You can't get to Harvard on a dreamcatcher
Joseph Quesnel with the Frontier Centre for Public Policy thinks that more aboriginal culture in the classroom is a poor substitute for a rigorous curriculum that would improve aboriginal educational outcomes.
Joseph Quesnel - January 4, 2009
Government initiatives to increase Aboriginal education outcomes – including the Ontario government's new Urban Aboriginal Education pilot project which would bring more aboriginal culture into the school curriculum – are fundamentally flawed.
Such initiatives seem to be based on the assumption that First Nations are failing academically because they are not learning enough about their culture, language and spiritual traditions.
In fact, Ontario government officials responsible for the Urban Aboriginal Education pilot project contend it will "give native pupils the confidence they need to do better in schools."
The fundamental flaw of this reasoning, which brings to mind the recent controversy surrounding the creation of an "Afro-centric" school curriculum in a Toronto school board, is the unproven assumption that Aboriginal students, and minority students in general, are failing because they lack cultural identity.
However, the real culprits are actually the lowering of standards of excellence which permeates our schools, as well as the reduction in the core subjects that will prepare students succeed in our modern, knowledge-based economy.
It is always positive to be proud of one's culture: First Nations and other groups should learn about their history and contributions. While courses should allow First Nation input, the injection of cultural programming into everything is not a panacea and actually segregates indigenous youth, while ignoring modern skills they need for life. There is also the question as to whether the parents of First Nations are comfortable with what is being presented as Aboriginal culture. Many come from homes where indigenous culture and spirituality is not taught, so we could actually be imposing values they do not condone.
Isn't it wiser to leave choices about cultural identity and spirituality up to individuals and families and to not impose beliefs in a public environment? When culture becomes the focus of education, crowding out the crucial goal of preparing our youth for life and employment, aren't we asking for trouble?
As to First Nations, the disproportionate emphasis on culture has come at the expense of core subjects. For example, years ago, the Aboriginal Education Directorate in Manitoba introduced several initiatives – emphasizing Aboriginal culture and languages, but low in core skills - in the provincial education system. This will not cure the low level of high school completion among Manitoba First Nations students.
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