Introduction
Any nation's history is defined by past cultural relations that existed during their colonial era. As a result, the Aboriginal people of Canada have a deep understanding and awareness of both historical and current realities. These are the development of various points of view on life that revolve around Aboriginal peoples' culture, values, and customs. Furthermore, the values reflect the processes placed in place by communities to provide input into how individuals acquire the purposes and goals that represent educational configurations. It is important to consider how these understandings will affect educational practice in the future, which is what the Sociology of Education entails when it comes to the cultural interface of western knowledge and indigenous education. Similarly, the important insights for gaining the aims, purposes and educational configurations and their impacts to Indigenous Education.
Question One
The understanding and history of the Aboriginal people have effects on the future of educational practices in various ways. Firstly, it has enabled me to recognize the perspectives of colonization especially Canada, which is taught from the elementary to post- secondary school (Battiste, 2000). That is because there are changes, which has taken place since the period countries were undergoing colonization process. However, today the governments in different countries are developing various programs to assist in restoring the culture of Aboriginal people. As a result, most universities have begun to offer degrees in studies relating to Indigenous Languages and Indigenous people. Secondly, it has enabled the justification of Aboriginal knowledge in the modern curriculum since they can compete on the same course as non-Aboriginal people. It would be rather the vice vasa, where the entire society is in need of what can be offered to the knowledge of the indigenous population (Cajete, 2000). Thirdly, the knowledge enabled the restoration of colonization history of Canada from our identity even though it seems not to be a cute story. Moreover, it would give the society the opportunity to understand the Indigenous from neighbors and friends. Therefore, critically thinking about the relationship between Canada and Aboriginal people in providing graduates of Indigenous studies with a deeper understanding of their existence. Finally, it assists in decolonizing the education and restoration of the cultural values and customs (Cajete, 2000). That is because it supports the maintenance of Indigenous language and consciousness to fit in the modern education as well as assisting the Aboriginal students to have a fair share to succeed.
Question Two
The interface of culture exists between the Indigenous Knowledge, and the sociology of Education in different primary foundations of underline meant such as the community. As a result, it is one of the parameters supporting the technical environment in various ways. Firstly, the structure of the educational system of these groups is viewed in different perspectives. The Indigenous Education always have questions on the type of content they should be receiving to match with the Non-Aboriginal people to fit without any misconception (Battiste, 2000). Thus, it has created innovations to improve the existing curriculum to equip the Aboriginals with new knowledge to empower their identity in the understanding of their languages and culture. Secondly, the cultural interface has enabled the identification of problems that the Aboriginal people face in the classrooms. That is because of linguistic difference, which may interfere between the student and the teachers referred to as cultural racism (Cajete, 2000). Thirdly, it also causes cognitive imperialism from the educational system encountered by the Indigenous system. It is as a result of the development of the vocational and academic skills as an area that students can gain mores, social values, and culture. Finally, it has been a means of perpetuating any damaging the myths regarding the Aboriginal languages, beliefs, cultures and the way of their life. Through it, western cultures have been the dominant thought mode in distrusting the diversity of moving to the next century.
Question Three
There are several valuable insights on the purposes, configuration, and the aims of education that have impacts on Indigenous education. Firstly, it has led to the recognition of the formal educational significance in a way that it contributes to the attainment of knowledge and credentials. That is because it can be measured and defined by characteristics of associated tasks of human interaction and the social dimension (Wotherspoon, 2004). Secondly, it has justified the need to adopt the cultural practices in the modern curriculum. That enables students and teachers to know their culture to identify challenges, which they face regarding the sociolinguistic difficulties and come up with the solutions as well. Thirdly, the purpose enables the students of both non-Aboriginal and the Aboriginal people to learn the history of different groups in the country. As a result, it creates cohesion and understanding of among various communities in the country, which in turn reduces racial culture (Auld, Dyer, & Charles, 2016). Finally, it assists to expose the cognitive impression of the culture of Aboriginal people by positioning the right mindset on the worldview of the culture in the right perspective. It helps to make clear about the negative implication, which is imposed on the superiority of the alternative worldview on cultural racism that has existed over an extended period.
Conclusion
In conclusion, the acknowledgment in the understanding of impacts of the future educational practice of the Indigenous people is vital. That is because it recognizes the history of colonization and their rich cultural heritage taught in the elementary and post-secondary school. Moreover, the cultural interface exists between the Indigenous knowledge and the sociology of Education having a difference in foundations, which underline the community enrichment. Thus, the supporting parameters exist as the technical environment in various ways. These include the structure of educational systems, problems that Aboriginal people encounter from their culture such as sociolinguistics in classrooms among others. Similarly, another factor is the valuable insights on the purposes, aims, and configuration of education and their impacts on Indigenous education. They include recognition of the formal education as having significance in a way it contributes to the attainment of knowledge and credentials. Additionally, there is the need to justify the cultural practices in the modern curriculum, which enable students and teachers to know their cultural background to identify problems. Nonetheless, it helps to expose the cognitive impression about the culture of Aboriginal people by providing the right mindset on culture in the right perspective to the world. Thus, reducing the negative implication imposed on any level of superiority of the alternative worldview regarding cultural racism that has existed over an extended period.
References
Auld, G., Dyer, J., & Charles, C. (2016). Dangerous practices: The practicum experiences of non-indigenous pre-service teachers in remote communities. Australian Journal of Teacher Education, 41(6), 9.
Battiste, M. (2000). Maintaining aboriginal identity, language, and culture in modern society. In M. Battiste (Ed.), Reclaiming indigenous voice and vision (pp. 192-207). Vancouver: UBC Press.
Cajete, G. (2000). Indigenous knowledge: The pueblo metaphor of indigenous education. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision (pp. 181-191) Vancouver: UBC Press.
Little Bear, L (2000). Jagged worldviews colliding. Reclaiming Indigenous voice and vision (pp. 77-85). Vancouver: UBC Press.
Wotherspoon, T (2004). The process of schooling. In the sociology of education in Canada (2nd Edition). Oxford: Oxford University Press, pp. 91- 124.
