Idle No More, a recent protest movement initiated to draw attention to concerns by Indigenous people and allies about changes in Canada's environment and economic policies, has also raised awareness about social and economic conditions experienced by much of Canada's Indigenous population. While discourses and policies oriented to social inclusion are not as prominent in Canada as in Europe and several other contexts, these conditions and the strategies adopted by governments to address them are consistent with narrowly-framed inclusion policies. We provide an overview of what these conditions represent and how they have come to be framed in the context of the Idle No More movement. However, we extend our analysis to understand how the Idle No More movement and discourses of inclusion and exclusion alike have often been framed in ways that further limit solutions to the problems that they are oriented to resolve by stigmatizing and distancing Indigenous people, especially when they ignore or undermine distinct Indigenous rights and the foundations of formal Aboriginal status. We draw upon Indigenous concepts of justice and critical analyses of power relations in order to explore the contradictory locations and experiences associated with Indigenous inclusion in the Canadian context. We conclude by exploring the movement's contributions to broadened conceptions of inclusion that build upon alternative conceptions of socioeconomic participation and success.
This article examines discourses and practices associated with designating some children and youth as being "at-risk" of academic and social failure in and out of school. To respond effectively to "at-risk" learners requires a refocusing of policy and research, an informed political and administrative will, effective use of sufficient resources, and systematic coordination of existing knowledge bases. We explore effective strategies based on a social justice vision of schooling and child development, arguing for an integrated understanding of and approach to child and youth-related activities and initiatives across school, community, socio-structural, and public policy spheres.
Against the backdrop of demographic change and economic reconfiguration, recruiting international students, especially those at tertiary level, has drawn growing attention from advanced economies as part of a broad strategy to manage highly skilled migration. This comparative study focuses on three English speaking countries receiving international students: Canada, the United States, and the United Kingdom. International student policies, in particular entry and immigration regulations, and the trends in student mobility since the late 1990s are examined drawing on secondary data. By exploring the issue from the political economy perspectives, this study identifies distinct national strategies for managing student mobility, determines key factors shaping the environment of student migration in each nation, and addresses the deficiency of human capital theory in the analysis of global competition for high skills.Electronic supplementary materialThe online version of this article (doi:10.1186/2193-1801-2-132) contains supplementary material, which is available to authorized users.
The national Truth and Reconciliation Commission of Canada has challenged governments and school boards across Canada to acknowledge and address the damaging legacies of residential schooling while ensuring that all students gain an adequate understanding of relations between Indigenous Peoples and non-Indigenous peoples. This article explores the dynamics and prospects for effective change associated with reforms in elementary and secondary education systems since the release of the Commission’s Calls to Action, focusing on the policy frameworks employed by provincial and territorial governments to guide these actions. The analysis examines critically the overt and hidden messages conveyed through discourses within policy documents and statements. The key questions we address include: What do current education policy frameworks and actions regarding Indigenous Peoples reveal about government approaches to education and settler–Indigenous relationships in Canada? To what extent is effective reconciliation possible, and how can it be accomplished in the context of institutional structures and discourses within a White settler colonial society? The findings reveal that substantial movement towards greater acknowledgement of Indigenous knowledge systems and incorporation of Indigenous content continues to be subordinated to or embedded within Western assumptions, norms, and standards.
L'auteur se penche sur l'évolution de la nature professionnelle de l'enseignement en relation avec les initiatives pour améliorer l'éducation chez les autochtones. Il examine les répercussions de plusieurs courants potentiellement contradictoires de réforme éducationnelle. Ceux-ci contiennent en particulier des préoccupations concernant l'augmentation de la tâche des enseignants, la restauration professionnelle de l'enseignement, afin de satisfaire les besoins des sociétés fondées sur le savoir, et leurs conséquences pour les apprenants autochtones et leurs collectivités. Des résultats de sondages sur des enseignants travaillant dans des collectivités autochtones en Saskatchewan et au Manitoba soulignent l'émergence d'un professionnalisme fragmenté dans l'enseignement. Malgré que les enseignants aient exprimé leur engagement envers la réforme, des changements substantiels sont nécessaires pour que les intérêts professionnels des enseignants et les pratiques du système scolaire s'accordent entièrement pour assurer le genre de succès en éducation désiré par les collectivités autochtones. L'absence de mécanismes d'intégration forts pour lier les besoins professionnels des enseignants aux intérêts des autochtones et le manque d'engagement clair de la part du système envers l'équité en éducation pour les autochtones contribuent à créer des inégalités et des problèmes éducationnels potentiellement dommageables chez les élèves qui ont le plus besoin de soutien. This paper explores the changing occupational nature of teaching in relation to initiatives to improve education for Aboriginal people. It examines the impact of multiple, potentially contradictory streams of educational reform. These include, in particular, concerns about the intensification of teachers' work, the professional reconstitution of teaching to meet the needs of knowledge-based societies, and consequences for Aboriginal learners and communities. Results from surveys of teachers working in Aboriginal communities in Saskatchewan and Manitoba
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.