Abstracts
Abstract
The education system in Alberta has been struggling for years to provide quality education within increasingly complex learning environments. Gaps in student knowledge and skills, neurodivergencies, background learning experiences, language competencies, social and emotional regulation levels, differing parental expectations, and other complexities all contribute to the difficulties facing today’s educators. This article explores how Métis and First Nations ways of being, knowing, and doing may be infused within a transformative approach to education leadership, which may serve to meet the challenges of the current Alberta education system. Wâhkôhtowin is discussed as a guiding principle within an education leadership framework, along with decolonializing, social justice, and culturally responsive policies as requirements to make substantive and sustainable changes within the current Alberta education system.
Keywords:
- transformative,
- education leadership framework,
- decolonization,
- social justice,
- anti-oppression,
- relationality,
- Wâhkôhtowin,
- Métis education
Résumé
Le système scolaire albertain peine depuis des années à fournir une éducation de qualité dans des milieux d’apprentissage toujours plus complexes. Les lacunes dans les connaissances et les compétences des élèves, la neurodiversité, les expériences d’apprentissage antérieures, les compétences linguistiques, les niveaux de régulation sociale et émotionnelle, les attentes divergentes des parents, etc., contribuent aux défis qui confrontent les éducatrices et éducateurs d’aujourd’hui. Cet article compare certains cadres éducatifs proposés pour répondre à ces complexités et décrit comment les modes d’être, de savoir et d’agir des Métis et des Premières Nations peuvent être intégrés dans une approche éducative potentiellement plus efficace. Il soutient en outre qu’une transformation profonde et durable du système scolaire actuel exige une véritable décolonisation accompagnée de changements sensibles et adaptés à la culture.
Mots-clés :
- éducation métisse,
- éducation autochtone,
- décolonisation,
- éducation adaptée à la culture
Appendices
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