By Lynne Davis, Marlene Brant Castellano, Louise Lahache
Aboriginal humans in Canada and in different places have unquenchable desire within the promise of schooling. This selection of papers grew out of chosen learn experiences and around desk papers commissioned via the Royal fee on Aboriginal Peoples.
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Additional resources for Aboriginal Education: Fulfilling the Promise
In a chapter of such wide scope, it was impossible to do full justice to the range of effort and dedication displayed by Aboriginal language educators and activists across this country. We hope, however, that this brief summary will provide them with a useful tool in their efforts to secure support from communities and governments at all levels. It may also serve to remind us that our efforts on behalf of Aboriginal languages, wherever we are, form part of a wider struggle – one that can and must succeed.
In such voices from beneath the snow, we believe we hear the first vibrant stirrings of spring. Speaking First: Aboriginal Perspectives The diversity of Aboriginal identities in Canada led us to canvass a wide range of organizations and individuals for their views on language policy. This summary of our findings is divided according to current political realities but should not be taken as an endorsement of the status/non-status division or any other categories that unfairly label and discriminate against Aboriginal people.
Necessary funds must be provided by the federal government to ensure the development of language structures, curriculum materials, First Nations language teachers, resource centers and immersion programs. Aboriginal language instruction must be available from pre-school to postsecondary and adult education, and be acknowledged as meeting second language requirements at all levels. (AFN 1988) First Nations language and culture must receive equivalent recognition, protection, promotion in the Canadian constitution, and through enabling legislation, as the official languages.