Our Children Our Future Our Vision - People for Education

Our Children, Our Future, Our Vision
(c) Cultural Relevance
“The cultural teachings that should accompany language instruction
is very important… All communities have First Nation members
who are the best to teach the language and culture component, but
are not allowed to teach – due to lack of formal training. I strongly
disagree with this – who better to teach than someone who lives
and practices what they are teaching.” (Councillor)
There is also a growing recognition internationally that the inclusion of Indigenous Knowledge
in First Nation education is key to improving educational outcomes for Indigenous children. 218
Indigenous Knowledge must be at the core of Indigenous early learning experiences because it is
Indigenous culture, language, values, and traditional approaches to healthy living and learning that
define equality in early childhood education. 219 Given the suppression of Indigenous languages
and the requirement to learn English, only 3 of the 65 Indigenous languages in Canada are strong
enough to avoid extinction. Thus, the incorporation of Indigenous languages becomes that much
more important in First Nation education. 220
Much of the literature also refers to the importance of incorporating Indigenous knowledge as a
means of decolonizing. 221 The many years of colonially-imposed laws and policies have had longterm,
inter-generational impacts on our communities. 222 Residential schools were designed to bring
about the “peaceful elimination of Indians”. 223 First Nation control over education and training of
teachers is helping to replace years of colonialism with individual and collective action with an
Indigenous focus. 224 In this way, students and teachers benefit from strengthening of culture and
shedding colonization. But more resources have to be put into making Indigenous knowledge
available in books, journals, theses, dissertations, and other formats. 225 Sadly, cultural racism has
been and continues to be a major impediment to moving forward.
While residential schools may have closed, the education in most provincial schools replicates the
same content. Schooling is an institution of mainstream society and by forcing First Nations to par-
218 R. Kitson, J. Bowes, “Incorporating indigenous ways of knowing in early education for Indigenous children” (2009)
34:4 Aus. J. Early Childhood 81-89 at 81.
219 J. Hare, J. Anderson, “Transitions to early childhood education and care for indigenous children and families in
Canada: Historical and social realities” (2010) 35:2 Aus. J. of Early Childhood 19-27 at 2.
220 G. Labercane, W. McEachern, “Striving for success: First Nations education in Canada” (1995) 115:3 J. of Ed. 322 at
323.
221 J. Orr, D. Freisen, “ ‘I think what’s happening in aboriginal education is that we’re taking control’: Aboriginal teachers’
stories of self-determination” (1999) 5:2 Teachers & Teaching 219 [Aboriginal teachers].
222 RCAP, vol.1, supra note 6 at 333-410. Shingwauk’s Vision, supra note 6. Unsettling the Settler Within, supra note 6.
223 What other Canadian kids have, supra note 208.
224 Aboriginal teachers, supra note 221.
225 M. Battiste, et al., “Decolonizing Education in Canadian Universities: An Interdisciplinary, International, Indigenous
Research Project” (2002) 26:2 Can. J. of Native Ed. 82-95 [Decolonizing Education] at 91.
Chiefs of Ontario
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