Education of Indigenous peoples in Canada’s multicultural society is the research object. The research aim is to identify peculiarities of education development of Indigenous peoples in Canada. The research methods: descriptive, statistical, comparative, induction and deduction, analytical, logical, historical-chronological, retrospective, conversation, questionnaire, interview.
For the first time on the basis of historical and pedagogical analysis, the peculiarities of the development of education of Indigenous peoples in Canada have been identified in the context of the specifics of its historical, political, economic, social, cultural, religious development as a state; the application of methodological approaches to research (acmeologic, constructivist, axiological, structural and functional, multicultural, functional, historical-chronological and comparative approaches) and theoretical framework of education of Indigenous peoples in Canada (the theories of collective, experiential, transformative, situational learning as well as the theory of social learning) have been justified; the periodization of the development of Indigenous peoples’ education in Canada that covers 4 periods has been developed and presented: І period ( ancient times- 1620 ) – development of traditional pedagogy of Indigenous peoples; ІІ period (1620 – 1948 ) – clerical education and aggressive assimilation of Indigenous peoples; ІІІ period (1948 – 1969 ) – integration of Indigenous peoples’ education; ІV period (1969 – present) – Indigenous peoples involvement in management and provision of education to their children; the development and provision of Indigenous peoples’ education in Canada at the present stage (early childhood education and training, school education, professional and higher education) have been analysed.
The notions “education of Indigenous peoples”, “traditional knowledge”, “folk pedagogy”, “culture relevant curriculum programmes”, “assimilation”, “integration” have been clarified.
Scientific understanding of basic concepts and terms of Indigenous education in Canada traditional pedagogy of Indians, Méti and Inuit, contribution of foreign scientists to the development of theory and practice of education of Indigenous peoples has been improved and extended.
The ideas of the application of methodological approaches in historical and pedagogical studies, provision of education to Indigenous peoples in Canada based on applying the theory and practice of folk pedagogy in early childhood, school, professional and higher education have gained further developed.
A considerable array of printed and online sources in foreign languages on Canada’s educational issues, little-known facts and ideas contributing to a holistic picture of education development of Indigenous peoples of the country under research have been introduced into the scientific field.
