This paper addresses foundational issues of purpose and paradigm in aboriginal education in a way that deals overtly with self-government issues, including claims and counterclaims regarding them that are largely neglected in the aboriginal-education literature. In this paper, the authors have constructed a conceptual “place to stand” for their analysis from several contributions to educational-policy theory generally, and from current discourse and debate on First-Nations identity and self-government, particularly in an educational context. The authors argue that only such paradigmatic grounding can provide a conceptual “place to stand” for useful and coherent critical analysis of past and current policy directions on First-Nations education in Canada and thus provide a space for a dialogue between aboriginal and non-aboriginal groups about future educational policy directions for aboriginal people.
|Keywords:||Aboriginal Education, Public Policy, Governance|
Professor, Faculty of Education, The University of Western Ontario, London, Ontario, Canada
Adjunct Professor, College of Education, The University of British Columbia, Saskatoon, Canada
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