EDUCATING INNER-CITY ABORIGINAL STUDENTS: THE SIGNIFICANCE OF CULTURALLY APPROPRIATE INSTRUCTION AND PARENTAL SUPPORT
Abstract
ABSTRACT. This paper presents a case study that describes how poverty affects inner-city Aboriginal youth in one Canadian context. The paper shows why integrated school, home, and community interventions are needed. It profiles an elementary school which is meeting these challenges through instruction by a dedicated staff that celebrates Aboriginal values and encourages parental and community involvement. Finally, the paper calls for government support in combating poverty. Schools aid youth through education, but poor families need help to overcome unemployment, unsuitable housing, and the constant student mobility that arises from these unsatisfied needs. RÉSUMÉ. Cet article présente une étude de cas qui décrit l'effet que la pauvreté peut avoir sur les jeunes autochtones au coeur d'une ville canadienne. L'auteur démontre pourquoi des interventions intégrées entre l'école, le foyer et la communauté s'imposent. Il brosse le tableau d'une école primaire qui s'efforce de relever ces défis par le biais d'un enseignement dispensé par des enseignants qui glorifient les valeurs autochtones et qui encouragent la participation des parents et de la communauté. Enfin, l'auteur demande l'aide gouvernementale pour lutter contre la pauvreté. Les écoles viennent en aide aux jeunes par l'éducation, mais les familles pauvres ont besoin d'aide pour surmonter le chômage, les mauvaises conditions de logement et la mobilitée constante des élèves qui résulte de ces besoins insatisfaits.Downloads
Published
1999-04-01
How to Cite
Smith, D. (1999). EDUCATING INNER-CITY ABORIGINAL STUDENTS: THE SIGNIFICANCE OF CULTURALLY APPROPRIATE INSTRUCTION AND PARENTAL SUPPORT. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 34(002). Retrieved from https://mje.mcgill.ca/article/view/8475
Issue
Section
Articles
License
Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.
Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.
A copy of our standard form may be requested from mje.education@mcgill.ca