Conformity and Rationality in Indigenous Schooling: The Education Situation on First Nations Reserves

Agbo, Seth A.

doi:10.1007/s10780-012-9163-x

Cited by 6 publications

(4 citation statements)

References 5 publications

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“…First Nations children are influenced by many factors throughout their education, which include the six themes that I discovered in my research; family, pride/confidence, appropriate learning and academics, local connections and conveniences, inter-racial relationships, and traditional/cultural values and skills. These themes were confirmed in previous research (Agbo, 2012;Atleo and Fitznor, 2010;Blair, Rice, Wood & Janvier, 2002;Canadian Council on Learning, 2009;Hare & Pidgeon, 2004;Mattson &Caffrey, 2001). However, these studies did not relate to the school systems as two different enterprises and the literature rarely took into account both school systems side by side.…”

Section: Operated Schoolsupporting

confidence: 83%

“…The integral connection between positive community development and education is re-iterated by Agbo (2012) in his study Conformity and Rationality in Indigenous Schools. He presented an argument that painted the federal government's responsibility for educating…”

Section: Communitymentioning

confidence: 99%

“…Aboriginal people as negatively influential in regards to building a chasm between First Nations and Europeans. Agbo (2012) visited a number of isolated reserves in Northern Ontario, in order to gain better understanding of the role of the community in educating its own population. At the centre of his participatory research, and the resulting successes of a community, should be developments incorporated by community members, and community enterprises.…”

Section: Communitymentioning

confidence: 99%

“…The opportunity to build a sense of community can be empowering for individuals, especially those that have suffered under domination, colonialism and cultural genocide. Agbo (2012) claimed that having a supportive community can help to guide citizens out of troubled times. Hare and Pidgeon (2011) Local connections are also historical connections and in First Nations communities, these connections go back in time.…”

Section: Study Findingsmentioning

confidence: 99%

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Investigating the impact upon First Nations students on reserve, in relation to their elementary school experience

Burgess¹

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The purpose of this thesis was to investigate the question "To what degree is educational attainment impacted for First Nations students, when comparing a band-operated elementary school with the public system?"Community members (n=26), both parents/guardians and students, shared their thoughts and opinions on the elementary experiences of the children. Collecting data from students and parents/guardians was intended to generate comparative scripts about the community perceptions of the band-operated school and the public system. Exploring what attitudes, beliefs, benefits, and drawbacks community members had for elementary systems would help to decipher what the impact was.Quantitative data was gathered from a five-point Likert scale questionnaire. Qualitative data was collected from individual parental interviews with three parents from each schooling system, and focus group discussions with three students from each schooling system. The data indicated that those distinctions included family, pride and confidence, appropriate learning and academics, local connections and conveniences, inter-racial relations, and finally, traditional and cultural values and skills. Those themes were consistently evident and are recognized as the core impacts for First Nations students, when comparing a band-operated school with the public system.iii

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Section: Operated Schoolsupporting

confidence: 83%

Section: Communitymentioning

confidence: 99%

Section: Communitymentioning

confidence: 99%

Section: Study Findingsmentioning

confidence: 99%

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Investigating the impact upon First Nations students on reserve, in relation to their elementary school experience

Burgess¹

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Reflections on Pedagogical and Curriculum Implementation at Orang Asli Schools in Pahang

Wahab

Mustapha

2015

Procedia - Social and Behavioral Sciences

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The purpose of this research was to reflect on curriculum and education process that occur at the Orang Asli primary schools. This case study was carried out to decipher the voices of the teachers regarding the quality of their pedagogical approaches and the curriculum content for the indigenous pupils. Interviews and observations were conducted to obtain qualitative data from the teachers. The main theme emerged from the study is the indigenous pedagogy frequently narrated as the panacea in teaching indigenous pupils. The key finding shows that the pedagogical practice and curriculum content for indigenous need to be overhauled and improved.

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Paddling as resistance? Exploring an Indigenous approach to land-based education amongst Manitoba youth

Johnson

Ali

2019

Diaspora, Indigenous, and Minority Education

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Conformity and Rationality in Indigenous Schooling: The Education Situation on First Nations Reserves

Cited by 6 publications

References 5 publications

Investigating the impact upon First Nations students on reserve, in relation to their elementary school experience

Investigating the impact upon First Nations students on reserve, in relation to their elementary school experience

Reflections on Pedagogical and Curriculum Implementation at Orang Asli Schools in Pahang

Paddling as resistance? Exploring an Indigenous approach to land-based education amongst Manitoba youth

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