As part of their ongoing work on education-related Indigenous issues, the Canadian Teachers’ Federation (CTF) conducted a survey to seek out the perspectives of classroom teachers on diverse topics related to Indigenous education with a view to informing practice and policy. For the purpose of the survey, “Aboriginal education” refers to the teaching of Indigenous content (history, culture and current issues), and perspectives to Indigenous and non-Indigenous students in Canada’s public schools.
Click Here for Full Report: " CTF Survey "
A report written by People for Education April 2016, examining the Calls to Action from the Truth and Reconciliation Commission of Canada, new data from People for Education's 2015/16 Annual School Survey as it relates to Ontario's provincial Indigenous Education Policy, and a recent released paper from Dr. Pamela Toulouse outlining the benefits of an Indigenous approach to education and the importance of broader goals for our public education system.
Click Here for Full Report: " P4E -Indigenous Education 2016"
Though the report largely focuses on a comparative analysis of Canada's performance with other top countries in the world, findings around the growing gap between Aboriginal and Non-Aboriginal education are included.
Click here for the full report from: The Environics Institute
According to a new C.D. Howe Institute report. In “Students in Jeopardy: An Agenda for Improving Results in Band-Operated Schools,” authors Barry Anderson and John Richards provide a blueprint to reverse the high drop-out rates in reserve schools.
Click Here for Full Report: "Students in Jeopardy"
This report demonstrates why the Bill C-33 missed the mark. Authors Paul Bennett and Jonathan Anuik propose a Community school based approach, respectful of what Indigenous scholars such as Marie Battiste term the "learning spirit".
Full Research Paper: Picking Up the Pieces
This report written by People for Education in 2013, makes recommendations to address gap in knowledge, resources, achievement. It recommends professional development of educators and Aboriginal education opportunities integrated throughout the curriculum. It also suggests that schools with a high percentage of Aboriginal students are provided with First Nations’ language, special education, childcare, arts and physical education resources that are at or above the provincial average. And that the province follow through on the recommendations of the Auditor-General of Ontario to ensure effective implementation of the FNMI Education Framework.
Full Research Paper: Overcoming the Gaps: People for Education
In this article, Lindsay A. Morcom explores the incongruence between the federal government’s proposed First Nations Education Act and the approach of the Assembly of First Nations (AFN) regarding language and culture education. She also examines research concerning potential outcomes of their approaches to determine what would be most beneficial to learners. Language and culture inclusion in schools has been shown to impact significantly on academic and social outcomes for Aboriginal youth.
Click here for Lindsay A. Morcom's full report