One of the points that needs to be highlighted about the aboriginal culture is the distinctive creativity of the aboriginal people in North America. Their life style that might be looked at as  basic or primitive is not so at all. The resistance to keep it so on the aboriginal people’s side is ascribed to the fact that they respect their culture and they feel that boosting it doesn’t affect their interaction with the changes around them. What the aboriginal did in the past as part of their life was advanced for that time, culturally speaking.

Here is a good a youtube clip that highlights a great Indian tradition which is the necessity to adapt.

Also there is an article by Jean Barman about the education given to aboriginal people neglected how creative these people. It did not pay attention to this essential side in them. The article is :

“Enabling the autumn seed: Toward a decolonized approach to Aboriginal knowledge, language, and education”.

 It appeared in Schooling in Transition: Reading in Canadian History of Education, which can be accessed from the following link:

http://books.google.ca/books?hl=en&lr=&id=apjYaExaI-QC&oi=fnd&pg=PA276&dq=creativity+of+aboriginal+people+in+canada&ots=Afey6E5f9t&sig=1FdXNTJbat8Hxfnx56MLIuq7uNE#v=onepage&q=creativity%20of%20aboriginal%20people%20in%20canada&f=false

Hussain

Why Learn About the Residential School System?

Because the Residential School System has been acknowledged as “part of the process of nation building and the concomitant marginalization of Aboriginal communities” (Royal Commission on Aboriginal People), its legacy is part of the nation of Canada’s legacy. The impact of the schools has had a profound effect on Aboriginal and non-Aboriginal peoples alike; therefore, the Canadian education system has an important role to play in teaching all students about this period in our country’s history. By studying the past, students learn about the origins and causes of current issues and events, which in turn will affect the decisions that they will make in the future. By studying different cultures and traditions, students also acquire an understanding, respect, and acceptance of others. This understanding will, we believe, promote the ability of students to find unity in diversity, and to celebrate the strength of multiple perspectives.

 Reference:

Legacy of Hope Foundation. (2009). Where are the Children? Teachers Guide. Where are the Children?

Aboriginal Education, notably the inclusion of Aboriginal content in curricula and programs and the success of Aboriginal students, has received focused attention across Canada in recent years.  Substantial efforts have been undertaken at the federal and provincial levels to address the differences in rates of achievement by Aboriginal and non‐Aboriginal Youth (e.g. Kroes, 2008; Levin, 2009).

Historically, there have been gaps in measured outcomes between Aboriginal and non‐Aboriginal Peoples of all ages, particularly in literacy rates (Statistics Canada, 2005), and enrollment to post‐secondary education (Statistics Canada, 2010a).  Although enrollment to post-secondary education by Aboriginal Peoples is increasing, it is still below the rates of non-Aboriginal Peoples.  Across Canada rates of Aboriginal Peoples completing high school lag far behind non‐Aboriginal Peoples.

HIGH SCHOOL COMPLETION RATES FOR YOUTH

When examining high school completion rates for youth ages 20 to 24, the earliest age group where all students could be expected to have completed high school, the discrepancies are undeniable.

According to Statistics Canada 2006 census data, 40% of Aboriginal Peoples aged 20 to 24 did not have a high‐school diploma, compared to 13% among non‐Aboriginal Peoples.  The rate of non-completion is even higher for on‐reserve Aboriginal Peoples (61% had not completed high school) and for Inuit Peoples living in rural or remote communities (68% had not completed high school).

Gender differences on the 2006 census are also evident, as 43% percent of male Aboriginal Peoples in Canada between the ages of 20 and 24 had not completed high school, compared to 37% of female Aboriginal Peoples of the same age group (Statistics Canada, 2010a).

Reference:

Congress of Aboriginal Peoples. (2010). Staying in School: Engaging Aboriginal Students . Retrieved November 23, 2013, from http://www.abo-peoples.org/wp-content/uploads/2012/10/Stay-In-School-LR.pdf

I watched this video that has a 13 year old explain his success with “unschooling”. Unschooling is a version, a subset, of homeschooling or schooling at home. Advocates describe it by saying it prepares you for life, for being an entrepreneur, for learning anything, for being autonomous.

What makes unschooling different from other homeschooling methods? Often when people homeschool, they just do school at home — do a curriculum with math, science, reading, history, etc. at home, often with similar teaching methods and books.

But that doesn’t take advantage of the freedom of homeschooling. Unschoolers claim to do whatever they want, because there are no rules, no one to tell them they’re doing it wrong, which means they can be as creative as possible.

I am not sure I support the notion of ‘unschooling’ as a positive step forward but Logan, the child in the video has a very valid point on emphasizing happiness. Education should make students happy and in particular when it comes to Aboriginal student success. I think the lower achievement rates with Aboriginal students could likely be a result of unhappiness with the way their education experience is.

Watch the video below:

Hackschooling Makes Me Happy: Logan LaPlante at TEDxUniversityofNevada