Aboriginal Education in Canada: A Plea for Integration

Christine Hughes is manager, Policy Coordination, Developmental Services
Branch, Ontario Ministry of Community, Family and Children’s Services.

This book is not a traditional primer on the history of Aboriginal
education in Canada. Instead, the authors argue for an integrated
educational system in which Aboriginal knowledge, philosophy, and
spirituality would be incorporated into the education of non-Aboriginal
people. They argue that there is no future for the human race unless the
non-Aboriginal population gains a deeper respect and appreciation for
the planet Earth. In the first chapter, they clearly articulate their
case while highlighting the historical reality faced by Aboriginal
people and the impact on their culture. While noting some of the
positive changes that have emerged in Aboriginal communities over the
last 30 years, they again argue that Aboriginal educators and leaders
must work toward integrating outsiders into Aboriginal ways of thinking
and behaving. They base their appeal on three components: ecological,
spiritual, and humane. In a chapter titled “Profiling Canadian
Aboriginal Education,” the authors do more than provide statistical
data. Instead, they discuss the teaching milieu, language maintenance,
learning styles, culturally relevant curriculum, and incorporating
indigenous knowledge.

A chapter on traditional Aboriginal philosophy looks at the value of a
holistic, global perspective, an appreciation for life and family, the
importance of sharing, and a spiritual sense of community. Another
chapter on traditional Aboriginal pedagogy examines the significance of
the oral tradition and the use of legends as a teaching technique.
Chapters on the evolution of Aboriginal education in Canada, the
residential school system, and Métis education in Western Canada offer
a historical perspective to the authors’ argument. They conclude the
book with a look at some of the changes that have occurred in Aboriginal
communities in the twenty-first century—a move toward self-government,
resolution of land claims, residential school litigation, urban issues,
proposals to change the Indian Act, and future directions for Aboriginal
education. The book is indexed and includes a comprehensive list of
references.

John Friesen is a professor in the Faculty of Education and the Faculty
of Communication and Culture at the University of Calgary. Virginia
Lyons Friesen is a self-employed early childhood education specialist.