Native Canadian Education Past and Present

A tétel rövid nézete
dc.contributor.advisorMolnár, Judit
dc.contributor.authorNemes, Tamásné
dc.contributor.departmentDE--TEK--Bölcsészettudományi Karhu_HU
dc.date.accessioned2013-07-03T15:01:39Z
dc.date.available2013-07-03T15:01:39Z
dc.date.created2008-04-12
dc.date.issued2013-07-03T15:01:39Z
dc.description.abstract“American Indian and Native Canadian communities need skilled members if they are to survive and thrive,” asserts Keith James (James 2001). That’s true for all minority groups all around the world. At the same time minority groups have their education problems in each country. When I started to learn about First Nations education in Canada I only knew that Canada is one of the best-working multicultural countries in the world that has educational projects for all means of education and all groups of students. I have been eager to know how Aboriginal education projects help students fight difficulties. As some experts, for instance Sabrina E. Redwing Saunders and Susan M. Hill state in their study, for a long time Aboriginal education was only a “tool” of dealing with the “Indian Problem” (Saunders and Hill 2007). They state “For centuries Canadian First Nations education has been a substandard, abusive means of dealing with the “Indian Problem”. We cannot neglect these centuries if we want to see the sequence of development that characterizes the Aboriginal education in Canada.hu_HU
dc.description.courseangol nyelv és irodalom (levelező)hu_HU
dc.description.degreeegyetemihu_HU
dc.format.extent34hu_HU
dc.identifier.urihttp://hdl.handle.net/2437/171825
dc.language.isoenhu_HU
dc.rights.accessiphu_HU
dc.subjectCanadahu_HU
dc.subjecteducationhu_HU
dc.subject.dspaceDEENK Témalista::Történelemtudományhu_HU
dc.subject.dspaceDEENK Témalista::Neveléstudományhu_HU
dc.titleNative Canadian Education Past and Presenthu_HU
dc.typediplomamunka
Fájlok
Gyűjtemények
Theses (Institute of English and American Studies)