Освіта корінних народів у США і Канаді: історія і сучасні реалії
Дата
2019
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Визначено історичні, соціально-економічні, політичні детермінанти становлення та розвитку освіти корінного населення у США і Канаді; показано взаємозв’язок особливостей функціонування системи освіти корінного населення з процесами колонізації північноамериканських земель європейцями; розкрито сутність політики асиміляції корінного населення, яка породжувала расову дискримінацію корінного населення країн, посилювала їх маргіналізацію і деградацію; закцентовано увагу на діяльності шкіл-інтернатів для дітей корінних народів як однієї з форм освітньої асиміляції, показано їх негативний вплив на виховання дітей корінних народів; виявлено, що сучасною тенденцією освітньої політики щодо корінних народів є перехід від політики асиміляції до політики інтеграції; показано, що сучасна освіта корінних народів у США і Канаді базується на принципах мультикультуралізму, демократії, гуманізму, на націоналістичному підході, урахуванні освітніх потреб та потреб ринку праці.
The article identifies and analyzes the determinants of formation and development of the education of indigenous peoples of the United States and Canada, identifies the features of functioning of boarding schools and their impact on the education and training of indigenous peoples’ children. In order to achieve the aim, we used a retrospective analysis that helped track the emergence and development of the education of the indigenous peoples of the United States and Canada; structural-logical analysis which contributed to the study of legislative provision for the indigenous population; structural-functional analysis which allowed determining the specific features of education of indigenous peoples in the United States and Canada, to find out the features of the functioning of boarding schools; systemic-structural and comparative analysis which contributed to the definition of the common and distinctive in the countries under study. It has been established that the problem of indigenous education in the US and Canada has deep historical roots since the discovery of the American continent; the main determinants of development of indigenous peoples education in the North American countries are socioeconomic, political, historical, socio-cultural factors which are closely linked to the colonization of American lands by Europeans; the policy of indigenous assimilation was carried out in various forms, in particular, a policy of paternalism, the main purpose of which was the so-called “civilization of wild nations” and the policy of termination, which was aimed at eliminating the personal status of indigenous people, the abolition of federal care and waiver of obligations to provide financial assistance; the policy of indigenous assimilation proved to be ineffective, gave rise to racial discrimination of the indigenous people of the country, increased their marginalization and degradation. It was found out that the policy of assimilation was applied to educational policies concerning the indigenous population; boarding schools for indigenous children have become one of the forms of educational assimilation that have irreparably damaged the indigenous culture, their purpose was to destroy the values, principles, customs, and the language of indigenous peoples. It is revealed that the current tendency in educational policy is transition from assimilation policy to integration policy. It is shown that modern education of indigenous peoples in the USA and Canada is based on the principles of multiculturalism, democracy, humanism, nationalist approach, taking into account educational needs and labor market needs.
The article identifies and analyzes the determinants of formation and development of the education of indigenous peoples of the United States and Canada, identifies the features of functioning of boarding schools and their impact on the education and training of indigenous peoples’ children. In order to achieve the aim, we used a retrospective analysis that helped track the emergence and development of the education of the indigenous peoples of the United States and Canada; structural-logical analysis which contributed to the study of legislative provision for the indigenous population; structural-functional analysis which allowed determining the specific features of education of indigenous peoples in the United States and Canada, to find out the features of the functioning of boarding schools; systemic-structural and comparative analysis which contributed to the definition of the common and distinctive in the countries under study. It has been established that the problem of indigenous education in the US and Canada has deep historical roots since the discovery of the American continent; the main determinants of development of indigenous peoples education in the North American countries are socioeconomic, political, historical, socio-cultural factors which are closely linked to the colonization of American lands by Europeans; the policy of indigenous assimilation was carried out in various forms, in particular, a policy of paternalism, the main purpose of which was the so-called “civilization of wild nations” and the policy of termination, which was aimed at eliminating the personal status of indigenous people, the abolition of federal care and waiver of obligations to provide financial assistance; the policy of indigenous assimilation proved to be ineffective, gave rise to racial discrimination of the indigenous people of the country, increased their marginalization and degradation. It was found out that the policy of assimilation was applied to educational policies concerning the indigenous population; boarding schools for indigenous children have become one of the forms of educational assimilation that have irreparably damaged the indigenous culture, their purpose was to destroy the values, principles, customs, and the language of indigenous peoples. It is revealed that the current tendency in educational policy is transition from assimilation policy to integration policy. It is shown that modern education of indigenous peoples in the USA and Canada is based on the principles of multiculturalism, democracy, humanism, nationalist approach, taking into account educational needs and labor market needs.
Опис
Ключові слова
корінні народи, освіта корінних народів, законодавство, школи-інтернати для дітей корінних народів, освітня політика асиміляції, освітня політика, інтеграції, США, Канада, indigenous peoples, indigenous education, legislation, boarding schools for indigenous children, educational policy of assimilation, educational integration policy, USA, Canada
Бібліографічний опис
Огієнко, О. І. Освіта корінних народів у США і Канаді: історія і сучасні реалії [Текст] / О. І. Огієнко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 5 (89). – С. 46–57.