Fourth World Education in Canada and the faltering Promise of Native Teacher Education Programs

Abstract

The fourth world consists of the minority indigenous populations who have been displaced from their aboriginal lands by settler peoples. The legitimate educational needs of fourth world children are usually poorly met by the established authorities. In Canada, the situation has been further complicated by legal and administrative divisions amongst the fourth world populations which have prevented the development of appropriate educational structures and consistent educational policies. Recent developments have prompted a number of reforms in Native education. Currently there is broad recognition of at least three basic policy objectives: positive reinforcement of the fourth world child’s native identity; equal educational opportunity and attainment for native students as measured by national students; and full participation in and, where desired, control by Native communities over the provision of educational services. Although the structures and process necessary for the realization of these objectives are still evolving, considerable progress appears to have been made in the establishment of specialized Native teacher education programs. Most of these, however, are designed to allow Native people to attain the necessary qualifications to obtain employment as teachers, rather than to graduate excellent teachers of Native students. The two objectives are not necessarily incompatible. Nevertheless, the majority of current Native teacher education programs may not be able to make as substantial a contribution to the improvement of Native schooling as could be wished.