Our Children Our Future Our Vision - People for Education

Our Children, Our Future, Our Vision
ticipate in that system or to replicate it in their own schools is a form of cultural racism. 226 Canadian
educators are not able to implement an Indigenous vision of education due to systemic discrimination
of federal and provincial governments who continue to use education as forced assimilation.
227 The apology for residential schools and “killing the Indian in the child” by Prime Minister
Harper in 2008 is an empty promise if Canada continues assimilation in provincial schools. 228
For any plan going forward, First Nation education systems must be locally controlled so that each
can decide how to best incorporate the languages, traditions, and cultures of their Nations. 229
RCAP reminds us that First Nations have not made unreasonable demands, but in fact demand
two things from education: “the skills they need to fully participate in the economy… [along] with
the knowledge of their languages and traditions necessary for cultural continuity”. 230 However, this
is not to be confused with the concept of “living in two worlds”. 231 Indigenous values follow individuals
in all contexts; the point is that education must include tools to transition to work as well.
Indigenous knowledge is based on understanding relationships. 232 This understanding of relationships
can include the treaty relationship with the Crown or understanding relationships with
Canadian society as part of that learning. The difference is making sure Indigenous knowledge is
the central feature from which all other learning flows.
It also means putting education in the right context. Knowledge is not a commodity that can be
controlled, but is a living process that must be absorbed. 233 Indigenous languages are absolutely
critical to ensuring that the identities, cultures and knowledge of Indigenous peoples survive for
the benefit and well-being of future generations. 234 Most research in this area suggests that moving
forward Canada must affirm Indigenous knowledge as integral part of natural heritage of Canada
that must be preserved. 235 Further, that INAC specifically should work to ensure First Nations have
funded education systems that fully incorporate Indigenous knowledge and languages.
Any amendments to funding formulas must include significant funding for the development of
language and culture curriculum for learners at all stages in a variety of learning contexts be it
early childhood education, language immersion in k-12, PSE courses and/or adult training.
226 G. Rozon, “Education for self-determination” (2001) 31:1 Am. Rev. of Can. Studies 61 at 63.
227 Constitutional Reconciliation, supra note 192 at 2.
228 Ibid.
229 Treaty Right, supra note 35 at 14.
230 RCAP, supra note 6 at 82.
231 J. Reyner, “Indigenous Language Immersion Schools for Strong Indigenous Identities” (2010) 7:2 Heritage Language
Journal 138-152 [Indigenous Language Immersion] at 142- 146.
232 L. Little Bear, “Naturalizing Indigenous Knowledge: Synthesis Paper” (Saskatoon: Aboriginal Learning Knowledge
Centre, 2009) [Naturalizing Indigenous Knowledge] at 7.
233 Indigenous Knowledge, supra note 2 at 15.
234 Ibid. at 17-19.
235 Ibid. at 33.
51 Chiefs of Ontario