nardozi, 2013). Further, the focus of a western way of knowing curriculum in Indigenous high schools differs from what indigenous students have been taught about their culture in the home. The failure to integrate curriculum that is significant to the Indigenous culture prevents Indigenous students to build a meaningful connection between their experience at school and in the home. Due to this, Indigenous students may feel disconnected and alienated from the education system because they feel like it is stripping them of their Indigenous