in accordance with the provisions of the Charter of Rights and Freedoms, Metis are
recognized as Indigenous peoples of Canada. Metis children attend secondary schools
of provinces and territories of Canada or schools on First Nations reserves. In Canada,
there are no special schools for Metis or curricula developed specifically for this group
of Indigenous people. Unlike other groups, there are no local education authorities -
school boards of Metis (Thomas, 1972).
Analyzing the way of Indigenous peoples settlement in Canada, it is important to
emphasize that the word "band", which defines a group of Indians inhabiting the
territory specifically set aside for them by the Canadian federal government, is
widespread among First Nations. The governing body in First Nations communities is
band council. In other cases, it is correct to use the terms ethnic settlement or an ethnic
group to define the communities of Inuit or Metis.
As our research relates to the study of the development of indigenous education
in Canada, we consider it expedient to use the terms that are ethically correct in
Canadian English. We use "First Nations", "Inuit", and "Metis" to refer to individual
Indigenous peoples in Canada. The meaning of the term “Native Peoples” is similar to
"Aboriginal peoples". “Aboriginal peoples” is a collective name for the first peoples of
the North American continent. In order to specify the historical and legal context, the
terms "Status Indians", "Non-Status Indians" and "Treaty Indians" are used.
It should be noted that the three Canadian Indigenous groups mentioned above
are not homogeneous. The study results show that, despite the similarities, there are
many different tribes within each group of indigenous peoples characterized by their
unique identity, language, culture, customs and traditions.
Today, in the international space, there are various socio-political, public,
educational organizations, associations, unions, which study various aspects of vital
activities of Indigenous peoples. These organizations are investigating the general
directions of their development, and outlining the results of socio-political, economic,
international activities, problems of effective management, communication
technologies, etc., in order to optimize all available resources for the development and
prosperity of the country. These include, for example, the International Institute for
Sustainable Development, the Canadian Policy Research Network, the D.C. Howe
Institute, Statistics Canada, and others.
On the other hand, there are a number of state-level organizations that deal with
research in the educational sector alone, including research on indigenous education in
Canada. This is the Council of Ministers of Education in Canada, the Canadian Council
on Learning, the Canadian Teachers' Federation, the Society for the Advancement and
Excellence in Education.
In addition to the Pan-Canadian level organizations, there are many organizations
operating in the provinces and territories of Canada, as well as at the local level, which
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