abstract
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Utilizing an interpretive/feminist qualitative framework and consulting a wide array of Aboriginal education literature, this thesis seeks to explore the issue of culturally centred education for Aboriginal people as a relevant learning tool and ultimately a vehicle for self-determination and decolonization on a more global scale. While recognizing and respecting the vast diversity in Aboriginal people, the foundation is set for understanding the Aboriginal peoples' experiences by illustrating some of the historical and contemporary policy directions and decisions around education. Then through an examination of the wide body of literature, what it is that Aboriginal people need in order to benefit from education is explored. How is education to be made, not only culturally sensitive, but culturally- centred? Next a review and discussion of the thoughts and stories provided by the participants from two culturally centred educational programs is considered followed by a review of the broader implications of culturally centred education with an emphasis on self-determination and decolonization. Finally, in consultation with the literature and the words of the participants, eight recommendations for more relevant Aboriginal education are proposed.