Our Children Our Future Our Vision - People for Education

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Our Children, Our Future, Our Vision Pikangikum is an impoverished, isolated First Nations community where basic necessities of life are absent. Running water and indoor plumbing do not exist for most residents. Poverty, crowded substandard housing, gainful employment, food and water security are daily challenges. A lack of an integrated health care system, poor education by provincial standards and a largely absent community infrastructure are uniquely positioned against a backdrop of colonialism, racism, lack of implementation of self-determination and social exclusion. They all contribute to the troubled youth. 89 We already know that the bulk of international literature posits that education is directly associated with health. In other words, we know that there is strong evidence to suggest a direct relationship between socio-economic status (of which education is an indicator) and health. 90 The same research shows that the best way to reduce the risk of unemployment comes from improvements in the completion rates of elementary and high school. 91 So, in what modern developed country would it be okay to allow one segment of society to go without the basic necessities of life and a basic education? In Canada, failure of a parent to provide the necessities of life is a crime. 92 Is it any less criminal that the federal government, which has the legislative responsibility and fiduciary obligation to provide adequate funding to First Nations has allowed First Nations to die pre-mature deaths from poverty and lack of education? 93 Under the Criminal Code of Canada, creating the conditions of life which lead to the pre-mature deaths of a specific group is defined as “genocide”. 94 Article 2(c) of the United Nations Convention on the Prevention and Punishment of the Crime of Genocide defines genocide to include: “deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part”. 95 89 Dr. Lauwers, Paediatric Death Review Committee, “Report of the Paediatric Death Review Committee and Deaths Under Five Committee”, (Ontario: Officer of the Chief Coroner for Ontario, 2011), online: [Coroner’s Report] at 99. This report included a special chapter related to the deaths by suicide in Pikangikum First Nation between the years of 2006 and 2008 where 16 children between the ages of 10 and 19 years of age took their own lives. 90 V. Johnston, et al., “Joining the dots: The links between education and health and implications for indigenous children” (2009) 45:12 J. of Paediatrics & Child Health 692-697. 91 N. Spence, P. Maxim, “Modeling educational success of First Nations in Canada: Community level perspectives” (2007) 39:1 Can. Ethnic Studies 145-167. 92 Criminal Code of Canada, R.S.C., 1985, c.46 [Criminal Code of Canada] at s.215. 93 Death by Poverty, supra note 52. 94 Criminal Code of Canada, supra note 92 at s.318 “In this section, “genocide” means any of the following acts committed with intent to destroy in whole or in part any identifiable group, namely, (a) killing members of the group; or (b) deliberately inflicting on the group conditions of life calculated to bring about its physical destruction.” 95 United Nations General Assembly, Convention on the Prevention and Punishment of the Crime of Genocide (9 December 1948) adopted by resolution 260 (III). 19 Chiefs of Ontario
Our Children, Our Future, Our Vision Canada must act immediately to meet with First Nations and develop an emergency plan to address the crisis of poverty and lack of adequate education services in First Nations which would include devising a funding formula based on need – not on “value for money” and certainly not at levels lower than other Canadians. (b) Endless Studies and Reports “Make sure something is done this time to improve education with this study. There’s been too many of them – it seems we’ve been going in circles.” (Grandparent) Just like the shameful socio-economic statistics, the issues in First Nation education are not new, nor is there any lack of study, research, insight, or analysis about these issues. There are numerous reports that, to varying degrees of specificity, highlight the core challenges and the solutions to bring about improvements. Some of these reports have even highlighted success stories and the background work that was done to ensure success. There is very little, if anything, that this report, or any other “new” panel, study or report could say to add to the well-known challenges and steps required to make substantive changes towards success for our children, families, communities and Nations. What follows is a brief overview of some of the more major reports, studies and publications on First Nation education challenges and solutions. Indian Control of Indian Education – 1972 In 1969 the Liberal government introduced the White Paper which would have abolished the Indian Act, Indians, treaties and land claims. 96 The response from First Nations was swift, united and unequivocal – the White Paper and its goal of stripping First Nations of their rights and identities were wholly rejected. 97 The written response penned by Harold Cardinal and now referred to as the Red Paper, highlighted the fact that Canada could not unilaterally decide to default on all of its obligations to First Nations including treaties. 98 Shortly thereafter, the National Indian Brotherhood (now AFN) issued a policy document called Indian Control of Indian Education. 99 It emphasized several key policy directions to improve First Nation education. First was that Canada had a responsibility under at least 11 major treaties to provide funds for education. It also focused on the need for First Nation education to incorporate 96 Government of Canada, “Statement of the Government of Canada on Indian Policy presented to the First Session of the Twenty-eighth Parliament by the Honourable Jean Chretien, Minister of Indian Affairs and Northern Development” (Ottawa: Department of Indian Affairs and Northern Development, 1969) [White Paper]. 97 RCAP, supra note 6. 98 H. Cardinal, The Unjust Society: The Tragedy of Canada’s Indians (California: M.G. Hurtig, 1969) (reprint) [Red Paper]. 99 National Indian Brotherhood, “Indian Control of Indian Education” (Ottawa: NIB, 1972) [Indian Control]. Chiefs of Ontario 20
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