In Quest of Indigeneity, Quality, and Credibility in Aboriginal Post-Secondary Education in Canada: Problematic, Contexts, and Potential Ways Forward
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| Title: | In Quest of Indigeneity, Quality, and Credibility in Aboriginal Post-Secondary Education in Canada: Problematic, Contexts, and Potential Ways Forward |
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| Language: | English |
| Authors: | Paquette, Jerald, Fallon, Gerald |
| Source: | Canadian Journal of Educational Administration and Policy. Oct 2014 (165). |
| Availability: | Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap |
| Peer Reviewed: | Y |
| Page Count: | 35 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Postsecondary Education |
| Descriptors: | Foreign Countries, Canada Natives, Postsecondary Education, Equal Education, Educational Quality, American Indian Education, Epistemology, Credibility, Power Structure |
| Geographic Terms: | Canada |
| ISSN: | 1207-7798 |
| Abstract: | 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? |
| Abstractor: | As Provided |
| Number of References: | 26 |
| Entry Date: | 2014 |
| Accession Number: | EJ1044706 |
| Database: | ERIC |
| Abstract: | 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? |
|---|---|
| ISSN: | 1207-7798 |
