First Nations Pedagogical Policy and Practice in Western Canada: A Case Study

John W. Friesen

Abstract


Evidence keeps mounting that before Europeancontact, the First Nations of North America had in place very functionalstructures and processes by which to educate their children toward meaningfulparticipation in adult life. Today educators are realizing that the underlyingpresuppositions of their pedagogical programs in many ways paralleled what werelater hailed as watershed breakthroughs in teaching the young. This paper willdelineate the four-step Siksika (Blackfoot) model by which to master essentialconceptual insights required to function effectively in traditional WesternCanadian First Nations society. An approach still very much in use, the foursteps will be embellished with information gleaned from personal fieldexperience.

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References


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