Download Aboriginal Education: Fulfilling the Promise by Lynne Davis, Marlene Brant Castellano, Louise Lahache PDF

By Lynne Davis, Marlene Brant Castellano, Louise Lahache

Aboriginal humans in Canada and somewhere else have unquenchable wish within the promise of schooling. This number of papers grew out of chosen examine experiences and around desk papers commissioned via the Royal fee on Aboriginal Peoples.

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Extra resources for Aboriginal Education: Fulfilling the Promise

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If one compared the 1991 and 1973 pictures in the field of Indian education, one would have to conclude, in fairness, that both parental responsibility for, and local control of, Indian education are much more prevalent today than in 1973. So in that sense there is an element of “success” about post-1973 developments. It is both logical and fair, in my view, to conclude that at least some of that success flows from the education policies put in place and pursued by the federal Government in recent years.

AFN 1991) helped to create a national network of language and literacy workers and advocates. Guidelines for community-based language policy were published by the AFN in 1992 and distributed nation-wide in both English and French (Fettes 1992). Two major reports, Towards Linguistic Justice for First Nations (AFN 1990) and Towards Rebirth of First Nations Languages (AFN 1992), included recommendations on the role of Aboriginal governments: Language must be incorporated as an integral part of First Nations government through: adoption of First Nations official language bylaws; establishment of First Nations Language Commissions/Councils at the band, tribal or community level to implement language planning; promotion of Aboriginal language training programs for employees, administrators, as well as for leaders and community members who wish to become fluent in the Aboriginal language; promotion of day care and preschools that will provide immersion or bilingual language instruction.

Further, national and regional First Nations Language Commissions should be fully involved in planning and administration. (AFN 1990) Mediating between these two levels of government, the AFN envisioned an Aboriginal Languages Foundation, which would coordinate activities at the national level: A national clearing house on First Nations languages should be established with responsibilities that include: disseminating information on language revitalization programs and policies; monitoring international research on bilingual and immersion language training and disseminating findings to First Nations; maintaining a database on curriculum materials and resource personnel; publishing a First Nations Languages and Literacy newsletter for distribution to instructors of First Nations students, education authorities, and organizations and individuals interested in promoting Aboriginal languages and literacy.

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