Integrating Aboriginal Perspectives into Curricula: A Literature Review

Abstract / Resume Much has been written about the theory that the poor performance of Aboriginal students is due to the lack of culturally relevant curriculum and to teaching strategies which do not reflect Aboriginal worldview. This paper reviews the literature on integrating Aboriginal perspectives into curricula. It includes an examination of the history of Aboriginal education in Canada followed by an explanation of Indigenous knowledge and pedagogy and of Aboriginal learning styles and ways of learning. Practical suggestions for integrating Aboriginal perspectives into curricula are outlined. Finally, implications of the research are discussed with a view to the future of Aboriginal education. On a beaucoup ecrit sur la theorie selon laquelle le rendement mediocre des eleves autochtones est cause par l'absence de programmes d'etudes culturellement pertinents et par des strategies d'enseignement qui ne refletent pas la vision du monde des Autochtones. Le present article examine la documentation sur l'integration des perspectives autochtones dans les programmes d'etudes, y compris un examen de l'histoire de l'education des Autochtones au Canada, suivi d'une explication des connaissances et de la pedagogie indigenes, ainsi que des styles et des modes d'apprentissage des Autochtones. L'article presente aussi des suggestions pratiques pour l'integration des perspectives autochtones dans les programmes d'etudes. Finalement, il traite des incidences des recherches sur l'avenir de l'education des Autochtones. Foreward Generally, Aboriginal peoples in Canada prefer to be identified by the name of their tribe or nation. However, for the purpose of this paper, the terms Aboriginal peoples, First Nations, North American Indians, and Native people have been used interchangeably to represent the Indigenous people of North America. It is important to note, however, that each of these terms has a distinctly different meaning. In the context of this paper, Eurocentric education refers to the European-based system of education (mainly English or French), that has been, and continues to be, imposed on First Nations across Canada, without taking into account their respective value systems, histories, languages, or their knowledge. It is an education that postulates the superiority of European knowledge over non-European knowledge (Augustine 1998). Introduction Cause for Concern For more than thirty years, both federal and provincial governments have acknowledged the low educational success rates of Canada's Aboriginal students. As early as 1967, the Hawthorn report documented an alarming 94 percent drop-out rate before graduation for Aboriginal students. While the gap is gradually closing, with an 80 percent drop-out rate in 1988 (National Indian Brotherhood 1988) and decreasing to a 75 percent drop-out rate in 2003 (Brunnen 2003), there is still much cause for concern. Achievement of Aboriginal students is much lower than that of their non-Aboriginal peers throughout their schooling. For example, on British Columbia Provincial Foundation Skills Assessment tests in Grades 4, 7, and 10 in 2000-2003, literacy levels for Aboriginal students remained in the 50 percent range while those for non-Aboriginal students averaged in the high 70 to low 80 percent range (Bell 2004, British Columbia Ministry of Education 2003). Similarly, high school gradeto-grade transition rates were better for non-Aboriginal students, with 78 percent graduating, compared to 42 percent for Aboriginal students (Bell 2004, Petten 2003). In today's climate of increased public accountability where the spotlight is on achievement, and pressure is on all schools to improve student performance, there is much discussion at the federal, provincial and local levels regarding the failure of the education system in the area of Aboriginal student achievement, but little has been done to improve the situation (Battiste 2002, Greenway 2002, Robertson 2003). …

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