试论加拿大土著教育的理论与发展路向  

The Educational Alternatives and Implications of Aboriginal Education in Canada

作　　者：王红艳[1] 高敏[1] WANG Hongyan;GAO Min(Liaoning Normal University,Dalian,Liaoning Province,116029)

机构地区：[1]辽宁师范大学,辽宁大连116029

出　　处：《楚雄师范学院学报》2018年第5期145-149,共5页Journal of Chuxiong Normal University

基　　金：辽宁省社会规划基金重点项目"19世纪末20世纪初加拿大国家精神的建构研究"(项目编号L17ASS001)阶段性成果

摘　　要：在加拿大土著教育理论中,以"平行论"和"融合论"的观点为代表。尽管二者在对待土著教育的内容与方式上存在分歧,但它们所追求的根本目的是一致的,即从土著教育面临的困境出发,谋求解决土著人与非土著人之间存在的差距问题,为土著教育发展提供新的契机。加拿大土著教育的发展路向,以超越西方知识体系和"去殖民化"为教育目标,以复兴土著知识体系和土著文化为教育内容,以加强学校和社区联合办学为教育途径,为世界其他国家发展少数民族教育提供了范例。In Canada Parallel Theory and Integration Theory are two representative theories in dealing with Aboriginal education.Although they hold different views in terms of teaching content and methodology,both attempt to achieve similar educational purposes.Starting from the unsatisfactory situation of Aboriginal education,the two theories intend to narrow the gap between Aboriginal and non-Aboriginal students and provide new alternatives for Aboriginal education.New alternatives,which aim at decolonization,revitalizing indigenous knowledge system,and collaboration between schools and communities,pose a good example for minority education in the world.

关 键 词：加拿大 土著教育 发展路向 

分 类 号：G571.1[文化科学—教育学]