Two Policy Approaches to Native Education: Can Reform Be Legislated?.
The evolution of Canadian federal policy for Native elementary and secondary education has followed a pattern remarkably similar to that in the United States. A significant difference in the provision of educational services to indigenous peoples is, however, that whereas the United States has historically attempted to regulate and reform Native education through federal legislation, Canada has generally eschewed such a proactive strategy in favour of what Hall (1992) refers to as the “No Policy-Policy.” In this article I examine the evolution of Native education policy in both countries to determine which approach has brought Native people closer to their desired goal of having control over their children’s education. La politique federale canadienne d’enseignement primaire et secondaire destinee aux autochtones suit une evolution semblable a celle des Etats-Unis. ll existe toutefois une difference significative dans la prestation des services educatifs aux peuples autochtones: les Etats-Unis ont toujours tente de reglementer et de reformer l’education des autoch- tones par le biais de lois federales tandis que le Canada evite, en regle generale, ce genre de strategie proactive et prefere ce que Hall (1992) designe comme une “politique de non-politique.” Dans cet article, l’auteur analyse l’evolution, dans les deux pays, de la politique en matiere d’enseignement aux autochtones afin de determiner quelle approche permet aux peuples autochtones de se rapprocher de leur objectif, qui est de controler l’education de leurs enfants.
Getting Them Through the College Pipeline: Critical Elements of Instruction Influencing School Success Among Native Canadian High School Students
As a consequence of the Civil Rights Movement and related social movements, the past 30 years have witnessed an unprecedented rise in higher education enrollments among ethnic minority groups, women, and low-income students, as well as increases in the financial aid available to these groups. However, certain ethnic minority populations, such as Native American and Native Canadian students, still experience difficulty in the transition from the K-12 school system to higher education, despite policies enacted to increase access. The research literature cites the disjuncture between the home cultures of these students and the environments of the school as a major cause of the failure of Native students to make the transition from the K-12 school system to higher education institutions. These findings have prompted calls for the integration of Native cultural knowledge and perspectives into the school curriculum. This Canadian study examined the outcomes of consistently integrating Native perspectives into the high school social studies curriculum throughout the 2003–2004 academic year. The teachers integrated Native cultural learning objectives, resources, and instructional methods. Critical elements of the integration processes that appeared to increase academic achievement, class attendance, and participation among Native students1 are discussed. Teachers can draw on these elements to implement effective teaching strategies for the preparation of Native students along the college pipeline.
The chromosomes of Chrysanthemum,
NEW varieties of the garden chrysanthemum arise primarily from seed. They are propagated vegetatively and many give rise to bud sports in sequence and in parallel to give whole families of varieties. The original sports would naturally be chimras and it is not surprising therefore that they often revert to the previous type. Whereas some varieties sport continually from the time of their origin, others remain stable for many years. Those considered in this account do, mostly, sport freely. Since varieties may remain stable for a considerable number of years and then suddenly sport it is probable that all varieties possess the ability to sport. The origin of bud sports is unpredictable. Some confusion in naming has arisen as the same or similar sports have occurred and been propagated in different places under different names. Consequently there are, for example, several forms similar to, but not identical with, the original Favourite Supreme raised by Messrs A. G. Vinten. It might well be that each individual variety would be better termed a sub-family to include all its minor variants. The different Chrysanthemum sports are described in scattered numbers of the R.H.S. Journal—more particularly, for the Favourite family, in Vol. 63, 1938, pp. 139-141. The object of this study is to discover the cause of sporting.