Mukan N.
Doctor of Pedagogical sciences, Professor, Lviv Polytechnic National University,
Lviv, Ukraine
Zapotichna M.
Post-graduate student, Lviv Polytechnic National University, Lviv, Ukraine
THE DEVELOPMENT OF INDIGENOUS PEOPLE EDUCATION IN
CANADA: THEORETICAL AND METHODOLOGICAL FRAMEWORK
Introduction. Globalization processes have gained momentum in the world in
recent decades. These have contributed to the active development of international
trade, and the enhancement of the role of intellectual capital. Global processes have
also been instrumental in activation of geopolitical processes, the growth of global
economic integration and open access to available world resources. These have had a
positive impact on the international educational space. However, these global processes
are accompanied by negative phenomena, including the gradual loss of the cultural
identity of the participating countries. By understanding that cultural identity is a
national treasure that can make a significant contribution to the development of any
country, there is a growing tendency in the developed countries to preserve the cultural
identity of their citizens. A special place is given to preserving the cultural and
educational achievements of Indigenous peoples in different countries in the world, as
their language, culture, traditions and customs are gradually disappearing. In 1971
Canada was the first country in the world to proclaim multiculturalism as its official
policy
and recognize the importance of various nations that constitute uniqueness of
Canadian culture.
Various aspects of the development of the education system in Canada have been
repeatedly highlighted in the writings of Johnson (1968), Hawthorn (1967), Huk
(2013), Mahdach (2012), Morton (1997), Mukan, Barabash & Busko (2016), Noonan,
Hallman & Scharf ), Parvin (1961), Putman (1912), Swift (1958), Thomas (1972),
Towns (1970), Wilson (1978). Some aspects of indigenous education in Canada were
studied in the works of Battiste (2002), Friesen & Friesen (2002), Kirkness (2013),
Milloy (2008), but there was still no holistic study on the development of indigenous
education in Canada.
As it is known, Canada is a multicultural country. Its cultural environment was
formed and evolved as a result of the interaction of diverse ethnic groups and
intercultural relations between different nations and people. They co-exist for years
and complement each other, creating a unique phenomenon of the Canadian nation.
Due to the long separated geographic and geopolitical development of the North
American continent and the special historical, political, socio-economic relations of
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