5 models of First Nations control of education in action

This article was initially published inMuskrat Magazine.Edited and republished withpermission.

While the proposedFirst Nations education actis on hold, models of First Nations control of education are currently in action across the country, and have been for years.

1. Mi'kmaw Kina'matneweySydney, N.S.,with authority for 13 Mikmaw communities across Nova Scotia.

In 1999, the Mikmaw community won a legal battle for the rights of full management of the education of Mikmaw children, and the Mikmaw Kinamatnewey is the educational authority doing just that. Mikmaw Kinamatnewey has various programs, including the First Nation School Success Program (FNSSP).

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Thanks to FNSSP, Mikmaq language courses are offered in all high schools in Nova Scotia, both on- and off-reserve. In Eskasoni, Chief Allison Bernard Memorial High School will see its first generation graduate this year after completing junior high to high school in the Mikmaw immersion program.

Inthe provincial system,we might have had nine or 10 graduate.In the first year of theEskasonischool, we had 40 graduate.-Eleanor Bernard

According to the executive director of Mikmaw Kinamatnewey, Eleanor Bernard, the graduation numbers have grown substantially since students moved out of the provincial system and into the Mikmaw Kinamatnewey system.

Inthe provincial system we might have had nine or 10 graduate. In the first year of the Eskasoni school, we had 40graduate," said Bernard

Overall, theFirst Nation high school student graduation ratein Nova Scotia has increased to 88 per cent, compared with the national average of 35 per cent. Last year, more than 500 First Nations students from Nova Scotia were enrolled in post-secondary institutions.

2. Chief Atahm School/ T'selcwtqen Clleqml'tenAdams Lake band near Chase, B.C.

Established in 1991 as a Secwepemc language immersion school, this school has graduated hundreds of immersion studentsand holds an annual conference to share itsresources and strategies with other communities.

3. Seven Generations Education InstituteFort Frances, Kenora & Thunder Bay, Ont.

Ten bands got together in 1985 to form an educational authority to maintain traditional, cultural and linguistic values as well as improve the economic status of band members.The institute partners withcolleges and universitiesand recently made Academia Groups top 10 in indigenous education.

4. Onion Lake Cree Education SystemOnion Lake, Treaty 6 Territory, Sask.

TheOnion Lake Cree Education System was established in 1981,first at the elementary and secondary schoollevels, and then in 1984 at the post-secondary level as well.In addition to standard curriculum,the goalis to promote culture, the teaching of elders, knowledge of treaties and language.

5. The Kahnawake Education Centre Kahnawake, Kanienkeha:ka Territory, outside of Montreal.

Established in 1980 and gaining complete administrative control between 1983 and 1988 from the Department of Indian Affairs, the centreruns three community schools on reserve and extends services and tuition for many students at both elementary, secondary and post-secondary levels outside of Kahnawake.

InfamousWhite Paperserved as a catalyst

Many of these examples wereorganized by indigenous communities following the 1969 "White Paper."

First Nations leaders continue to assert that one of the most pressing issues for First Nations schools is lack of adequate funding levels, which are significantly less than in non-First Nations communities.- J. DaCosta and R. Tabobondung

In 1969, Pierre Trudeausgovernment released an extremely contentious document, theStatement of the Government of Canada on Indian Policy,also known as the infamous White Paper.

It was viewed by many as an attempt to assimilate indigenous people. The White Paper backfired and instead became the catalyst for a significant resistance movement from grassroots indigenous peoples.

In fact,the name ofBill C-33,First Nations Control over First Nations Education, is a direct reference to the critical 1972 report called "Indian Control of Indian Education."It waspublished by the National Indian Brotherhood,which later became the Assembly of First Nations.

However, the likeness of BillC-33to the original report stops abruptly at the name.

Indian parents must have full responsibility and control of education," the 1972 report states in part.

"The federal government must adjust its policy and practices to make possible the full participation and partnership of Indian people in all decisions and activities connected with the education of Indian children."

Since that report was first published, First Nations across Turtle Island have developed and implemented community-controlled education models that reflect their cultural diversity,with language inclusion often at its core.

First Nations leaders continue to assert that one of the most pressing issues for First Nations schools is a lack of adequate funding levels, which are significantly less than in non-First Nations communities.