Ballantyne says while she has faced that intergenerational trauma, she was fortunate to find support through Mount Royal’s Indigenous University Bridging Program, which allows students of Indigenous ancestry to complete high school prerequisites for their post-secondary path.
“Curriculum is a big issue, students are just not interested in learning things that don’t reflect their lived experiences or ways of knowing,” he said, adding that K-12 schools on reserves are limited in the ways they can prepare students for university. The Iniskim Centre works to meet the needs of Indigenous students on many levels, says Tori McMillan.But even upon graduation, many students in the Deloitte report also described barriers in their job search, feeling discriminated against, and without the strong networks that many non-Indigenous students have through family and friends already succeeding in the workplace.
“There are ‘stereotypes, there are biases. When you’re a First Nations person, it’s assumed you’re not going to work hard, you won’t show up on time, you won’t be dependable. The Deloitte report listed a number of recommendations for post-secondaries including hiring more Indigenous leaders, using trauma-informed approaches in supporting Indigenous students, making learning more inclusive and enhancing accessible student supports.Article content
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