INDIGENOUS PEOPLES' EXTENDED FAMILY RELATIONSHIPS: A SOURCE FOR CLASSROOM STRUCTURE
Abstract
ABSTRACT. This paper explores the nature of indigenous extended family relationships and determines its potential for designing new classroom structures in bicultural schools. The nature of indigenous family relationships is illustrated from the works of a Cree-Saulteux author, a UN human rights lawyer, a Pueblo education consultant, a Maori policy writer, and the writer's own experience in a Maori bicultural school using family-based relationships. All contributors advocate examination of indigenous family relationships as a source of educational reform. The children in the family-based bicultural classes had fewer late, absent, and dropout behaviours than comparable students in mainstream classes. RÉSUMÉ. Cet article analyse la nature des relations dans les familles élargies autochtones et détermine le potentiel que cela présente de concevoir de nouvelles structures scolaires dans les écoles biculturelles. La nature des relations dans les familles autochtones est illustrée par les oeuvres d'un auteur cri-saulteux, un avocat des droits de l'homme de l'ONU, un conseiller en éducation de Pueblo, un rédacteur de politique Maori et la propre expérience de l'auteur dans une école biculturelle Maori fondée sur les rapports familiaux. Tous les collaborateurs affirment que l'examen des relations dans les familles autochtones est une source de réforme scolaire. Les enfants des classes biculturelles fondées sur les rapports familiaux affichent un moins grand nombre de comportements de retard, d'absentéisme et de décrochage que les élèves comparables dans les classes du courant dominant.Downloads
Published
1997-04-01
How to Cite
Smith, D. J. (1997). INDIGENOUS PEOPLES’ EXTENDED FAMILY RELATIONSHIPS: A SOURCE FOR CLASSROOM STRUCTURE. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 32(002). Retrieved from https://mje.mcgill.ca/article/view/8361
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