Contextual+Inquiry

In order to understand the problem and possible reform measurements surrounding Aboriginal education, it is important to work with the community. Rather than decide what the problem is and impose a solution independent of their contributions, a better approach consists of listening to what various members have to say about the core issues and what they believe are the proper steps in solving them, based on their first hand experience. No one knows the details better than those who are immersed in the problem. Since we cannot actually travel and visit these communities, we will improvise by using quotes from research sources and video interviews conducted by third parties.

In a paper published by David Anderson, Laura Horton and Sheila Orwick identified 5 key aspects aboriginal elders and parents want in their children's education:

 (Anderson, 2004)
 * 1) "know their own language and traditions,
 * 2) continue their education in a post-secondary institution of their choice,
 * 3) be contributing members of their community,
 * 4) teach their children the language and traditions of their First Nations heritage,
 * 5) operate in both cultures, and in the global economy, but be rooted in their traditions and culture."

In June 2011, the Standing Senate Committee on Aboriginal Peoples heard various aboriginal members express their concerns about education. Four main concerns were shared among all witnesses before the committee: (“Reforming First Nations Education”, 2011)
 * 1) The need to integrate First Nation knowledge into the curriculum.
 * 2) It is challenging to recruit and retain qualified teachers.
 * 3) They stressed the importance of language instruction and immersion schools
 * 4) The need to link parents and community participation in education.

The following videos are just two examples of many sources that highlight some points regarding Aboriginal education, made by members from these very communities. They have extensive first-hand experience with these core issues, creating a strong sense of legitimacy surrounding their opinions on the matter.

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 * Only 41% of Aboriginal youth have completed secondary school. This is in sharp contrast to the rest of the Canadian population where 77% have a high school diploma.
 * Many schools on reserves are infested with snakes, mice and moles creating unsanitary and unconformable conditions.
 * A significant portion of aboriginal youth have developed an ideology that they cannot get the same quality of education that an average Canadian receives.
 * Finance can be an issue, however it is not central to the problems. $1.4 billion is spend on primary and secondary schools which have a combined student population of 118,000. This works out to less than $2000 per student

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 * The video discusses the fact that First Nations youth are the fastest growing segment of the Canadian population. The national chief Shawn gives the possible scenario of closing the employment and education gap between the people of First Nations which could potentially contribute up to $400 billion to the Canadian economy. Besides looking at their past and negatives the government should begin looking at children’s potential. Education should be delivered to the first nations by the first nations, without involvement from the Federal or Provincial Government, aside from providing resources. He requests that the government should support and understand the reserves jurisdictions, not only in geographical sense but also in education. First Nations need control of their own education system while receiving only the support to keep the system running.