Assignment: Triple Entry Journal

Assignment: Triple Entry Journal

Assignment: Triple Entry Journal

Triple Entry Journal

The article to be evaluated for the triple entry journal assignment is Carr-Stewart and Steeves’s (2009) “First Nations educational governance: A fractured mirror” article. Therefore, the areas under evaluation include themes summary, key point reflection, and analytical question and rationale, which are the major parts of a triple-entry journal.

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Themes Summary

Carr-Stewart and Steeves’s (2009) article articulates various reasons why the First Nation Education system to the reserve communities has not succeeded. As a result, the authors present education policy, the federal government’s inappropriate approach toward First Nations education, funding inequities, and second-level services limitations as the main themes. Education Policy theme reflects the shortcomings of the Indian Act that Canada assimilated in its system, which did not support the involvement of communities and parents in children’s education. In that case, Canada embarked on making regulations to ensure children’s compulsory attendance throughout the school term to cut family ties, which was made possible through residential schools (Carr-Stewart & Steeves, 2009, p.5). In return, those parents that would oppose the regulations would face imprisonment and fines, and at times, some parents would face both punishments. In that case, only leaders possess the mandate to make rules and regulations to be followed by the children, unlike their parents. For instance, (Carr-Stewart & Steeves, 2009, p.6) section  9-4 gave the superintendent general powers to regulate school discipline, teaching, equipment and buildings standards, and school inspection. However, those powerful individuals, such as chiefs who had children in school, had to follow the rules to make any regulations.

The theme of the first nation education inappropriate approach reflects how Canada’s federal government embraces Indian Act education laws to govern its school systems. Carr-Stewart and Steeves (2009, p.3) indicate that in 1867 Canada gained two different education systems where one would be a federal system and the other a provincial system.  In that case, in the provincial system, the legislature would make education laws, though, for the federal system, the government would make laws concerning children within the reserves where the residents were mainly the Indians. Despite the provincial system’s effort to protect their provinces from the federal system, the federal would disobey legal and governance, cultural issues, curriculum, and resourcing, thus fracturing First Nation education systems. Therefore, even if the provincial system can have an appropriate approach towards steering the First Nation education system’s success, the federal government’s decision-making processes will always hinder its success.

The other theme regards federal government funding inequities and second-level services limitations despite the provincial system’s success in its school laws implementation. In their view, Carr-Stewart and Steeves (2009, p. 4-5) indicate that instead of implementing their education legislation, the federal government relied more on the Indian educational guidelines and Indian Acts that Indian Affairs Department had established to facilitate First Nation Education.  Considering that the Councils and Chiefs’ governance did not have much power in education, such a situation affected Canada’s educational programs, financial level, and services commitment. In return, the schools would experience class shortages since children from six to fifteen years were to attend school on a mandatory basis as part of the Indian Act.

Generally, Carr-Stewart and Steeves (2009, p.11) assert that the federal government has been the reason for all these issues considering that it is yet to honor the Canada and Crown’s obligation to ensure that education falls under treaty responsibility. As a result, the federal government is the reason for the First Nations education failure due to its inclination to the Indian Act as its point of reference in its long-standing practices and policies.

Key Points Reflection

Before encountering any European contact, educational systems for the indigenous people followed a traditional system. According to Carr-Stewart and Steeves (2009, p.12), the authors accentuate that some traditional education means include group socialization, oral teachings, and spiritual and cultural ritual participation. In agreement with Carr-Stewart and Steeves (2009), Battiste (2018, p. 135) asserts that the traditional means of education changed after the onset of the First Nation Education system, where the children would learn away from their parents and community members. During this time, the leaders gained more power to control the education system, whether provincial or federal. In that regard, the federal system in Canada failed the First Nation education system’s success since it bypassed education policies and approaches that would encourage the involvement of parents and communities even with the implementation of residential schools. That is because the federal government in Canada did not have to abolish traditional teaching methods fully since the assimilated system led to dislocation and cultural trauma to the children, parents, and reserve communities.

Therefore, I believe that reforms will need to ensure the integration of indigenous education policies will improve and enhance the current education system. The main agenda for such reforms is to provide more language-based and cultural support that considers indigenous children’s well-being. For instance, Battiste (2018, p.140-141) asserts that by integrating the traditional education system in the current system, the children will have the knowledge and skills essential in their adult life. Most Indians living in the reserve areas were formerly used to educate their children in various ways. For example, adult women would teach the girls various domestic skills such as cooking, sewing, and childrearing, while the older men would teach the young boys how to be responsible (Battiste, 2018, p. 28). Therefore, the federal government’s not implementing any specific education laws undermines the reserve children’s future since the Indian Act revokes any association between the children, their parents and communities. Therefore, it is evident that assimilation of Canada’s First Nation Education system cannot succeed since the Indian Act reflects the cultural destruction and policies of assimilation entrenchment.

Analytical Question and Rationale

Analytical Question

What was the main idea of the First Nation Education system towards Canada’s reserve communities?

Rationale

The question aims to address the educational gaps that Canada’s federal government has created during the implementation of the First Nation education system to the reserve communities. Generally, the main idea of the First Nation education system was to ensure that the reserve communities would be more civilized despite being focused on their traditional ways of life. Such civilization would enlighten them concerning their rights and how to associate with other members of society. However, the way that the Canadian government articulates its education laws seems to oppress the reserve communities. In return, the laws seem to jeopardize the initial idea of integrating the First Nation education system, whose main idea was not to alienate the reserve communities from their respective cultures but to civilize due to the changing times. Therefore, it is the task of the federal government to formulate means in which it will re-evaluate the Indian Act and consider the well-being of the reserve communities’ children and their future. Hence, through addressing the analytical question and Carr-Stewart and Steeves’s (2009) contributions, the reader is positioned to understand the gaps in Canada’s First Nation education systems.

References

Battiste, M. (2018). Reconciling Indigenous Knowledge in education: Promises, possibilities, and imperatives. Dissident knowledge in higher education, 123-148.

Carr-Stewart, S., & Steeves, L. (2009). First Nations educational governance: A fractured mirror. Canadian Journal of Educational Administration and Policy, (97).

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Instruction for Assignment

A triple entry journal is a 1,000 to 1,200 word journal entry that is divided into three components.

1) The first component involves writing a paragraph summarizing the main themes of the article.
2) The second component includes a reflection in response to the key points of the article. This component also requires you to research a second academic article not in the syllabus that can inform and enrich the discussion. Include how the second article counters or bolster claims made in the first article. Wikipedia, political commentary, speeches, and media articles are not academic sources.
3) The final section of the triple entry journal requires you to think of and write one analytical question and its rationale. The rationale describes the significance of the analytical question being asked. Why is this question important? How does it relate to the topic? Students are warned here not to be caught up in a ‘question loop’ (series of questions), whereby the rationale is missed. Students do not need to answer the question. Students can use the question to base a discussion post.

Write all parts in sentence format – no bullet points. Submit an MS Word document. Use APA 7th edition referencing format for all articles. You may write in first person (i.e., use “I” statements).
– Avoid run-on sentence and sentence fragment. Please ensure the paper is edited properly. Thank You