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Issue #131
octobre 2020

Staying in School: Engaging Aboriginal Students

Source: Congress of Aboriginal Peoples

Summary: Aboriginal Education, notably the inclusion of Aboriginal content in curricula and programs and the success of Aboriginal students, has received focused attention across Canada in recent years. Substantial efforts have been undertaken at the federal and provincial levels to address the differences in rates of achievement by Aboriginal and non‐Aboriginal Youth (e.g., Kroes, 2008; Levin, 2009).

Historically, there have been gaps in measured outcomes between Aboriginal and non‐Aboriginal Peoples of all ages, particularly in literacy rates (Statistics Canada, 2005), and enrolment to post‐ secondary education (Statistics Canada, 2010a). Although enrolment to post‐secondary education by Aboriginal Peoples is increasing, it is still below the rates of non‐Aboriginal Peoples. Across Canada rates of Aboriginal Peoples completing high school lag far behind non‐Aboriginal Peoples.

… According to Statistics Canada 2006 census data, 40% of Aboriginal Peoples aged 20 to 24 did not have a high‐school diploma, compared to 13% among non‐Aboriginal Peoples. The rate of non‐ completion is even higher for on‐reserve Aboriginal Peoples (61% had not completed high school) and for Inuit Peoples living in rural or remote communities (68% had not completed high school).

Gender differences on the 2006 census are also evident, as 43% percent of male Aboriginal Peoples in Canada between the ages of 20 and 24 had not completed high school, compared to 37% of female Aboriginal Peoples of the same age group (Statistics Canada, 2010a).

Enquête nationale auprès des ménages: Peuples autochtones

Source: Statistique Canada

Sommaire: Description

Ce thème présente des données sur les Autochtones du Canada et leurs caractéristiques démographiques. Selon l’application, les estimations fondées sur les concepts suivants pourraient être appropriées pour la population autochtone : 1) Identité autochtone, 2) Ascendance autochtone, 3) Indien inscrit ou des traités et 4) Membre d’une Première Nation ou d’une bande indienne. Les données de l’Enquête nationale auprès des ménages de 2011 sont offertes pour les localités géographiques où ces populations résident, y compris les subdivisions de recensement « dans les réserves » et les collectivités inuites de l’Inuit Nunangat ainsi que les autres régions géographiques, c.-à-d. aux niveaux national (Canada), provincial et territorial.

Produits analytiques

Le document analytique offre des analyses relatives aux principales conclusions et aux tendances dans les données, et a comme complément les courts articles trouvés dans l’ENM en bref et dans la Série « Perspective géographique » de l’ENM.

Produits de données

Le Profil de l’ENM est l’un des produits de données qui offrent un aperçu statistique des régions géographiques déterminées par l’utilisateur, fondé sur plusieurs variables détaillées ou groupes de variables. D’autres produits de données comprennent des tableaux de données qui représentent une série de tableaux croisés d’une complexité variée et sont offerts pour plusieurs niveaux géographiques.

National Household Survey: Aboriginal Peoples

Source: Statistics Canada

Summary: Description

This topic presents data on the Aboriginal peoples of Canada and their demographic characteristics. Depending on the application, estimates using any of the following concepts may be appropriate for the Aboriginal population: (1) Aboriginal identity, (2) Aboriginal ancestry, (3) Registered or Treaty Indian status and (4) Membership in a First Nation or Indian band. Data from the 2011 National Household Survey are available for the geographical locations where these populations reside, including ‘on reserve’ census subdivisions and Inuit communities of Inuit Nunangat as well as other geographic areas such as the national (Canada), provincial and territorial levels.

Career Journeys First Nations Career Role Model Program

Source: First Nations Education Steering Committee (FNESC)

Focus: Intermediate/ Senior students

Summary: First Nations youth who start thinking about and planning for their post-secondary education and career journeys from an early age have more options available to them when they graduate.

The Career Journeys First Nations Career Role Model Program was developed by the First Nations Education Steering Committee and First Nations Schools Association.  It features First Nations Role Models in a variety of career fields, and aims to raise the awareness of First Nations youth and their families about career possibilities, and to show examples of how to navigate education and training pathways to those careers.

The materials are intended for elementary and secondary level students and include video interviews, a teacher resource book, a parent and student guide, and classroom posters.

Gabriel Dumont: Indigenous History

Source: Historica Canada

Focus: Senior Students

Summary: This lesson is based on viewing the Gabriel Dumont biography from The Canadians series and focuses on Dumont and the history of the Métis people. Through Dumont’s life, we can trace the culture of the Métis and identify the injustices that were inflicted upon them by an indifferent government.


With a variety of role-playing activities and debates, students will assess the life and accomplishments of Gabriel Dumont to gain a broader understanding of Métis culture and history.

Frontier School Division Social Studies Middle Years Grades 5-8

Source: Frontier School Division

Focus: Grades 5-8

Summary: This page is the gateway to Grade 5 – 8 social studies (SS) and Native studies (NS) resources that can be integrated into the provincial Social Studies curricula. They may consist of material with an Aboriginal focus or relevant new information not available in existing texts. The inclusion of culturally-sensitive materials is based on the belief that affirmation of one’s culture and history can promote confidence and self-esteem, and lead ultimately to greater success in life. This is especially critical for Aboriginal students (defined here as Status and Non-Status Indians, Métis, and Inuit) within Frontier School Division.

Thus, one of the SS/NS Department’s main roles is the creation/acquisition of materials with an Aboriginal focus. Not only can such materials have a positive impact on Aboriginal students, they can also help non-Aboriginal students become aware of and sensitive to Aboriginal concerns.

A Way Home: Youth Homelessness Community Planning Toolkit

Source: Canadian Observatory on Homelessness

Summary: Considerations for Engagement with Indigenous People

It is important to acknowledge the experience of Indigenous People in Canada if we are to truly end youth homelessness, particularly in light of their consistent overrepresentation in vulnerable populations. Indigenous homelessness is notably different; the structural and systemic determinants associated with colonialism, the Indian Act, treaty making, residential schools, and the Sixties Scoop have resulted in considerable discriminatory impacts that are in fact intergenerational.

A sense of being homeless can be experienced from diverse perspectives: cultural, spiritual or emotional. It is more than a loss of housing. The impact of colonization, residential schooling, intergenerational trauma, ongoing discrimination and racism in Canadian society has contributed to the ongoing systematic marginalization of Indigenous People, including Indigenous youth.

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