Synthesis Report of the Aboriginal Learning Knowledge Centre's Literature Reviews: Responsive Educational Systems (2009)

The author notes that First Nations, Métis and Inuit people in all colonized territories share common experiences that are often very different from other student populations struggling in educational systems. Understanding the legacy of the Aboriginal experience is critical in developing education systems that respond to Aboriginal needs.

In this literature review, the author discusses and analyzes a number of principles and promising practices that support Aboriginal learning, including nourishing the learning spirit; culture and language programming; indigenous knowledge as part of the curriculum; holistic view of measurement and success; and the engagement of community, parents and youth through relationships.

The author concludes that the work accomplished by the Aboriginal Learning Knowledge Centre (AbLKC) has only begun to address the issues surrounding Aboriginal education in Canada and must continue through ongoing research; the development of responsive policies, curricula and programs; and the holding of events where Aboriginal educators and learners can voice their hopes and concerns and share promising practices.

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ISBN: 
978-1-926612-33-1
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2011-06-13
APA citation
Patricia Kovacs. Synthesis Report of the Aboriginal Learning Knowledge Centre's Literature Reviews: Responsive Educational Systems 2009. Web. 25 Feb. 2021 <http://en.copian.ca/library/research/ccl/responsive_edu_system/responsive_edu_system.pdf>
Patricia Kovacs (2009). Synthesis Report of the Aboriginal Learning Knowledge Centre's Literature Reviews: Responsive Educational Systems. Retrieved February 25, 2021, from http://en.copian.ca/library/research/ccl/responsive_edu_system/responsive_edu_system.pdf
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