Decentralization of First Nations education in Canada (Record no. 1787)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02153nab a22001697a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | BCACCS |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20170501123716.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 140917s2002 ||||| |||| 000 0|eng d |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | BCACCS |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Agbo, Seth |
| 9 (RLIN) | 46 |
| 245 10 - TITLE STATEMENT | |
| Title | Decentralization of First Nations education in Canada |
| Medium | [citation] : |
| Remainder of title | perspectives on ideals and realities of Indian control of Indian education |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | 2002 |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | Fuelled by the concept of self-determination, efforts to improve schooling under the banner of decentralization are taking hold in First Nations communities throughout Canada. Proponents of decentralization hold the perception that decentralized systems are more likely to improve education than centralized systems. But is there a chance that local control can improve First Nations education? From the point of view of the realization of the decentralization values, the outcome is uncertain at best and gloomy at worst. To the extent that First Nations are alert to the emerging educational needs and problems and strong enough to mobilize First Nations resources on their behalf, we may entertain a cautious optimism on the resolution of some of the manifold contradictions of decentralization. I contend that unless there is a genuine devolution that entails the empowerment of First Nations communities to provide an education that is specifically suited to each community, schools for Aboriginal children will remain mediocre in quality. If decentralization is to sustain its momentum and advance productively in coming years, at least it should meet three conditions. First, certain constraints or contradictions internal to decentralization will have to be resolved. Second, Aboriginal scholars and First Nations school authorities need to employ appropriate change strategies by providing a framework for local control, and finally, First Nations communities and federal authorities need to find the key symbolic and structural characteristics of decentralizing First Nations schools. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education, Indigenous control of |
| Geographic subdivision | Canada |
| 9 (RLIN) | 103 |
| 773 0# - HOST ITEM ENTRY | |
| Title | Interchange |
| Related parts | Vol. 33, no. 3 (2002), pp. 281-302 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| ARTICLE | Journal Article |
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