2020, 2008), Integrating Aboriginal Perspectives into Curricula (Manitoba Education
and Youth, 2003), etc.
The use of a set of methodological approaches enables us to explore and analyze
the development of indigenous education in Canada. The application of a systematic
approach contributes to ensuring the unity of the purpose, objectives, methods, and
approaches in the research of indigenous education in Canada. The systemic approach,
which implies the analysis of the integrity of properties of the investigated pedagogical
phenomenon in their totality and interconnection (Ziaziun, 2011). It allows us to
investigate the role and place of indigenous education in Canada in the country's
education system and in international educational space.
Structural-functional approach allows us to consider the education of Indigenous
people in Canada as a holistic object consisting of interdependent components, to
explore the functions of each component and their role and place in Canada's education
system as a whole. Its application makes it possible to consider the object of research
and its components, forming it and a certain structure.
It is expedient in our research to use historical and chronological approach. This
makes it possible to monitor the chronology of historical events inherent in the
development of indigenous education and synchronize the political, economic, social,
cultural, religious development of Canada as a state. It also allows us to single out
periods of the development of indigenous education. The historical and pedagogical
study of indigenous education in Canada is based on the principle of historicism
(determining time and place of the emergence of pedagogical phenomenon), logical
interconnection (consideration of educational phenomenon in the social context), and
objectivity (evaluation of truth and objectivity of educational phenomenon).
The application of a functional approach to the research is very important. It helps
to analyse the contemporary period of the development of indigenous education and to
conduct a comprehensive study of the functions performed by Indigenous peoples in
education management system in Canada. The use of functional approach enables us
to explore the peculiarities of indigenous educational organizations, school boards,
secondary education schools, the role and place of all members of the educational
process in indigenous education in Canada.
Using a comparative approach to the research makes it possible to compare the
implementation of federal legislation governing the provision of educational
opportunities for indigenous peoples in different provinces and territories. A
comparative approach is used to compare the implementation of educational models
for different groups of Indigenous peoples within a province or territory of Canada. In
addition, it helps to analyze and compare the implementation of educational programs
for Indigenous peoples in different provinces and territories in general.
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