Although social scientists have for a long time refrained from employing the term "ethnic" when describing First Nations cultures, recent developments in those communities have necessitated a second look at this practice. If the ethnic designation is applicable to any group of people typically related through common filiation, or blood, and whose members also usually feel a sense of attachment to a particular place, a history, and a culture (including a common language, food, and clothing), then Canada’s First Peoples may also be considered ethnic. The educational implications of this reality are that the needs of Indigenous students are more nearly in line with those of other Canadian minorities than previously thought. This paper examines five key Aboriginal values that appear to be in transition to more nearly resemble those of other Canadian ethnic groups. These include dramatic shifts from traditional practices pertaining to individualism, bravery, revered cultural skills, and traditional interpretations of wisdom, and generosity. Educators need to be aware of these transitory realities if they are to formulate relevant school curricula and methodologies.



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This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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