Through the multicultural approach, the subject of the study is considered as an
environment in which the education of young people is realized, as well as the
formation of self-consciousness, ethnic identity, active citizenship, and responsible
attitude towards life in harmony with nature and the surrounding world takes place. It
is also the formation of individual readiness for co-existence and living activities in a
society comprising different nations, ethnic groups and races. They are characterized
by philosophical, cultural, religious, linguistic peculiarities, social status and represent
different segments of the population.
The multicultural approach is closely linked to the cultural approach. It implies
the study of indigenous education in Canada in the context of its cultural existence, as
well as an analysis of the cultural content of educational programs and applied
approaches. Based on the use of a constructivist paradigm, indigenous education in
Canada is explored and analyzed as an active process of knowledge that is realized in
the environment. The central idea of constructivism is that the person himself builds
his own knowledge and learning. A student is considered as a subject of knowledge
who can distinguish the important elements of a new cognitive experience, correlate it
with his actual experience and on the base of this analysis adopt and modify his own
knowledge.
The use of the anthropological approach in the study contributes to the analysis
of the educational process of Indigenous peoples in Canada. It focuses on a person as
the basic value, the purpose of education, the integrity and the ratio of individual
aspects of its development. It implies orientation on the natural features of a person,
including Indigenous peoples in Canada, their spiritual development at different stages
of education development.
According to the acmeological approach, the subject of scientific research is
studied as being constantly evolving in order to systematize the training motivation of
Indigenous pupils, and to form their internal learning needs throughout their lives. The
use of acmeological pedagogical analysis at different stages of the study involves
consideration of the holistic process and the highest results that can be achieved in the
educational process. The axiological approach enables the analysis of the content of
traditional knowledge and pedagogy used by Indigenous peoples in Canada in the
educational proccess in the community. It is worth emphasizing that the values and
attitude towards nature, the awareness of oneself as a representative of the people,
penetrate the entire educational process that was implemented in the family.
CONCLUSION
In today's international educational space, the issue of studying indigenous
education is of great relevance. It is evidenced by the reports of international
organizations and national organizations, associations, scientific institutes. In Canada,
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