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.
Aboriginal Education in Canada: A Postcolonial Analysis
This paper provides theoretical insights into Aboriginal educational and social transformation in Canada from an historical perspective. For almost a century, “decolonization” has been the most effective, and yet most commonly deployed conceptual tool in the writings on Aboriginal education. As an alternative to the decolonization paradigms, this paper suggests that postcolonial theory provides a more comprehensive, yet flexible conceptual framework to the understanding of historical and genealogical intricacies of Aboriginal education in Canada. In the process, theoretical underpinnings, questions, and situations inspired by the experiences of comparative colonialisms (such as the non-settler colonialisms) are discussed in conjunction with Canada's Aboriginal education.
Content strategy in LibGuides: An exploratory study
Abstract Since its inception in 2007, Springshare's LibGuides has become a popular content management system (CMS) with academic libraries. The challenges of managing LibGuides content through a cohesive content strategy have not been well documented. The researchers conducted a survey of academic libraries that were using the LibGuides platform in Fall 2019 to determine how institutions are managing content challenges. Of 120 respondents, only 53% of the respondents indicated that their institutions had content guidelines that LibGuides authors were expected to follow. The top three most observed elements of these content guidelines were page design (80%), content reuse policies (77%), naming conventions (73%), and navigation (3%). 15% of respondents' institutions did not review guides once they were published. Of those that reviewed guides post-publication, authors (84%) most frequently reviewed their own guides. These findings imply that LibGuides are largely cared for on an honour system. Guidelines tend towards quantifiable elements and omit more abstract concepts.