扶起倾斜的天平:加拿大发展土著民族高等教育的政策研究  

Balancing the Scale: a Study on Canada's Policies on Developing Aboriginal Higher Education

作　　者：李欣[1] 

机构地区：[1]厦门大学教育研究院,福建厦门361005

出　　处：《民族高等教育研究》2013年第1期21-25,共5页Research on Higher Education of Nationalities

基　　金：全国教育科学"十二五"规划2011年度国家重点课题"高校招生考试制度改革研究"(课题编号:AFA110008)的研究成果之一;上海市教育科学2011年度市级项目<学生评价改革与发展的国际比较研究>(课题编号:B11013)研究成果之一;中国博士后科学基金第51批资助项目"加拿大高校招生考试制度研究"(项目编号:2012M511443)的研究成果之一

摘　　要：加拿大的土著民族由印第安、因纽特和梅帝人构成,他们在历史上长期饱受战争和疾病的困扰,土著儿童更是从19世纪末开始遭受了长达半个多世纪的寄宿教育制度的文化摧残,土著人口的整体教育水平薄弱。加拿大政府在20世纪中期开始发展土著高等教育时面临着三大困境,即土著人的自我迷失、土著学生的求学意愿不足和土著地区的地理环境挑战,最终政府通过设立社区学院、进行招生倾斜和提供经济资助等三管齐下的方式推动了土著民族地区的高等教育发展,为其他国家提供了参考范例。The aboriginal people in Canada are comtx3sed of Indian, Inuit and M^tis. They suffered a lot in the long history of wars and diseases. Their children had also been tortured physically, psychologically and emo- tionally by residential school system for as long as more than half a century. All those led to the poor level of a- boriginal people＇ s literacy. When Canadian governments started to develop aboriginal higher education, they were faced with three big challenges, i.e. aboriginal people＇s desperation, their lack of motive to pursue higher education and the geographic features of the three regions. By setting up community college, applying special ad- mission policies to aboriginal students and providing them with finance support, aboriginal people＇s higher edu- cation level was upgraded significantly, which set an example for other countries.

关 键 词：加拿大高等教育 加拿大土著民族 高等教育政策研究 

分 类 号：G759[文化科学—教育学]