ABSTRACT
This chapter deals with several examples of the circumstances in both northern and southern nations, where there have been both significant successes and crashing failures to recognize the special conditions of Aboriginal claims in education. While schools have thwarted the progress of aboriginal peoples, it must be made clear that bad living conditions such as poor housing and sanitation, high unemployment, and the lack of political power have all added to the many injuries suffered by aboriginal peoples. The institution of schooling that was once used to destroy aboriginal culture is now being used to preserve and promote it. Poonwassie points out that further education/training and economic development must be planned and executed simultaneously; the growth of one does not benefit the community without the other. The notion of developing cultural competence by establishing knowledge bases rooted in educational, political, and social institutions constitutes an on-going struggle by the Sami people.
