root to life-long learning

Accessing and using technology on First Nations has its challenges. According to Downing (2002) Aboriginal communities face combined challenges with implementing technology and learning. He describes the learning divide, the socio-economic divide and the digital divide as the three definitive struggles. He affirms that overcoming these struggles by means of greater accessibility, rich relevancy, and embracing the diverse settings used for learning and education, will lead to effective life-long learning.

Manuel explains in his work (as cited in Kirkness 1999, p. 9) that the Native philosophy of learning and teaching is a part of living, both for the teacher and student – life long commitments. Therefore, for any curriculum or pedagogical changes made, the curriculum must ensure that Native educational experiences are relevant and meaningful to the Native student. Kirkness (1999) also assesses changes in Native education as a reversal in traditional holistic psychology, where the most common approach to curriculum design is to interject parts of Native culture into curriculum, “rather than having culture as a basis of the curriculum” (p.15).

It begins at the root. A variety of literature outlines that aboriginal education is successful including Spronk (1995), who describes that if improved accessibility along with historical, economical, cultural and political situations are addressed and discussed by all key players, including participation from post secondary institutions. The root will continue to grow.