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Aboriginal Goals of Education in Lac La Ronge, Montreal Lake and Timber Bay,Saskatchewan: A Case Study A Thesis Submitted to the College of Graduate Studies and Research in Partial Fulfilment of the Requirements for the Degree of Master of Education by Allan Andrew James Ducharme Indian and Northern Education Program Department of Educational Foundations College of Education University of Saskatchewan 1994 G)Copyright Allan Andrew James Ducharme, 1994. All rights reserved. GSR 302 College of Graduate Studies and Research Permission to use University of Saskatchewan Postgraduate Theses Room 50 Murray Building, Telephone: (306) 966-5751, Facsimile: (306) 966-5756 TITLE OF THESIS __A_b_o_r_i.;::g_i_n_a_l_G_o_a_l_s_o_f_E_du_c_a_t_io_n__in_L_a_c_L_a_R_o_n_g_e_,_M_o_n_t_r_e_a_l_L_a_k_e _ and Timber Bay Saskatchewan: A Case Study NAME OF AUTHOR __A_l_l_a_n_A_n_d_r_e_w_J_a_m_e_s_D_u_c_h_a_r_m_e _ DEPARTMENT OR COLLEGE __I_n_d_i_a_n_a_n_d_N_o_r_t_h_e_r_n_E_d_u_c_a_t_i_o_n_P_r_o_g_r_a_m_,_D_e_p_a_r_t_m_e_n_t_o_f _ Educational Foundations, College of Education DEGREE M_a_s_t_e_r_o_f_E_d_u_c_a_t_i_o_n _ In presenting this thesis in partial fulfilment of the requirements for a postgraduate degree from the University of Saskatchewan, I agree thatthe Libraries of this University may make itfreely available for inspection. I further agree that permission for copying of this thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis work was done. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any use which may be made of any material in my thesis. DAT _ Acknowledgements I would like to thank Dr. Mark Flynn, my thesis advisor, for his selfless dedication, support, and guidance. I would also like to thank the members of my thesis committee, Robert Regnier, Dr. Michael Tymchak, and my external advisor, Dr. Cecil King. I would also like to thank the faculty of the Northern Teacher Education Program [NORTEP] for their support and advice. In addition I would like to thank the First Nations people of La Ronge, Saskatchewan, Montreal Lake, Saskatchewan, and Timber Bay Saskatchewan who provided the writer, not only with the information to complete this study, but also with invaluable learning and insight. They are the people that I hope such a study will help. Completing a Masters thesis is very difficult while working full time and I must give special thanks to a person who provided tremendous support, encouragement, and motivation, Lorna, my wife. My two children, Evan and Ellen were also a source of inspiration and encouragement that cannot be measured. Thank-you all! (iv) ABSTRACT The main purpose of this study was to determine if Aboriginal people prefer goals of education that reflect an Aboriginal or Western perspective in education. In order to do this Aboriginal goals of education first had to be compiled. This study also investigated perspective differences within the Aboriginal community itself. The sub-categories of people in this study were: i) generational (age) differences; ii) level of education differences; and iii) gender differences. The study was conducted in the Abor i gina1 communities of La Ronge, Montreal Lake and Timber Bay, Saskatchewan. Fifteen respondents were of Cree ancestry. One respondent was of Dene ancestry. There were eight men and eight women. The respondents were asked to rank a mix of Aboriginal goals of education and Saskatchewan Education goals of education. They were then interviewed to ascertain the reason(s) for their choices. The ranking exercise and the interview were equally important features of this study. It was concluded that Aboriginal people would choose Aboriginal goals of education when given the opportunity. The reasons for their choices seem to be rooted in their past experiences and their hopes that (v) their children will have a culturally more beneficial andsuccessful experience. It was also concluded that a Western perspective in education has not completely been discounted. (v i ) Table of Contents CHAPTER ONE Page Introduction 1 Purpose of the Study......................... 2 Learning the Way: The Need for an Aboriginal Perspective.................................. 4 Review of the Literature Goals of Education: An Aboriginal Perspective 8 Goals of Education: A Western Perspective.... 13 Aboriginal World View 15 Aboriginal Goals of Education................ 17 Traditional and Spiritual Development..... 19 Positive Identity and Self-Concept Formation 20 Historical and Contemporary Issues..... ... 20 Language. ................................. 20 Self-Determination........................ 21 Academic Skills and Processes. 21 Learning as a Life Long Holistic Process.. 22 Aboriginal Non-Participation in the Education Process: A Brief History..................... 24 Acknowledgement that Aboriginal People Need to Participate in the Educational Process.... 26 Summary. ..................................... 30 CHAPTER TWO Methods and Procedures....................... 34 Data Collection and Analysis ..... ~........... 35 The Survey-Interview Method: A Rationale..... 37 (v i i ) Respondents. .............................. 40 Data Analysis............................. 41 Pilot Study.................................. 42 Assumptions. ................................. 43 Limitations.................................. 44 Definitions.................................. 45 Summary...................................... 47 CHAPTER THREE Analysis of Findings.. 48 Research Findings and Analyses: Methodology.. 48 Section One Analysis of Ranking Data.................. 49 General Population Ranking................ 50 Discussion................................ 55 Differences in Responses According to Generation (Age).......................... 56 Discussion................................ 63 Differences in Responses According to Level of Education.............................. 65 Discussion................................ 69 Differences in Responses According to Gender. ................................... 70 Discussion................................ 73 Section Two Interview Summaries....... 74 Question #1: Do you think there are any goals of education that have been missed that are important to you and your community?........ 74 (viii) Respondent ... Key concepts extracted from interviews... 74 Findings.................................. 75 Summary 77 Question #2: What were you thinking was important when you ranked the goals as you did? How do you think the schools could best achieve these goa1s? .............................. 77 Respondent ... Ranking of the goals of education and the explanation given for that ranking...... 77 Findings.................................. 102 Summary. .................................. 119 Question #3: Do you see any possible problems in implementing these goals with respect to them being misunderstood or misinterpreted? Are they stated clearly enough?..................... 120 Respondent ... Key concepts extracted from interviews...... 120 Findings.................................. 124 Summary 126 Question #4: Was there any reason or theme for the goals you chose or the way you ranked them?........................ 127 Respondent ... Key concepts extracted from interviews................... 127 Findings.................................. 129 Summary 130 Question #5: Do you have any final comments about what we've done here today?... 131 Respondent ... Key concepts extracted from interviews................... 131 Findings.................................. 134 ( i x) Summary 135 CHAPTER FOUR Comparison of Results, Summary of Findings, and Implications for Further Research............ 136 Discussion................................... 139 Study Overview................................ 139 Summary of Findings.......................... 141 Aboriginal Goals of Education Research.... 141 Ranking Exercise: Summary of Findings. 142 General Population............ .... ..... ... 142 Gender Differences... 143 Level of Education Differences............ 143 Generational (Age) Differences...... 145 Personal Interviews: Summary of Findings..... 145 Question #1 - Have Any Goals of Education Been Mi ssed?'. ............................ 146 Question #2 - Why Were the Goals Ranked as They Were?............................ 146 Question #3 - Could These Goals Possibly Be Misunderstood or Misinterpreted?..... 148 Question #4 - Was There Any Reason or Theme That Guided Your Choices in the Ranking Exerci se? ................................ 148 Question #5 - Do You Have Any Final Comments or Observations About What You Have Just Done?.................................... 149 Suggestions for Further Research............. 149 CHAPTER FIVE Aboriginal Essential Learnings............... 152 (x) Aboriginal Essential Learnings: The Need..... 153 Cultural Affirmation.......... 154 Linguistic Literacy.. 155 Self-Reliance and Actualization.... 156 Academic and Technical Skills and Processes. ............................ 157 Balanced Learning (Holistic).............. 158 Conclusion................................... 159 References. .................................. 163 (x i ) APPENDICES Appendix Page A. Research Application .