Indian Education: The World As It Was - The World As It Is - The World As We Want It To Be. Monograph No. 1.

Autor/in	Linklater, Clive
Institution	Saskatchewan Univ., Saskatoon. Indian and Northern Curriculum Resources Centre.
Titel	Indian Education: The World As It Was - The World As It Is - The World As We Want It To Be. Monograph No. 1.
Quelle	(1973), (12 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	American Indians; Bilingual Teachers; Community Education; Community Resources; Cultural Background; Essays; Futures (of Society); Minority Groups; Nontraditional Education; Self Actualization; Speeches; Teacher Qualifications; Tribes; Canada + Suchen Sie Ihr Suchwort? American Indian; Indianer; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Essay; Aufsatzunterricht; Future; Society; Zukunft; Ethnische Minderheit; Non-traditional education; Alternative Erziehung; Self actualisation; Selbstverwirklichung; Lehrqualifikation; Tribal society; Stammesgesellschaft; Kanada
Abstract	The American Indian's education as it used to be was one in which he was instructed by indirect instruction via group participation, by observation, and by individualized teaching for purposes of promoting a smooth functioning tribe. Indian education used to be a life sustaining force which was participative and dynamic, involving the total community at every level of community life, every day, all day long. Today the present Canadian education system does not serve the Indian people's needs, as evidenced by current statistics relative to Indian: unemployment (over 58 percent); lack of constructive outlets (over 40 percent of all prison inmates); poor health; social and family disability; discrimination and prejudice. In the world of the future, the Indian people want to determine their own education; they want teachers who will be: (1) of the particular tribe they are teaching; (2) thoroughly knowledgeable about the past and present of the particular community, the particular tribe, and other tribes, and immigrant peoples of this country; (3) knowledgeable about peoples and cultures of other countries; (4) fluently bilingual and specially trained in teaching a second language, whether French or English; (5) able to use the human and physical resources of the community and recognize that the school is of the community, to be used by the community. (JC)
Anmerkungen	Indian and Northern Education Program, College of Education, University of Saskatchewan, Saskatoon, Saskatchewan, Canada, S7N OWO ($1.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC