Post-secondary and higher education of indigenous peoples in Canada: historical, social, economic, cultural, family-related, and individual barriers

Abstract

The article deals with the issues of post-secondary and higher education of indigenous peoples in Canada. The main objectives are defined as the theoretical analysis of scientific and pedagogical literature highlighting different aspects of the problem under research and identifies of the barriers to obtaining postsecondary and higher education by indigenous peoples. The post-secondary and higher education have been studied by foreign and Ukrainian scientists (Т. Andryushchenko, O. Barabash, N. Bidyuk, B. Burtch, M. Busko, J. Friesen, V. Friesen, S. Honcharenko, V. Kirkness, D. Klyne, O. Kotlyakova, T. Kuchai, L. Lukyanova, H. McCue, M. Mendelson, N. Nychkalo, O. Ogiyenko, J. Peters, R. Price, L. Pukhovska, J. Silver, F. Simard, S. Sysoyeva, J. White, I. Zyazyun). The legislative and normative framework of post-secondary and higher education of indigenous peoples in Canada is considered; the statistical data which characterise the indigenous peoples’ participation in post-secondary and higher education programs are presented; the existing barriers to getting post-secondary and higher education by indigenous peoples are analysed and identified as historical, social, economic, cultural, family-related and individual ones. The research methodology comprises theoretical (logical, induction and deduction, comparison, structural and functional, systematic, analysis and synthesis), and applied (discussion, questioning and interviewing) methods. The research results are presented.