Marginalization, Decolonization and Voice: Prospects for Aboriginal Education in Canada

The paper addresses the causes and implications of, and possible solutions to, the “education gap ” between Aboriginal people and the general population in Canada. Our analysis highlights how structural and processual aspects of education interact to serve, alternatively, as barriers and contributing factors to the success of Aboriginal students. Adequate understanding of, and action to address, the education gap requires sensitivity to the relationships among cultures, education systems and the social context in which schooling is situated. Social differentiation within Aboriginal populations as well as between populations must be factored into analysis. Relevant factors include cultural teachings and material, educational personnel, resources, governance, and community linkages. We illustrate how these factors can be related holistically with reference to specific schools that have demonstrated remarkable success in working with Aboriginal students. In formulating policy considerations and questions for further research, we conclude that formal education systems must acknowledge that, while unique cultural resources are important to the education of Aboriginal students, Aboriginal people als