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Permanent link (DOI): https://doi.org/10.7939/R3N68V

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First Nation, Dead Last: Reframing the Aboriginal Head Start On-Reserve Program through the lens of policy texts and statistical representations Open Access

Descriptions

Other title
Subject/Keyword
Aboriginal Head Start On-Reserve Program
Aboriginal Early Childhood Education
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Kemble, Tibetha A D
Supervisor and department
Dr. Makere Stewart-Harawira, Educational Policy Studies
Examining committee member and department
Dr. Larry Prochner, Elementary Education
Dr. Randy Wimmer, Educational Policy Studies
Dr. Makere Stewart-Harawira, Educational Policy Studies
Department
Department of Educational Policy Studies
Specialization
Indigenous Peoples Education
Date accepted
2013-08-28T10:30:00Z
Graduation date
2013-11
Degree
Master of Education
Degree level
Master's
Abstract
Aboriginal children on-reserves across Canada are lagging far behind their non-Aboriginal counterparts with regard to educational achievement. Related research and statistics provide evidence that a high proportion of Aboriginal people not graduating from high school and that Aboriginal children are entering into the school system unprepared and ill-equipped to succeed both in the short and long term. In response, the federal government established the Aboriginal Head Start On-Reserve (AHSOR) program in 1997 in order to equip young students with the tools necessary for success in school and to get a good start in life. The objective of this research is to explore the extent to which the AHSOR program achieves the stated objectives of the program which are to “help enhance child development and school readiness of First Nations, Inuit and Métis children living in urban centres and large northern communities” (Health Canada, 2011b, para. 1, emphasis added) as well as those children living in First Nation communities. Following a detailed exploration of the program, this thesis concludes that the AHSOR program is unlikely to meet the program’s overarching objectives. Further, this thesis concludes that this program, as a singular approach, will not be sufficient in improving the levels of educational disparities between Aboriginal and non-Aboriginal children.
Language
English
DOI
doi:10.7939/R3N68V
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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File format: pdf (Portable Document Format)
Mime type: application/pdf
File size: 4079341
Last modified: 2015:10:12 13:02:54-06:00
Filename: Kemble Tibetha Fall 2013.pdf
Original checksum: cbd81c4a5560f4491e467f6aa696ab40
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Status message: File header gives version as 1.4, but catalog dictionary gives version as 1.3
File title: First Nation, Dead Last (as of August 21, 2013)
File title: First Nation, Dead Last (as of August 21, 2013)
File author: Tibetha Kemble
Page count: 234
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