Aboriginal Inquiry: Lifting All Learners

An Impact Assessment of the Aboriginal Enhancement Schools Network (AESN)

2.0 Literature Review

One of the ways in which impact can be measured is to establish benchmarks that performance can be measured against. In the case of this impact study, one of the important benchmarks is what is known or understood about promising practices in education. While the scope of promising educational practice is very broad, in the case of this impact assessment we have selected scholarship and educational literature that is focused on what we know are promising practices related to Aboriginal education. More specifically, we have selected literature that as much as possible, represents what Canadian scholars and researchers who work in this field have offered in the way of insights into Aboriginal education promising practices.

This section also begins with a short historical look at approaches to Aboriginal education delivery in BC . Drawing attention to this history of how Aboriginal education has been offered in the BC context is important as it gives insights into the ways in which school districts and teachers have designed experiences to meet Aboriginal student needs. This background context provides important foundational information that informs how AESN inquiries are both constructed and interpreted.

Please note that the term Aboriginal is the word we have chosen to use throughout this and other sections of the report. While we recognize that other terms can be used (among them First Nations, First Peoples, Indigenous, Métis, or Inuit) for the sake of consistency we have adopted the use of Aboriginal to stand in for all Aboriginal Peoples.