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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
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
FullText Text:
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  Data: In Quest of Indigeneity, Quality, and Credibility in Aboriginal Post-Secondary Education in Canada: Problematic, Contexts, and Potential Ways Forward
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  Data: 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
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  Data: 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?
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