从赋权自治到能力建构:加拿大原住民教育政策的新路向  

New shifts of Aboriginal Education Policy in Canada:From Empowering Self-government to Capacity Building

作　　者：滕志妍[1] 李东材 

机构地区：[1]西北师范大学西北少数民族教育发展研究中心,甘肃兰州730070 [2]白银市工业学校,甘肃白银730900

出　　处：《外国教育研究》2011年第4期37-41,47,共6页Studies in Foreign Education

基　　金：国家社会科学基金"十一五"规划教育学一般课题<发达国家促进民族教育均衡发展相关政策研究>(课题批准号:MA080055)

摘　　要：在原住民运动的推动下,加拿大原住民教育政策确立了赋权自治的取向。但原住民教育依然面临挑战与困境,原住民缺乏担当和发展教育的现实能力。为此,加拿大政府和原住民采取了一系列新的策略、措施,以提升原住民能力为路向,积极完善教育政策,为原住民教育的发展提供本原性动力,以求从根本上综合解决原住民教育问题。Aboriginal education policy in Canada steps toward empowering self-governmeng under the promotion of aboriginal movement. But aboriginal education is still facing challenges and difficulties that aboriginal people are lack of governing and developing their education capacity. The government and indigenous people in Canada have adopted a series of new strategies and measures in the direction of improving aboriginal people＇s capacity,and improved aboriginal education policies in order to offer original power for aboriginal education development and radically solve the aboriginal education.

关 键 词：加拿大 原住民 教育政策 赋权自治 能力建构 

分 类 号：G40-011.8[文化科学—教育学原理]