| Autor: |
Paquette, Jerald, Fallon, Gerald |
| Předmět: |
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| Zdroj: |
Canadian Journal of Educational Administration & Policy; 10/29/2014, Issue 165, p1-35, 35p |
| Abstrakt: |
Learning involves conceptual frameworks embedded in worldviews and values. The overarching problematic of Aboriginal post-secondary education is complex and multifaceted. Normative and institutional forces as well as the credentialing and certification agenda of post-secondary education limit the degree to which Aboriginal education at any level can simply go its own way. To what degree and in what ways should Aboriginal post-secondary education differ from mainstream post-secondary education- and can it? The parity paradox (Paquette & Fallon, 2010, p. xii) prevails in post-secondary as in lower-level education. Education that purports to be meaningfully "Aboriginal" must fulfill two seemingly opposing purposes: provide education that is grounded in Aboriginal cultures but also provide a reasonable degree of parity with the content and quality of mainstream education. In short, Aboriginal post-secondary education is situated at the nexus of colliding epistemic universes of hugely unequal power. What can and should be Aboriginal in Aboriginal post-secondary education? What is the Canadian experience to date in that respect-with particular focus on the British Columbia case example-and what can be learned from it? [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
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