Accreditation and Aboriginal higher education: An issue of peoplehood

Mary Ann Naokwegijig-Corbiere


This thesis asserts that an Aboriginal collectivity of some form ought to accredit any university degree program designated as Native-specific. Substantiation of this thesis rests principally on a critical analysis of policies that bear on Native higher education in Ontario. The author is concerned with three specific policies: the Ontario Aboriginal Education and Training Strategy (AETS); the federal government’s Indian Studies Support Program (ISSP); and the guidelines of Ontario’s Postsecondary Education Quality Assessment Board (PEQAB). The study reveals that the former two policies have limited potential for ensuring that Native-specific programs offered by universities serve those Aboriginal community goals related to survival as peoples. The constraints imposed by the PEQAB guidelines are identified as significant impediments to this goal.

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Higher Education Perspectives. ISSN: 1710-1530