Literaturnachweis - Detailanzeige
| Autor/inn/en | Davis, John; Anderson, Kirk; Jamal, Samina |
|---|---|
| Titel | Culture and Community in Canada's Isolated Schools. |
| Quelle | (2001), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | American Indian Education; Canada Natives; Community Problems; Educational Environment; Educational Needs; Elementary Secondary Education; Foreign Countries; Geographic Isolation; Rural Schools; School Community Relationship; School Culture; Substance Abuse |
| Abstract | This paper presents highlights from surveys of some of Canada's most isolated schools, located in northern Labrador, Nunavut, northern Saskatchewan, and northern and interior British Columbia. Most served Inuit or other First Nations communities. Although all schools had contact by phone and most had e-mail, few were accessible by road. Five Inuit schools in Labrador were examined. These schools had strong links to their communities and were among the most academically successful schools seen. Reasons for success included support and advocacy by Inuit political and health organizations and an unusual history--early Moravian missionaries respected Native culture and promoted Native language literacy. Three Nunavut schools were influenced by arctic weather conditions and local hunting and fishing seasons. Primary grades were taught in the Native language. Positive aspects of schools were community connections and cultural programs, but problems included lack of space, high dropout rate, lack of Inuit instructors, and staff turnover. Six Saskatchewan schools were also affected by the weather. Positive factors included community support, dedicated teachers, and student success in mastering computer and Internet technology. Problems included staff turnover, political interference, community substance abuse, high rates of fetal alcohol syndrome, and lack of special programs. The two British Columbia schools were very small. They had had success with technology but suffered from lack of resources, staff turnover, dysfunctional families, and special education needs. Substance abuse and child abuse problems in one isolated village are discussed. (SV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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