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Three demerits of an indigenous education
cultural and diversity issues in education
cultural and diversity issues in education
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After the discussion in class about the thought behind the indigenous education, I began to think about how much it differs from the way education is today based on all the views of education that we have previously learned about. We have talked about how in authoritarian classrooms there is a clear hierarchy and the education is distributed based on their place in society. The capitalist philosophy highlights how the business world has begun to heavily influence what is taught and how children are taught in order to fit into the already established systems in the world. Both viewpoints are similar in regards to the fact that education is seen as a thing instead of being seen as a part of who we are and the world around us. This is one reason …show more content…
At first these seem straightforward, but in reality they are not. Even though on the surface it appears that they simply mean that it is essential to be diverse culturally and in life, but how does that look in the real world? In reality it is a complex system where everything is part of the bigger picture. Separate entities are not a part of this concept and each element is related to the other. For example, if one species were to become extinct then those that eat that animal would have lost a source of food and it could lead to the extinction of another animal. Cultural diversity is related, but instead of talking about how the parts of nature are connected it discusses how different cultures influences the others. Life cannot be “mono-cultural.” We see the effects of different cultures on food, medical practices, clothing, and other elements that have an impact on our day-to-day survival. Indigenous education stresses the importance of a unified world. One culture cannot survive without another, which therefore strengthens the idea that no one person or culture is better than another. This is the part that really made me think and I thought about how I could relate it back to the modern day classroom. Instilling children with the mindset of going forward in life immersing themselves in various cultures because they are all important and we would not be where we are today without …show more content…
Whether that is people or the world as a whole, but it is important to remember that each action has a reaction. I also do not want to fail to mention another aspect, which is that two people do not have to agree on a perspective because everyone has a certain place in this world and it is not right to criticize others for finding theirs. Grounding education on a principle like this can prepare those accepting the knowledge for a future of respect and understanding. I respect that fact that these people were able to establish a way of life for themselves so early on in our history because it shows the importance of education and the purpose of it. Respecting the past is another part of indigenous education so I feel that we should adopt that idea and try to live more like they did during the pre-colonization period. How is them respecting their ancestors any different than us respecting ours? Would it be so bad to go a little further back in time to a more simple way of looking at education? Going back to a time were a passion as the driver of education instead of money and before someone decided that there was only one right way of thinking when it comes to education. Many teachers and future teachers today have this mindset already and I would just like to give credit where it should be given. The ways of indigenous education established what the purpose of
Educational systems are one of the primary foundations in the development of early childhood teachings and beliefs. “It has been argued that there is an essential relationship between students' culture and the way in which they acquire knowledge, manage and articulate information, and synthesize ideas.”(Barnhardt, 1999; Bell 2004; Kanu, 2005). Lessons taught to young school children are first fundamental steps in shaping their future ideas, opinions, thoughts and behaviors and how that influences how they view the world and those around them. One of the simplest ways to properly educate Canadians about the lives, history and accomplishments of Aboriginal people is through introducing Aboriginal history beginning in early childhood education. Children are the future; if they are given the proper education and tools to correctly inform future generations they hold the power to correct the impact that decades of stigmatization, marginalization, inequality, colonialism, and denial of responsibility has had on Aboriginal life and spirituality. In order to properly educate these children, educators too must be informed. Previously in Canada, Indigenous education was not discouraged but was also not a required mandate in the curriculum. Pa...
“In addition to giving special attention to the history and current situation of their own nation, [children should] learn a good deal more than they frequently do about the rest of the world in which they live” (6). In this method of education, students will be creating bonds with characteristics of cultures that they personally find good and worthy of upholding. Rather than upholding traditions of their own nation without the respect they where originally meant to give. In this way, you would find differences in other nations cultures and not see them as flaws, but as unique features you can appreciate and strive to
What is the connection between official education policies and key events in Aboriginal Australian history? How have Aboriginal people responded to these policies?
During the 19th century the Canadian government established residential schools under the claim that Aboriginal culture is hindering them from becoming functional members of society. It was stated that the children will have a better chance of success once they have been Christianised and assimilated into the mainstream Canadian culture. (CBC, 2014) In the film Education as We See It, some Aboriginals were interviewed about their own experiences in residential schools. When examining the general topic of the film, conflict theory is the best paradigm that will assist in understanding the social implications of residential schools. The film can also be illustrated by many sociological concepts such as agents of socialization, class inequality, and language as a cultural realm.
In the article by Erica Neeganagwedgin she examines aboriginal education from pre contact, through the Residential Schools and concludes with contemporary issues in education, focusing on women in multiple sections. Neegangagwedgin argues how colonial education curriculum in Canadian schools are marginalizing and oppressing aboriginal students by rarely including their history, heritages and cultural antecedents therefore creating a ‘denial of the selfhood of aboriginal students” (p.28). She starts by comparing the pedagogy differences between Aboriginals and Eurocentric students the stem of differing worldviews which have created this problem as Canada denies to recognize the Aboriginal worldview as legitimate. Bringing light to the idea that
It was investigated that students enjoyed lessons that had eleven different pedagogies. The pedagogical approaches used was relationship building, facilitation of effective hands on activity work, participation in classroom discourse and connecting the science activities to the student’s experiences. Teachers reported that more Aboriginal and Torres Strait Islander students attended class when they had SciTech activities. However, Indigenous students performed poorly on the NAPLAN test in literacy and numeracy. Poor education in Aboriginal and Torres Strait Islanders lead to a decreased employment opportunity that cause poor health, lower life expectancy and a likelihood of problems with the law. The increase in Indigenous students participating in science hands on studies gives the impression that they are more successful in hands on crafting. This is an incentive for indigenous student to attend school and learn. While attending school they also learn literacy and numeracy skills. The purpose of the study was to engage Aboriginal and Torres Strait Islanders in school and how pedagogical approaches aided in this (Hackling et al,
The Canadian and American governments designed a residential school system to assimilate Indigenous children into Western society by stripping them of their language, cultural practices as well as their traditions. By breaking these children’s ties to their families and communities, as well as forcing them to assimilate into Western society; residential schools were a root cause of many social problems, which even persist within Aboriginal communities today.
This report called for control by First Nations of education in the system with procurements for possible complete independence over education and toward that end, it called for First Nations representation on local school boards serving First Nation understudies. The Federal government did not implement policies that would have empowered First Nation communities to produce and gain the knowledge needed to accept full control of their education frameworks and it was prepared to delegate fractional control over education to First Nations communities. The implementation of the policy of Indian Control of Education has not been without its challenges. Among the key criticisms has been that Indian control has often meant little more that First Nations administration of federal education programs and policies. Pre-1980 policies showed a few several classic characteristics of a colonial relationship. They forced a non-First-Nation orientation of education, debased First Nation dialects, histories, culture, and indicated results that were assimilative in nature. Post-1980 approaches advanced First Nations control of instruction in the connection of a model of mix of First Nations understudies inside existing common conveyance system of educational administrations and projects. First
The creation of the Residential Schools is now looked upon to be a regretful part of Canada’s past. The objective: to assimilate and to isolate First Nations and Aboriginal children so that they could be educated and integrated into Canadian society. However, under the image of morality, present day society views this assimilation as a deliberate form of cultural genocide. From the first school built in 1830 to the last one closed in 1996, Residential Schools were mandatory for First Nations or Aboriginal children and it was illegal for such children to attend any other educational institution. If there was any disobedience on the part of the parents, there would be monetary fines or in the worst case scenario, trouble with Indian Affairs.
Throughout this course, I have experienced many different forms of personal growth, but I would say the two major areas were open-mindedness and research skills. Before this course, I alway thought my lifestyle was the correct way to live because it seemed to work very well for me. However, after learning more about the Aboriginal way of life, I have become much more open-minded to other lifestyles and cultures. I no longer think of my lifestyle as being correct, but I recognize this lifestyle is fulfilling and best for me, while another culture or way of life can make someone else just as happy and be just as fulfilling for them. Therefore, I’ve grown to be more open minded and
The modern American society is best defined by its education. The “American dream” is founded on going to school, getting a good job, and becoming successful. Ironically, the actual native peoples of this country are actually the least likely to attain this dream. The largest obstacle they face is lack of proper education. The standard educational practices being used for the instruction of Native American peoples is not effective. There are many pieces to this road-block, and many solutions. This can be rectified by having more culturally aware teachers and parents, and by teaching the general population more about the Native American cultures.
To the indigenous community, country and story creates a strong cultural identity and is the starting point to their education. The second outcome; connected with and contribute to their world, is shown through the experience and learning of the indigenous culture and the history of the country and land they live in. Outcome three; strong sense of wellbeing is shown through enhancing indigenous children’s wellbeing socially, culturally, mentally and emotionally through learning about their heritage, country and history through the stories passed down through generations and gaining a sense of belonging and self identity. Both outcome four and five; confident and involved learners and effective communicators are important as they show a unity and understanding between the indigenous culture through learning about the country and stories together about the indigenous
If we aren’t understanding of the variances between cultures and the way they communicate verbally, emotionally, and nonverbally this can create considerable issues. The three primary problems that could arise if we don’t have an understanding of cultural differences are the ways we interpret others comments and actions, how we predict future behaviors, and conflicting behaviors of others (“Differences in Culture,” n.d). Culture plays a significant part in peoples lives because it shapes our personal values and views on the world. Having a perspective and understanding a persons culture is important because each culture is different in respect to personal views and behaviors, but it is key to respect their culture because just like us it shaped who they are. The reason we have stereotypes of other cultures is because of this particular reason, we assume that our culture is superior and the correct way to do things. For example, I have heard the stereotype that French people are impolite, offensive, and they hate Americans, but was this stereotype created because of a misunderstanding between cultures? Cultural differences can be educational because it allows us to understand the uniqueness of a culture and allows us to learn new things. Cultural differences allow people to feel a sense of belonging, which can be empowering knowing
What is Identity? Is it what you think of yourself? Is it how others see you? Or maybe it is the way you present yourself. Stories like “Ain’t I a Woman?” by Sojourner Truth , “The Lottery” by Shirley Jackson, “The Story of an Hour” by Kate Chopin, and “Indigenous Identity: What is it, and Who Really has it?” by Hilary N. Weaver give us a few examples of identity based on each one of the authors viewpoints. Both “Ain’t I a Woman?” and “The Story of an Hour”, focus on how women were viewed and placed in society before and during the suffrage movement. “The Lottery” opens our eyes to the identity issue of blindly following tradition. The author of the story “Indigenous Identity: What is it, and Who Really has it?” tells us that identity is based on; race, gender, social status, and the knowledge of one’s heritage.
The IK embedded in the stories reveal how such knowledge is instrumental in ushering in and mitigating ecological catastrophe (Woollett, 2007). Cajete (2000) observes that “ultimately, the goal of Indigenous education is to perpetuate a way of life through the generations and through time. The purpose of all education is to instruct the next generation about what is valued and important to a society” (p. 184). In Canada, Native schools have begun to emerge where Native people (of particular tribal groups) conduct education for children in their own languages and develop a curriculum which is based on reclaiming traditional knowledges and worldviews, for example, the importance of land and environment and what land and environment means to Aboriginal