Our Children Our Future Our Vision - People for Education
Our Children Our Future Our Vision - People for Education
Our Children Our Future Our Vision - People for Education
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<strong>Our</strong> <strong>Children</strong>, <strong>Our</strong> <strong>Future</strong>, <strong>Our</strong> <strong>Vision</strong><br />
(a) First Nation Jurisdiction<br />
“Legislation, policy and programming created externally must not<br />
undermine our jurisdiction as Nations! Any law must further enshrine<br />
jurisdiction as well as legislate a requirement that a solid<br />
education experience is provided.” (Councillor)<br />
The bulk of the research and historical record shows that preventing First Nations from controlling<br />
their own educational systems significantly impacts their ability to maintain their languages and<br />
cultures. 178 The Innu <strong>for</strong> example have suffered some of the worst <strong>for</strong>ms of educational policies<br />
and were prevented from controlling their own educational systems which resulted in “widespread<br />
alienation amongst the students and one of the highest suicide rates in the world”. 179 It is simply<br />
not enough to have a provincial school system available to First Nation students. Numerous<br />
reports have found that First Nation students will not even enroll in secondary school if doing so<br />
means leaving their families, communities and the familiar sources of their language, culture and<br />
traditions. 180<br />
While the federal government may have officially adopted the Indian Control of Indian <strong>Education</strong><br />
Policy back in 1973, in practice the federal government has taken local control to mean First Nation<br />
administration of federal education programs and policies at chronically under-funded levels. 181<br />
What has happened is the devolution of a limited number of programs – but not full recognition of<br />
First Nation jurisdiction. 182 Yet, it is well recognized that control over the education system is essential<br />
to the realization of self-determination:<br />
<strong>Education</strong>, as a <strong>for</strong>ce in human development, lies at the base of achieving<br />
effective self-government. Self-knowledge, self-confidence, selfrespect,<br />
and self-sufficiency must be developed in order <strong>for</strong> any people<br />
to attain a healthy society, a stable culture and self-government. 183<br />
None of the current models of education <strong>for</strong> First Nations respects their inherent jurisdiction to<br />
control their own education. 184 The federal schools are controlled by INAC; the provincial/territorial<br />
schools are controlled by provinces and territories; and many local First Nation schools are <strong>for</strong>ced<br />
to adhere to federal or provincial rules, policies, laws and curriculum. 185 These rules often lead to<br />
178 RCAP, vol.1, supra note 7 at 333-410. Shingwauk’s <strong>Vision</strong>, supra note 7. Unsettling the Settler Within, supra note 7.<br />
179 N. Schimmel, “Indigenous education and human rights” (2007) 14:4 Int’l. J. on Minority & Group Rights 425-435 at<br />
435.<br />
180 Ibid. at 437.<br />
181 P. Tremblay, Assembly of First Nations, “First Nations <strong>Education</strong>al Jurisdiction: National Background Paper” (Ottawa:<br />
AFN, 2001) [First Nations <strong>Education</strong>al Jurisdiction] at 6.<br />
182 Ibid.<br />
183 Ibid. at 9 quoting from Tradition and <strong>Education</strong>, supra note 101.<br />
184 If Not Now, Then When, supra note 1 at 14-15.<br />
185 Ibid. at 14-16.<br />
45 Chiefs of Ontario