Exploring the socio-cultural production of Aboriginal identities: Implications for education

This study draws on poststructural theories of difference and inequality to challenge the preponderance of cultural explanations for the educational failure of Aboriginal students in Canadian public schools. Since the 1960's and early 1970's, the educational goals of "assimilating and integrating" Aboriginal students were increasingly replaced with the goals of "decolonizing" Aboriginal education through strategies that emphasized and promoted "cultural revitalization". Aboriginal teacher education programs were developed and rationalized on the assumption that Aboriginal teachers are best positioned to provide culturally relevant education and therefore to promote and enable educational success among Aboriginal students.;Drawing on poststructural theories of discourse analysis this study places in dialogue various significant research reports, conference proceedings, education policy, research literature and interviews with Aboriginal teachers. These "texts of identity" are examined to critically explore how a discourse of cultural difference constitutes, shapes and limits the problematizing of Aboriginal education in Canada. This study challenges the following beliefs; (1) that culture and cultural difference provide sufficient explanation for the educational failure of Aboriginal students; (2) that educational strategies that emphasize a positive cultural identity and engage in cultural revitalization will be sufficient to counter educational inequality; (3) and that Aboriginal teachers will, by their mere presence in schools, help to eradicate educational failure.;This study concludes that a cultural difference discourse encourages the minimizing of the problem of racial discrimination, and the need for anti-racist education to compliment culturally relevant education. Aboriginal teachers are positioned to minimize the effects of racism and colonialism in exchange for valourizing Aboriginal cultures as the solution to low academic achievement. Aboriginal teachers charged with the responsibility of supporting the development of a positive and strong cultural identity in their Aboriginal students must struggle with their own challenges of achieving cultural revitalization. This study concludes that a poststructural theory of difference, identity and inequality has much to offer Aboriginal education.