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Redefining Success Through the Educational Experiences of Indigenous Adult Learners
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- Author / Creator
- Myette, Natasha KJ
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Early school leavers can provide valuable insight on their experiences within the educational sector. This research explores Indigenous understandings of success, particularly those that are not reflected in contemporary mainstream educational institutions. This thesis includes 11 narrative interviews with 9 self-identifying First Nations people, one Métis individual, and one First Nations elder. Ten interviews were conducted with individuals who had an early secondary leaver status , including an Adult Basic Education (ABE) past. A narrative methodology based on central tenets of Indigenous values was used as a means of engaging with the participants. First Nation and Métis (FNM) interviewees addressed their educational experiences beginning with their earliest memories up until present day aspirations, including the educational barriers they encountered, which consequently led to their early leaver status. Social reproduction theory is utilized within the analysis of this paper, including an emphasis of how varying forms of capital play a pivotal role in structural inequality. The results of this thesis suggest that Indigenous students experience educational barriers in the areas of: (1) fitting in within mainstream educational institutions; (2) facing negative inaccurate perceptions; and (3) fulfilling familial financial and care obligations. ABE programs challenge notions of social reproduction by: (1) supporting educational completion and acting as a stepping stone to higher education; (2) facilitating feelings of fitting in; (3) provisioning of essential supports; and (4) promoting aspects of culturally responsive education. In terms of success, participants suggested that success is: (1) rooted in the youth; (2) rooted in community resilience; and, encompasses (3) Indigenous values, beliefs, and worldviews.
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- Graduation date
- Fall 2019
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- Type of Item
- Thesis
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- Degree
- Master of Arts
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- License
- 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.