Inspire


Aboriginal Student Learning at a Critical Juncture

By Cauleen Stanley
Student Achievement Officer, The Literacy and Numeracy Secretariat

The state of aboriginal student achievement has never been more at the forefront at a more critical time (Henchey, 2005). The onus on educators everywhere is to prepare all students and in particular, the aboriginal student population, to become the contributing and effective citizenry of the 21st century that they can be (Bell, 2003). This undoubtedly continues to be our challenge. Raham (2004), for one, reminds us that "Increasing success rates for aboriginal students is one of Canada's most pressing challenges."

Aboriginal students continue to experience difficulties in their school achievement. Graduation rates of aboriginal students remain at less then "half the national average", academic achievement across the grades are "dismal", and the dropout rate calls for serious consideration (Bell, 2003). Yet, it is also the case that the evidence remains inconclusive as to exactly wherein the solutions might lie.

With that, it would seem appropriate that we acknowledge what may appear to be the most pressing barriers and also take the time to look to some of the successes that may exist in striving for lessons to be learned.

Some of the more salient of these obstacles include the following:

  • Jurisdictional issues that appear to have contributed to an inequality in opportunities as well as a variety of the schooling in correspondingly diverse settings (Open Space Forum Regarding Issues and Opportunities For Aboriginal Post-Secondary Education In British Columbia Response Document, 2004)
  • Data around a set of common indicators that would allow for the tracking of urban cohorts whose mobility rate is of significant proportions and therefore of concern (Toronto Star, November 8, 2005) and further, a lack of data that would inform practice (Open Space Forum Regarding Issues and Opportunities For Aboriginal Post-Secondary Education In British Columbia Response Document, 2004; Performance Measures, 2005; Report from Ministry of Advanced Education Open Space Conference, 2004)
  • A variety of models of delivery in funding continues to be an issue (Henchey, 2005) with the result that resources are not as readily available as they may need to be
  • The issue of the cohort of urban aboriginal students who appear to present as an "invisible minority" within larger urban settings (Toronto Star, September 8, 2005).

"There is a need for shared Canadian research on school level practices associated with positive achievement for aboriginal students (Bell, 2004)." In one study - Sharing Our Success, completed in 2003-2004 across the four western provinces, ten case studies of schools in diverse settings resulted in recommendations that spoke to both policy and practice and merit our attention. In essence, the study offered "some insight into promising practices" (Raham, 2004) for the education of aboriginal students

Lessons to be learned from this study highlighted the following:

The consistent use of small group instruction as a routine classroom practice was evident in all ten schools.

The other, unsurprisingly, spoke to the role of effective instruction as exemplified by the classroom teacher. Teacher behaviours that were observed and embedded in classroom practice appeared to be consistent in the following ways:

  • Practices that were equitable and inclusive.
  • Practices that demonstrated acceptance of, and recognition of aboriginal beliefs, practices, history and culture.
  • Practices that were supportive.
  • Practice that demonstrated an expectation that all students can learn.
  • The implementation of appropriate assessment tools.
  • Practices that were nurturing within a problem-solving climate.
  • Practices that demonstrated an understanding and incorporation of respect for the culture of the aboriginal student.
  • Practice that demonstrated a firmly established relationship by the schools and by the staff with their aboriginal parent communities. (Raham, 2004)

What else might we learn in this?

Taking on responsibility and at different levels may be key. Firstly, acknowledgement that things need to change is important followed by the implementation of practical and workable solutions that is:

  • the provision of instruction that is effective, timely and deliverable by many
  • support and resources that speak to the needs not only of the learner, but of the teacher as well
  • the creation of opportunities for aboriginal communities and parents for meaningful and purposeful contributions at different levels - locally, regionally, provincially as well as nationally (Open Space Forum Regarding Issues and Opportunities For Aboriginal Post-Secondary Education In British Columbia Response Document, 2004)
  • a curriculum that has embedded within it a respectful and inclusive element in daily delivery
  • an understanding of equitable practices within a supportive and challenging environment

Opportunity for moving forward in fulfillment of appropriate aboriginal education and achievement is apparent in this work. Lessons learned are to be heeded, reflected upon and taken to heart. Good intentions must move to a more tangible state and evidence-based literature and research must inform educators. We must move forward together in the teaching and learning of literacy and numeracy for all students and in particular, for the aboriginal students of our province for the very best reasons.

REFERENCES

Bell, David. Fall 2003. Aboriginal Education in Canada. Society for the Advancement of Excellence in Education. Education Analyst. Available at www.saee.ca.

Bell, David. May 2004. Sharing Our Success: Ten Case Studies in Aboriginal Schooling. Society for the Advancement of Excellence in Education. Education Analyst. Available at www.cllrnet.ca.

"Board Tries to Reach Natives". Toronto Star September 8, 2005.

Henchey, Norman. Spring 2005. Aboriginal Education: Towards A Brighter Future. Society for the Advancement of Excellence in Education. Education Analyst. Available at www.saee.ca.

Open Space Forum Regarding Issues and Opportunities For Aboriginal Post-Secondary Education In British Columbia Response Document. February 2004. Ministry of Advanced Education. Available at www.aved.gov.bc.ca/aboriginal/.

Performance Measures. 2005. The Alberta Government: Education.

Raham, Helen. October 2004. Literacy Instruction in Aboriginal Settings. Society for the Advancement of Excellence in Education. Research Brief. Available at www.saee.ca/pdfs/AboriginalBrief.pdf.

Report from Ministry of Advanced Education Open Space Conference: Issues and Opportunities for the Future of Aboriginal Post-Secondary Education and Training. February 2004. University of British Columbia: First Nations House of Learning. Available at www.aved.gov.bc.ca/aboriginal/.