1

Social Foundations Lecture

Native Education

February 6, 2003

– Jerry Paquette

1. Aboriginal Education in Ontario

Milestones, Understandings, and the Challenge of the Future

2. Confederation Lament

...But in the long hundred years since the white man came, I have seen my freedom disappear like the salmon going mysteriously out to the sea. The white man's strange customs which I could not understand pressed down upon me until I could no longer breathe. ...

Oh Canada, how can I celebrate with you this centenary, this hundred years? Shall I thank you for the reserves that are left to me of my beautiful forests? For the canned fish of my rivers? For the loss of my pride and authority, even among my own people? For the lack of my will to fight back? No! I must forget what's past and gone. ...

Oh, God! Like the Thunderbird of old I shall rise again out of the sea; I shall grab the instruments of the white man's success, his education, his skills, and with these new tools I shall build my race into the proudest segment of your society. Before I follow the great chiefs who have gone before us, Oh Canada, I shall see these things come to pass.

(Chief Dan George, 1967)

3. A New Beginning

If one theme dominates our recommendations, it is that Aboriginal peoples must have room to exercise their autonomy and structure their solutions. The pattern of debilitating and discriminatory paternalism that has characterized federal policy for the past 150 years must end. Aboriginal people cannot flourish if they are treated as wards, incapable of controlling their own destiny. (Vol. 5, Ch. 1, p. 1, Report of the Royal Commission on Aboriginal Peoples, 1996)

4. A New Beginning

At the heart of our recommendations is recognition that Aboriginal peoples are peoples, that they form collectivities of unique character, and that they have a right of governmental autonomy. (Vol. 5, Ch. 1, p. 1, Report of the Royal Commission on Aboriginal Peoples, 1996)

5. A New Beginning

Aboriginal nations have to be reconstituted
A process must be established for the assumption of powers by Aboriginal nations
There must be a fundamental reallocation of lands and resources
Aboriginal people need education and crucial skills for governance and economic self-reliance
Educational reforms are not a prerequisite for self-government; the two go hand in hand
Economic development must be addressed if the poverty and despondency of lives defined by unemployment and welfare are to change

(Vol. 5, Ch. 1, pp. 2-3, Report of the Royal Commission on Aboriginal Peoples, 1996)

6. Purpose of Lecture

to give a sense of the complexity of the issues in Canadian aboriginal education and it's context;
to examine briefly a few of the milestones in Native education that have had an impact on the education of Native children in Ontario;
to lay out a theoretical framework for understanding minority education policy and the crisis of purpose in Native education in Canada;
to examine critically a few of the most important recommendations of the Royal Commission on Aboriginal Peoples related to education; and
to review critically pertinent elements of the government's response to date

7. The Parity Paradox: When and how to wear shoes, when and how to wear moccasins

8. A “Crisis of Purpose”

Does it seem good to you to be pushing them in two direction at once?...Indian and white ways are very different. The real purpose of education, in my opinion, is to learn and use English.

The young children now don't know Indian ways; they don't know the Indian language. They don't know the old usages—just a few things....The parents and people, I think, want their children to know both languages.

9. Ryerson: “a plain English education adapted to the working farmer and mechanic.”

10. “The Apology”

“The Government of Canada today formally expresses to all Aboriginal people in Canada our profound regret for past actions of the federal government which have contributed to these difficult pages in the history of our relationship together.

One aspect of our relationship with Aboriginal people over this period that requires particular attention is the Residential School system. This system separated many children from their families and communities and prevented them from speaking their own languages and from learning about their heritage and cultures. In the worst cases, it left legacies of personal pain and distress that continue to reverberate in Aboriginal communities to this day. Tragically some children were the victims of physical and sexual abuse.

11. “The Apology”

The Government of Canada acknowledges the role it played in the development and administration of these schools. Particularly to those individuals who experienced the tragedy of sexual and physical abuse at residential schools, and who have carried this burden believing that in some way they must be responsible, we wish to emphasize that what you experienced was not your fault and should never have happened. To those of you who suffered this tragedy at residential schools, we are deeply sorry.”

Jane Stewart, Minister of Indian and Northern Affairs, January 7, 1998

12. Native Persons and Elementary/Secondary Education

Who's Native

1. Status Indians and Inuit

a) on reserve

i) under treaty

ii) no treaty (rare!)

Where Educated

- Provincial (territorial) schools under fee agreements (about 50% nationally)

- School operated by band education authority under Circular E-12 (mostly on-reserve schools)

- Contracted-out or shared on-reserve school

- Federally operated school

13. Native Persons and Elementary/Secondary Education

Who's Native

a) off reserve

i) under treaty

ii) no treaty (rare!)

2. Non-status Indian, Inuit and Metis

Where Educated

- Provincial (territorial) schools

14. Elementary/Secondary Enrolment by School Type: On-Reserve Populations

15. Some Milestones in Indian Education in Ontario

1961 Federation of Saskatchewan Indians	First Powerful Indian Political Organisation
1965 Begin Phase-Out of Residential Schools	Beginning of the end of delivery of Indian education by religious organisations
1967 Hawthorne Report	Report on Indian conditions in Canada show them to be dire.

16. Some Milestones in Indian Education in Ontario

1969 Trudeau/Chrétien White Paper on Indian Affairs	Government proposed to do away with all special provisions for status Natives and make them “equal partners” in a “just society.”
1972 Indian Control of Indian Education	Rejects government plan and calls for Indian control of Indian education which it identifies with local control

17. Some Milestones in Indian Education in Ontario

1973 Ottawa about-face (sort of)	Fed. government rejects white paper and adopts Indian Control as its Nat. Ed. Policy (officially at least)
1974 DIA begins efforts at “devolution.”	A long and often frustrating process begins of searching for a self-governance model.
1975 PONA	First (Primary/Jr.) Ont. Ministry resource guide in Native Ed.

18. Some Milestones in Indian Education in Ontario

1977 PONA II	Intermed. resource guideline
1981 PONA III	Secondary curriculum guideline allows credit courses in Nat. Studies
1982 Canadian Constitution brought home	A series of constitutional conferences to given meaning to aboriginal rights guarantee in the Charter
1982 Penner Report	Recommends dissolution of Indian Affairs and replacement with block funding arrangements

19. Some Milestones in Indian Education in Ontario

1986 Policy and Program Memorandum #91(a)	Official sanction for NASL programs in Ontario schools during school hours
1986 Neilson Committee Rep't. on Indian Affairs	Affirms that Canadians spend a lot and get a little in this policy area
1988 Tripartite Negotiations Begin	A long series of negotiations on Indian control of Indian education in Ont. commences
1997 FNEC of Québec Triennial Spec. Ed. Project	First time in Canada special-education services implemented in First Nations communities

20. Some Milestones in Indian Education in Ontario

2001 Throne Speech pledges support for special-education services

For the first time the federal government commits “to better prepare more Aboriginal children for school and help those with special needs.”

21. Policy Approaches to Minority Education

“Problem definition”	“Policy Response”
1. Lazy or Stupid Students	1. Replacement, Remediation, Repression
2. Lazy or Backward Group	2. Replacement, Remediation, Repression
3. Cultural/Social Difference	3. Replacement, Remediation, Repression + Purge
4. Deprivation of Mother Tongue and Culture	4. 3 R's & out-of-school support for minority languages
5. Min. Lang. Used as Med. of Instruction in Early Ed.	5. Maintain Private Use of Minority Languages
6. Min. Lang. Given Official Lang. Status	6. Language Equality

22. Policy Approaches to Minority Education

23. Assimilationist Assumption 2

24. Non-Assimilationist Assumption

25. The Royal Commission's plan for educational regeneration

The Commission recommends that:

3.5.1

Federal, provincial and territorial governments act promptly to acknowledge that education is a core area for the exercise of Aboriginal self-government.

3.5.2

Federal, provincial and territorial governments collaborate with Aboriginal governments, organizations or education authorities, as appropriate, to support the development of Aboriginally controlled education systems...(Vol. 5, Ch. 3, p. 444, Report of the Royal Commission on Aboriginal Peoples, 1996)

26. The Royal Commission's plan for educational regeneration

Self-determination in education should give Aboriginal people clear authority to create curriculum and set the standards to accomplish their education goals. Aboriginal and non-Aboriginal authorities must negotiate agreements that show mutual recognition of each other's curriculum decisions and standards. As self-governance in education is implemented, agreements should demonstrate respect and recognition of Aboriginal competence in the area (Vol. 3, Ch. 5, p. 462, Report of the Royal Commission on Aboriginal Peoples, 1996)

27. The Royal Commission's plan for educational regeneration

Elders in particular are absent from the classrooms where Aboriginal children are being educated. In Aboriginal societies, elders are key teachers of the young. Elders must be restored to their place of influence in teaching the young (Vol. 3, Ch. 5, p. 469, Report of the Royal Commission on Aboriginal Peoples, 1996)

The Commission recommends that:

3.5.8

All schools serving Aboriginal children adopt policies that welcome the involvement of Aboriginal parents, elders and families in the life of the school...(Vol. 3, Ch. 5, p. 444, Report of the Royal Commission on Aboriginal Peoples, 1996)

28. The Royal Commission's plan for educational regeneration

The Commission recommends that:

3.5.11

High school programs be extended to communities, using cost-effective options agreed upon by parents and families, including:

(a) complete school facilities for local high school delivery;

(b) regional high schools in Aboriginal communities;

(d) seasonal institutes (Vol. 3, Ch. 5, p. 487, Report of the Royal Commission on Aboriginal Peoples, 1996)

29. The Royal Commission's plan for educational regeneration

The Commission recommends that:

3.5.21

The federal government continue to support the costs of post-secondary education for First Nations and Inuit students and make additional resources available:

(a) to mitigate the impact of increased costs as post-secondary institutions shift to a new policy environment...; and

(b) to meet the anticipated higher level of demand for post-secondary education services (Vol. 3, Ch. 5, p.509, Report of the Royal Commission on Aboriginal Peoples, 1996)

30. The Royal Commission's plan for educational regeneration

The Commission recommends that:

3.5.11

High school programs be extended to communities, using cost-effective options agreed upon by parents and families, including:

(a) complete school facilities for local high school delivery;

(b) regional high schools in Aboriginal communities;

(d) seasonal institutes (Vol. 3, Ch. 5, p. 487, Report of the Royal Commission on Aboriginal Peoples, 1996)

31. The Royal Commission's plan for educational regeneration

The Commission recommends that:

3.5.28

Elders be reinstated to an active role in the education of Aboriginal children and youth in educational systems under Aboriginal control and in provincial and territorial schools.

3.5.29

Elders be treated as professionals and compensated for their educational contribution at a rate and in a manner that shows respect for their expertise, unique knowledge and skill. (Vol. 3, Ch. 5, p. 528, Report of the Royal Commission on Aboriginal Peoples, 1996)

32. The Royal Commission's plan for educational regeneration

The Commission recommends that:

3.5.30

Provincial and territorial education ministries, boards of education and educators recognized the value of elder's knowledge to all peoples' understanding of the universe by

(a) giving academic credits for traditional Aboriginal arts and knowledge whether acquired in the classroom or through non-formal means in cultural activities, camps and apprenticeships; and

(b) collaborating with elders to determine how traditional Aboriginal knowledge can be made accessible in the education of all students, whether Aboriginal or non-Aboriginal, in institutions under Aboriginal, provincial or territorial control (Vol. 3, Ch. 5, p. 529, Report of the Royal Commission on Aboriginal Peoples, 1996)

33. The Royal Commission's plan for educational regeneration

The Commission recommends that:

3.5.31

Educational institutions facilitate opportunities for elders to exchange traditional knowledge with one another and to share traditional knowledge with students and scholars, both Aboriginal and non-Aboriginal, in university settings (Vol. 3, Ch. 5, p. 529, Report of the Royal Commission on Aboriginal Peoples, 1996)

34. The Royal Commission's plan for educational regeneration

Other key recommendations:

comprehensive adult education and upgrading programs under aboriginal control
post-secondary institutions offering specialized programs and services to aboriginal students and under varying degrees and types of aboriginal control including,

public institutions with programs and services adapted to needs of aboriginal students
aboriginal colleges and institutes affiliated with provincial and territorial institutions
completely independent aboriginal institutions such as First Nations Technical Institute

35. The Royal Commission's plan for educational regeneration

Other key recommendations:

creation of an Aboriginal Peoples' International University which would be “a network of institutions and programs [that] would reflect local priorities, values and traditions, and at the same time, promote a broader understanding of traditional knowledge among nations” (Vol. 3, Ch. 5, p. 530, Report of the Royal Commission on Aboriginal Peoples, 1996)
creation of appropriate data bases for sharing of information about aboriginal education (and other social policy areas) as well as an electronic exchange centre for such information and a documentation centre to insure that historical documents pertaining to the aboriginal experience in Canada are archived and available (Vol. 3, Ch. 5, p. 534- 539, Report of the Royal Commission on Aboriginal Peoples, 1996)

36. “Canada's Aboriginal Action Plan”

The government of Canada engages to:

“renew the partnership to engage all possible partners and resources so the relationship will be a catalyst to better the lives of Aboriginal people in Canada;”
“strengthen Aboriginal governance so that communities have the tools to guide their own destiny and to exercise their inherent right of self-government;”
“design a new fiscal relationship that provides a stable flow of funds in support of transparent and accountable [c]ommunity development;” and
“sustain the growth of strong, healthy Aboriginal communities, fuelled by economic development and supported by a solid, basic infrastructure of institutions and services.”

37. More Specifically (slightly)

Partnership:

a First Nations and Inuit language program to preserve and enhance the use of Aboriginal languages
a public education campaign to increase understanding of Aboriginal culture and history

Governance:

negotiated arrangements with rights and responsibilities
continue to address land claims in a fair and equitable way
an “Aboriginal governments recognition instrument” to guide jurisdictional and intergovernmental relations

38. More Specifically (slightly)

New Fiscal Relationship:

system of transfers that is “forward-thinking and predictable”
help Aboriginal people to develop their own sources of revenue, including taxation
system of public accounts and consolidate audits
National Association of First Nations Financial Officers
better data exchange mechanisms

Supporting Strong Communities, People and Economics

more money into community infrastructure
reform welfare system to shift investment to economic development and job creation

39. More Specifically (slightly)

Supporting Strong Communities, People and Economics

invest in children by

expanding Head Start program onto reserves
allowing for reinvestment of National Child Benefit
continuing youth employment strategy

find ways to foster economic development by increasing access to markets, capital and resources
development of a “human resources strategy”

Jane Stewart, Minister of Indian and Northern Affairs, January 7, 1998

40. Recent Federal Legislation

Bill C-6 (Specific Claims Resolution Act)
Bill C-7 (First Nations Governance Act)

provides parameters for regulating:

leadership selection,
administration

and accountability of Indian bands

Bill C-19 (First Nations Fiscal and Statistical Management Act)

provides for real property taxation powers of first nations
creates

a First Nations Tax Commission,
First Nations Financial Management Board,
First Nations Finance Authority,
and First Nations Statistical Institute,
and makes consequential amendments to other Acts