[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595223-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595223-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","cultural-disconnect-causes-early-withdrawal-for-aboriginal-students-in-manitoba","Cultural Disconnect Causes Early Withdrawal for Aboriginal Students in Manitoba","","Although retention efforts for Aboriginal youth in Manitoba’s public education continue, disrespect for cultural differences persists in typical high school classrooms. The article analyzes practice and assessment models alongside learning-style differences, showing how Eurocentric standardization conflicts with Aboriginal holistic, contextual teaching beliefs. It highlights early withdrawal risks tied to literacy gaps and first-language loss, and argues for integrating culturally grounded approaches to sustain participation and graduation outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/cultural-disconnect-causes-early-withdrawal-for-aboriginal-students-in-manitoba/595223/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/cultural-disconnect-causes-early-withdrawal-for-aboriginal-students-in-manitoba/595223.png","ImageObject",300,407,{"name":42,"@type":43},"Bulrr","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why do cultural differences contribute to early withdrawal of Aboriginal students in Manitoba?","Question",{"text":63,"@type":64},"The article argues that typical high school classrooms fail to respect cultural differences, and Eurocentric standardization conflicts with Aboriginal learning beliefs. This creates a school culture that undermines engagement and participation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What learning and teaching characteristics distinguish Aboriginal educational views in the article?",{"text":68,"@type":64},"Aboriginal worldviews emphasize interconnectedness and holistic development, supporting contextual learning in real-life settings. The article contrasts this with the public school system’s standardized curriculum and environment.",{"name":70,"@type":61,"acceptedAnswer":71},"How does literacy and first-language loss affect Aboriginal students’ participation?",{"text":72,"@type":64},"The article cites literacy findings indicating many urban Aboriginal learners score below proficiency levels and explains that students may enter school with a first language other than English or French. It describes how first-language loss and school practices can produce shame and linguistic alienation, reducing engagement.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595223,1793090433,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":123,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","REFEREED ARTICLE  \nCultural Disconnect Causes Early Withdrawal  \nfor Aboriginal Students in Manitoba  \nKimberly Merasty  \nAbstract  \nAlthough more effort is being placed on retaining Aboriginal youth in the public education system, failure to respect cultural differences continues to dominate the typical high school classroom. A recognition of this cultural disconnect is needed in order to see any change in withdrawal rates of Manitoba’s Aboriginal students. The author discusses current models of practice, assessment, cultural differences, and holistic beliefs in an attempt to discover a way to incorporate two different educational beliefs that will keep all students in school.  \nThe ongoing efforts to increase the graduation rate of Aboriginals in Manitoba have not been effective. As of 2006, “33 .7% of 15-29 year olds had not completed high school” and“12 .4% had not completed grade 9”(Owens, 2006, p. 1) . The cause of this problem has not been sufficiently addressed, perhaps because there has been “little recognition given in education to cultural difference from the mainstream” (Dunn, 2001, p. 678) . The cultural differences between the Aboriginal view of education and the Eurocentric model used by public school can be seen in the areas of learning style, literacy, engagement, assessment, and best practices in the classroom.  \nThe worldview held by most Aboriginal cultures is one that addresses all things on earth, from the trees and animals to the soil and rocks, as being intricately and cyclically connected. This worldview would suggest that “indigenous pedagogy recognizes the child as a physical, spiritual, emotional, and intellectual being, one who learns best in a circular, holistic, child centered environment” (Ledoux, 2006, p. 270) . This is also a strong belief of early childhood education. Although the goal of all education systems, whether government or Aboriginal, is “to prepare children for their lives as positive, participating and, contributing members of society”(Ledoux, 2006, p. 271), it is apparent that this viewpoint changes at the upper levels of a Eurocentric education model. There is recognition in the education system that all people have an individual learning style and that an Aboriginal learning style encompasses a holistic belief. However, the standardized approach to curriculum and school environment creates a school culture that is in opposition to what an Aboriginal approach to teaching and learning would look like. The Manitoba classroom contrasts “traditional Native teaching and learning patterns”(Ryan, 1996, p. 119) . Aboriginal teaching practices encourage “contextual learning in real-life context” (Ledoux, 2006, p. 273) . Contextual learning blends seamlessly with a holistic view of teaching and learning; however, neither concept is easily mixed with the design of the public school system.  \nA holistic learning model is characterized by “the principle of interconnectedness and wholeness; seeing the whole student mind, body, emotions, and spirit” (Holistic Curriculum, 2008, para. 1), which is reflective of the Aboriginal worldview. A holistic learner will more likely take in the whole concept and sort out the intricacies of it later. These learners will read a whole novel for example, and then go back chapter by chapter to dissect the story. Learning strategies exemplary of a holistic classroom include student-centered activities such as fish bowling, interest inventories, and personal goal statements. The processes by which these activities are undertaken give students the opportunity to have input into the path of a lesson, thereby enhancing individual learning styles and student engagement. Offering students the chance to have input into their own learning is always a positive factor when creating a classroom wherein students feel that they are respected and welcomed no matter what their culture.  \nA holistic approach to teaching, incorporated within existing teaching practices, may be t","cbCaikaQOk1xfJvJ","https://ap.wps.com/l/cbCaikaQOk1xfJvJ","pdf",233749,"English","# Abstract\n## Cultural disconnect in classroom practice\n## Aboriginal worldview and holistic learning model\n## Literacy challenges and first-language loss\n## Implications for teaching and retention","[{\"question\":\"Why do cultural differences contribute to early withdrawal of Aboriginal students in Manitoba?\",\"answer\":\"The article argues that typical high school classrooms fail to respect cultural differences, and Eurocentric standardization conflicts with Aboriginal learning beliefs. This creates a school culture that undermines engagement and participation.\"},{\"question\":\"What learning and teaching characteristics distinguish Aboriginal educational views in the article?\",\"answer\":\"Aboriginal worldviews emphasize interconnectedness and holistic development, supporting contextual learning in real-life settings. The article contrasts this with the public school system’s standardized curriculum and environment.\"},{\"question\":\"How does literacy and first-language loss affect Aboriginal students’ participation?\",\"answer\":\"The article cites literacy findings indicating many urban Aboriginal learners score below proficiency levels and explains that students may enter school with a first language other than English or French. It describes how first-language loss and school practices can produce shame and linguistic alienation, reducing engagement.\"}]","Cultural Disconnect Causes Early Withdrawal for Aboriginal Students in Manitoba | PDF",1792080658]