Achieving Equity in Graduation Rates and Other Indicators of Success for Indigenous Learners in Canada
DOI :
https://doi.org/10.53967/cje-rce.5493Mots-clés :
Education Indigénes, Education décoloniser, réconciliationRésumé
Ce projet d’étude avait pour objet de remédier à l’inégalité des étudiants, des communautés et des connaissances indigènes dans une école du nord de la Colombie-Britannique. L’objectif de ce document est de partager la transformation systémique et individuelle des apprenants indigènes et de leurs familles selon les forces et les obstacles qu’ils perçoivent dans le système. Cette étude présente les résultats d’un engagement approfondi avec les élèves, les parents/tuteurs, les enseignants, l’administration et les communautés indigènes, qui a conduit à de nouvelles approches pratiques relatives à la gouvernance, aux politiques, à la conception de programmes et à la pratique au sein d’un district scolaire ordinaire, permettant ainsi d’améliorer les expériences scolaires des apprenants indigènes. Elle met en lumière les voix des élèves indigènes et montre comment ces derniers ont guidé la recherche de l’équité dans un district scolaire canadien. Pour ce faire, nous examinons les projets coloniaux inconscients afin de comprendre comment ils émergent de manière visible et invisible dans un contexte donné, tout en créant simultanément des réponses distinctes issues des enseignements des parties prenantes et des détenteurs de droits indigènes. En effet, les pressions internes et externes exercées sur les districts scolaires se traduisent souvent par des demandes urgentes de transformation, ou au moins par un changement urgent de la perception de la transformation. Cependant, un changement réel et durable ne peut être précipité, emprunté ou créé de manière isolée du reste du système.
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