A Model for Community Education: Local Control at James Smith Reserve. Monograph No. 7.

Autor/in	Sanderson, Solomon
Institution	Saskatchewan Univ., Saskatoon. Indian and Northern Curriculum Resources Centre.
Titel	A Model for Community Education: Local Control at James Smith Reserve. Monograph No. 7.
Quelle	(1975), (20 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	American Indian Reservations; American Indians; Community Education; Educational Philosophy; Federal Government; Federal Legislation; History; Legal Responsibility; Models; Nontraditional Education; Self Actualization; Treaties; Canada + Suchen Sie Ihr Suchwort? Indianerreservat; American Indian; Indianer; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Bildungsphilosophie; Erziehungsphilosophie; Bundesregierung; Bundesrecht; Geschichte; Geschichtsdarstellung; Strafmündigkeit; Analogiemodell; Non-traditional education; Alternative Erziehung; Self actualisation; Selbstverwirklichung; Abkommen; Kanada
Abstract	Outlining the general historical, legal, and educational context within which Canadian Indian education developed, this monograph addresses the following topics: (1) Federal Responsibility for Indian Education (the Royal Proclamation of 1763; the Indian Act of 1876; treaties, etc.); (2) Provincial Involvement in Indian Education (revision of the Indian Act and initiation of the Joint School Program, a policy which ultimately transferred all responsibility for Indian education to the provinces); (3) A Search For Educational Legitimacy (in view of the failures of policy makers and "experts", legitimate Indian education must be relevant to and supported by the Indian community); (4) Some Criteria for an Alternative (community control; parental involvement and alliance with teachers who are responsible to the community; positive psychological impact on children via role models, cultural recognition, and elimination of standardized tests; instructional materials that accurately reflect past and present Indian experiences); (5) Alternative Model (the school perceived as only part of a community, social, cultural, recreational "learning center", serving as the focal point of community life and providing comprehensive community education); (6) Teachers and Community (a tripartite teaching role involving instruction, curriculum development, and community involvement via the retraining of "professional" educators). (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