Achievement Gap Between Aboriginal And Non-Aboriginal Students

Canada could begin to close the educational and achievement gap between Aboriginal and non-Aboriginal students by incorporating traditional methods of teaching into the classroom. Aboriginal students would benefit from incorporating traditional methods of teachings such as the connection between the morals, values, and learning, which is fundamental to the identity of Aboriginal people into their educational experiences (Doige, 2003, p. 146-147). For Aboriginal people, learning is a lived experience. Learning is best learned through traditional methods of teaching such as storytelling, group discussions, demonstrations, role modeling, learning circles, talking circles and hands-on experience (Preston et., 2012, p 8). A traditional method of

Traditional education of Aboriginal children encompasses all aspects of life (Neeganagwedgin, 2013, p. 18). Learning how they are connected to other human beings and to nature is an important part of the traditional teachings (Doige, 2003, p. 146). Traditional teachings help Aboriginal people know that their identity is based on their values, their intentions and motivations, and their spirituality (Doige, 2003, p. 148). Doige (2003) states that ‘one’s spirituality is the inner resource that facilitates knowing oneself, one’s surroundings, and finding meaning for oneself in connection or relation to those surroundings’ (146-147). An Aboriginal student’s spirituality must be encouraged and respected in their education if successful learning is to occur (Doige, 2003, p. 148). Aboriginal students must be able to bring all the important aspects of their identity into the educational experiences, including the traditional methods of teachings such as spirituality. Doige (2003) states that ‘spirituality and learning in education refer to the connections between intellectual and moral qualities of a student that must not be neglected, but rather accepted, respected, and celebrated by teachers’ (p.