| Summary: | This study is a response to the inadequacy of education processes and outcomes for
Aboriginal students, and particularly Okanagan students. It builds on the premise that the
failure of mainstream Canadian schools to meet the educational needs of Okanagan students
is a consequence of the distance between schools and community created by colonization and
cultural difference.
This study proposed to find ways to bridge this distance. It takes its initial insight
from a process in which Okanagan students, families, and Elders successfully connected with
non-Aboriginal educators. From this process emerged the recognition of the importance of
understanding, relationships, and communication processes for bridging distance. This
historic process further induced the development of a theory based upon conceptions of
dialogue—Gadamer (2002), Buber (1970), and Freire (2000)—and Aboriginal oral
traditions—as theorized by Archibald (1997), Sterling (1997), Lightning (1992), Armstrong
(1996), and Hart (1997). The study's purposes were two-fold: use a dialogic process to
determine how to improve understanding, relationship, and communication between
Okanagan students, families, community and non-Aboriginal school leaders; and enact and
test the induced theory by implementing it as research method.
Thirty-five volunteers, including Okanagan students, parents, educators, Aboriginal
educators, and non-Aboriginal educators, participated in two interview-conversations
followed by conversations for feedback on representations of their meanings in subsequent
study drafts. The study enabled remarkable conversations and a concomitant growth of
understanding and relationships. The enacted theory worked, and was augmented by
significant discoveries regarding shared emancipatory purpose and participant agency
resulting in the revised PURC-A framework. Participants' perspectives on improving
understanding, relationships, and communication processes included deeper understanding of
Okanagan culture, history, and tradition, greater knowledge of the situations of Okanagan
students and families, and commitment to the self-work necessary to become aware of the
prejudices that constitute one's consciousness. Respect and trust were found essential. Many
suggestions for improving the education of Okanagan students emerged.
With courage, sincerity, and passion, participants in this study make public silenced
criticisms, perspectives, and dreams. Their voices—this study—constitute a provocative and
generative moment in the on-going transformative conversation that will improve education
for Okanagan students. === Education, Faculty of === Educational Studies (EDST), Department of === Graduate
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