For my project, I am interested in the factors behind the dropout rates of Indigenous learners. Lately more Indigenous students have better education opportunities, but I still find articles about high dropout rates of Indigenous students in North America. Some marginalized students may be facing geographical problems or infrastructure difficulties, or there may exist other reasons. In terms of education, Indigenous peoples’ situation may be improved by the Internet—it has made it possible for them to access material and join the class discussion no matter where they live.

Since schools at every level will have more Indigenous students in the future, it is crucial for both educators and learners to understand the factors that encourage students to remain in the course or cause them decide to leave. I would like to propose a research project analyzing the reasons Indigenous learners drop out—my research findings will help educators obtain a clearer picture on how school education should be conducted in order to retain students over the long term and how technology can be used to further that goal.

I haven’t narrowed down my research questions yet. The broad topic about dropout rates for Indigenous students may already been studied by other researchers so I want to develop a distinct approach for my study. I need a little more time to think about it.

References:

Balla, J. (2012). Identity and Knowledge in Indigenous Young Children’s Experiences in Canada. Childhood Education, 88 (5), 286-291.

Biddle, N. & Cameron, T. (2012). Potential Factors Influencing Indigenous Education Participation and Achievement. National Centre for Vocational Education Research (NCVER).

Jones, B. A. (1992). Collaboration: The Case for Indigenous Community-Based Organization Support of Dropout Prevention Programming and Implementation. The Journal of Negro education, 61 (4), 496-508.

Kutay, C., Mooney, J., Riley, L. & Howard-Wagner, D. (2012). Experiencing Indigenous Knowledge Online as a Community Narrative. Australian Journal of Indigenous Education, 41 (1), 47-59.

Mangana, J. & Trendleb, B. (2010). Cancellation of indigenous Australians from the apprenticeship training contract. Education Economics, 18 (4), 377-394.

I just now realized that my Research Statement was not posted properly on the Webblog. I apologize for this late post as I thought I posted it some time ago but must not have published the post.

My main area of interest has to do with the lasting effects of the residential School Era in Canada. The topic is very popular today as it was only in June of 2008 when the Government of Canada made a formal recognition and apology.

The Government of Canada began to play a role in the development and administration of Indian Residential Schools in 1874. It operated nearly every school as a joint venture with various religious organizations including Anglican, Presbyterian, United and Roman Catholic churches.

Indian Residential Schools recognized by Canada are those where children were placed in a residence for the purposes of education by, or under, the authority of the Government of Canada; and, where the Government of Canada was jointly responsible for the operation of the residence and care of the children resident therein.

Some 150,000 Aboriginal children were removed and separated from their families and communities to attend residential schools. There were over 130 schools located in every province and territory except Newfoundland, New Brunswick and Prince Edward Island. While most Indian Residential Schools ceased to operate by the mid-1970s, the last federally-run school closed in the late 1990s. (AADNC, 2012)

I understand that the topic of residential schools on a whole is far too broad to focus on just for this class project. I hope to stream it to something along the lines of how has the Indian Residential School Settlement Agreement changed for the better and of the impacting effects of residential schools.

There are 2 major questions that I have came up with to focus my research efforts

1. Does money and settlements have any means of fixing the loss of identity and social problems caused by tearing families apart and in some cases torturing or murdering children?
2. Or, I may want to focus on how the necessity of bringing residential school awareness to Canadians. If we ignore the wrongdoings of a government and societal mindset do we risk having future atrocities taking place again?

Some Preliminary resources I have found are below:

References

AADNC. (2012, March 28). Indian Residential Schools  – Key Milestones. Affaires autochtones et Développement du Nord Canada / Aboriginal Affairs and Northern Development Canada. Retrieved September 28, 2013, from http://www.aadnc-aandc.gc.ca/eng/1332939430258/1332939552554

Exhibit / Where are the Children?. (n.d.). Where are the Children? Healing the Legacy of the Residential Schools. Retrieved October 1, 2013, from http://www.wherearethechildren.ca/en/exhibit/impacts.html

Canadian Press. (n.d.). Day students seek class action for suffering at B.C. residential schools  | Globalnews.ca. Global News | Latest & Current News – Weather, Sports & Health News. Retrieved September 29, 2013, from http://globalnews.ca/news/883196/day-students-seek-class-action-for-suffering-at-b-c-residential-schools/

Truth and Reconciliation Commission of Canada (TRC). (n.d.). Truth and Reconciliation Commission of Canada (TRC). Retrieved September 28, 2013, from http://www.trc.ca/websites/trcinstitution/index.php?p=3

Based on my background in social research as an undergraduate, I would like to explore more on the subjects of how educational technology can support social connectivity, networking, and community building in preserving and advancing First Nations culture in today’s world. The analytical framework will be based on the notion of social capital defined by Falk & Filpatrick (1999) as “the product of social interactions with the potential to contribute to the social, civic or economic well-being of a community-of-common-purpose. The interactions draw on knowledge and identity resources and simultaneously use and build stores of social capital.” Many researchers are applying this notion to the Indigenous context (e.g. see sources).

Possible topics of exploration includes:

• Social capital in examining educational achievement, particularly in relation to social exclusion.
• Social capital as a relevant way of measuring the impacts of ICT in Indigenous communities.
• Social capital in the context of Indigenous economic development.

I will also seek to examine community-building projects carried out by ICT support groups such as Network BC and First Nations Technology Council, and analyze the role of social capital for measuring social and economic outcomes in rural and remote aboriginal communities.

Possible Sources:

Brough, Mark., Bond, C., Hunt, Julian., Jenkins, D., Shannon, C., & Schubert, L. (2006). Social Capital Meets Identity: Aboriginality in an Urban Setting. Journal of Sociology 42(4), 396-411.

Hunter, B. (2000). Social Exclusion, Social Capital and Indigenous Australians: Measuring the Social Costs of Unemployment. CAEPR Discussion Paper 204, Centre for Aboriginal Economic Policy Research, The Australian National University, Canberra.  

Lahn, J. (2012). Poverty, Work and Social Networks: The Role of Social Capital for Aboriginal People in Urban Australian Locales. Urban Policy and Research, 30, 293-308.

Mignone, J., Henley, H., Brown, J., O’Neil, J., & Ross, W. (2008). Information and Communication Technology in Aboriginal Communities in Canada: Increasing Aboriginal Social Capital. Journal of Aboriginal Health, 1-84.

Mignone, J. (2009). Social Capital and Aboriginal Communities: A Critical Assessment. Journal of Aboriginal Health, 100-147.