| Aboriginal success in the sciences is rare and as a consequent result there is little Aboriginal representation in science related-disciplines such as medicine, nursing, science education and scientific research to name a few. The Western academic system has historically been unfriendly to Aboriginal people with little understanding of Aboriginal Ways-of-Knowing and learning and as a result many Aboriginal people struggle academically in trying to bridge Aboriginal to Western ways-of-knowing and learning. But some have succeeded while maintaining their cultural identity, in spite of the odds. This research examines Aboriginal success at post-secondary education, specifically the ways in which those who succeeded did when so many have not. The narratives of experience of Aboriginal women and men from Manitoba, Saskatchewan and Alberta, who have journeyed through post-secondary education, with a specific although not an entire, focus on the sciences were collected. Additionally the narratives of those who left, as well as those who are currently on their academic journey, were collected. Through narrative analysis, it was found those who did succeed were able to see the space between the two opposing paradigms, Western and Aboriginal, as a space of possibility, a liminal space, rather than as a gap of deficiency. They had a dream or a vision of a different life, the will or inner strength to get the skills while at the same time maintaining their cultural identity and integrity. How they were able to do that is examined in this dissertation. The concept of the medicine wheel is used to metaphorically indicate the non-linearity of their journey and the inter-related and relatedness of how they were able to bridge both cultures. Understanding from the Aboriginal perspective, first-hand how they were able to succeed, to have voice and a subjective place in Western education is valuable information for those currently on, or embarking on that journey. As well, it will serve to inform post-secondary institutions and instructors of those institutions what is necessary for Aboriginal success in post-secondary education. |
