Canada’s contemporary policy on Aboriginal education

Larisa Garusova

doi:10.1051/shsconf/202213400013

Abstract

The article analyzes the process of transformation of the educational system of the Indigenous peoples, the key factor of which is the policy of the Canadian government. Based on the analysis of documents and materials of the federal government of Canada and regional authorities, qantitative and qualitative characteristics of the modern educational status of Aboriginal peoples have been identified. Canada's Aboriginal education system has gone through a difficult path from destructive forms of education for culture, family and personality, to humane and careful attitude towards students, their national roots and traditions. The policy of compensating for the damage done in the past and supporting the Indigenous peoples in the field of education goes in several directions. Among them there are payments to those Aborigines who have suffered physically or mentally in boarding schools in the past; equalization of education levels of Indigenous peoples and other Canadians, support of Aboriginal languages and culture. The main tools in the implementation of modern government policy are increased funding for the education of the Indigenous population and the collaboration of the authorities with public organizations and Aboriginal communities.

Highlights

Canada is one of the largest Arctic states (40% of its territory is considered Northern and Arctic) with a complex multi-ethnic and multicultural social structure, in which Aboriginal peoples occupy an important place
According to the latest 2016 census, more than 1.67 million people in Canada identify themselves as Indigenous peoples, which is 4.9% of the total population of the country
The Indigenous population of Canada is relatively young – about 44% were under the age of 25 in 2016

Summary

Introduction

Canada is one of the largest Arctic states (40% of its territory is considered Northern and Arctic) with a complex multi-ethnic and multicultural social structure, in which Aboriginal peoples occupy an important place. There are 630 Indigenous communities in Canada, representing more than 50 nations and 50 Aboriginal languages [1]. The experience of overcoming the negative consequences of the actions of the Canadian state, including the field of education, may be of interest and use for countries with multi-ethnic and multicultural populations. The Northern and Arctic regions of Canada include Yukon, Northwest Territories, Nunavut, northern parts of the provinces of Manitoba, Newfoundland and Labrador, Quebec. Among them is the low level of education of the population, especially Aboriginal, which, in turn, is an obstacle to the diversification of the regional economy and the formation of its new industries

Results and Discussion

Conclusion

Key priority