Croce writes on how the impact of residential schools on the Aboriginal community created a legacy of abuse through restriction on native languages and alienation of children from their cultures (2006). This residential or assimilation form of schooling will have lasting effects on Aboriginal generations.By assuming that Non-Native post-secondary education can “fix” the educational gap without understanding obstacles faced in an Aboriginal community only creates a deeper divides. Non-Native academic institutions attempting to serve the need of First Nation students needs to become knowledgeable in a Canadian history that consistently socialized First Nation and Aboriginal people.
Discussions and input from Aboriginal community members, elders and councilors and training consultants need to be arranged to identify real needs. The logistics of any curriculum design inclusive to Aboriginal training, includes instructor availability, instructor sensitivity to native communities, along with resources, curriculum content (Voyageur 2001)
From my instructional perspective, designing and delivering computer training on a First Nation's Reserve is advantageous for the Native learner. For example, there are minimal logistical issues with relocating, there are financial savings, but more importantly, Native students can remain close to the family unit. Voyageur (2001) claims that advancements within ICT will have a great impact on Aboriginal people; by presenting options for them to obtain post-secondary education credentials without having to leave their community (p.102).
Researching and reviewing many models, the application of Glatthorn’s curriculum model (2008) allows for continued questioning and curriculum reassessment by all participating parties, like Native Elders and other community members. One of Glatthorn's previous versions consisted of designing curriculum to benefit the community, to create a stronger knowledge base for faculty, and to design quality personalized learning experiences and scenarios rather than only specific subject materials (Glatthorn, 1993).
A collaborative adaptation of these curriculum models can best meet the educational and ICT needs of First Nation communities to strongly engage Native students as successful life-long learners.
