Strategic partnerships are nowadays one of the tools most willingly applied in foreign policy. The subject of the presented analysis is the institutionalization process of a strategic partnership understood as the functioning of certain norms and rules in a given relationship (expressed in the founding documents of partnerships) and the regularization of joint bodies and meeting formats. The aim of the article is a comparative analysis of institutional solutions applied in the European Union’s strategic partnerships with its established partners: the United States, Japan, and Canada. The results show that it is possible to identify a pattern of institutionalization process used by the European Union in its relations with strategic partners; they also reveal how great importance contemporary players in the international arena attach to institutionalization processes in their mutual relations.

Indigenous Peoples in the Canadian education system – an attempt to reconcile to the past, the current situation and planned activities

This article is devoted to theoretical considerations on the education of Canadian Indigenous Peoples. In the past, this education was provided in state boarding schools by priests and nuns, mainly for First Nations children aged 4– –16, who were sent there forcibly, taken by force from their parents. There were many cases of abuse in schools such as: physical, mental and sexual violence, experienced by approximately 150 000 children. Some of them never returned to family homes. These schools destroyed the psyche of many young people and influenced their later lives. It was not until 2005 that the Canadian government officially apologized to survivors and their families for the harm suffered by several generations of Indigenous Peoples during 120 years of compulsory education, conversion and integration into white colonizing society. Currently, the Canadian government willing to compensate for past harm, is working at federal and provincial levels to improve access of Indigenous people to the education system at all levels.

Integration of Indigenous knowledge resources with the multicultural system of education in Canada

The article shows the integration of Indigenous knowledge resources with the multicultural system of education in Canada as a challenge to some assumptions about the process of complementarity and possibility of binding to the both culturally different ways of knowing. The article is based on theoretical frameworks which introduce conceptual foundations for reflects on issues related to intercultural education and integration. It shows Indigenous ways of knowing and some keys for how the Indigenous knowledge can be known. It describes the quality of Indigenous pedagogies and how the Indigenous knowledge can be taught. In the second part of the article, it undertakes an issue of the digitalization of Indigenous knowledge resources for the purpose of promoting it, decolonization as a dominant look at the analyses of the relationship between Indigenous knowledge and educational system. In conclusion, there are three possible ways of approach to their integration concerning short descriptions and critical comments.

The aim of the article is to carry out a literature review concerning the principles of cultural child rearing among Indigenous people in Canada as regards traditional practices and their contemporary adaptation in the shadow of the historical trauma of colonization. The main categories of analysis are cultural connectedness and cultural child development related to Indigenous understanding of child autonomy, discipline, spirituality, building relationships and community in Canadian Indigenous societies. In the first part of the article, the focus is on the importance of cultural connectedness and five areas of connectedness crucial to a cultural framework by which Indigenous knowledge is transmitted, preserved and promoted. In the second part, the principles of traditional child development in contemporary Indigenous practices with some examples such as the “Four Hills of Life” are explored. In conclusion, there is a brief reflection on Indigenous ways of child rearing in the context of its barriers and opportunities.