First Nations Issues in Education - Katherine Jones Et Al

7/30/2019 First Nations Issues in Education - Katherine Jones Et Al

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Who is left out?First NationsPeoples


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Why should we care?

Whats wrong with this picture?What do we do about it?


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Why should we care about FirstNations people?


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Four distinct world views of Aboriginal people

among non-Aboriginal urban Canadians:

Dismissive Naysayers They tend to view Aboriginal peoplesand communities negatively (i.e., unfairly entitled andisolated from Canadian society).

Inattentive Skeptics Uninformed and unaware, theytypically believe Aboriginal peoples are just the same asother Canadians.

Cultural Romantics Idealistic and optimistic, they have astrong belief in Aboriginal peoples artistic and cultural

contributions.

Connected Advocates They have a high level of contactwith Aboriginal peoples, and a strong belief thatAboriginal peoples often experience discrimination.


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Just to help put things in perspective...

Wab Kinew on First Nations Stereotypes
http://www.cbc.ca/strombo/canada/soap-box-wab-kinew-on-first-nations-stereotypes.htmlhttp://www.cbc.ca/strombo/canada/soap-box-wab-kinew-on-first-nations-stereotypes.htmlhttp://www.cbc.ca/strombo/canada/soap-box-wab-kinew-on-first-nations-stereotypes.htmlhttp://www.cbc.ca/strombo/canada/soap-box-wab-kinew-on-first-nations-stereotypes.htmlhttp://www.cbc.ca/strombo/canada/soap-box-wab-kinew-on-first-nations-stereotypes.htmlhttp://www.cbc.ca/strombo/canada/soap-box-wab-kinew-on-first-nations-stereotypes.html


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History between Aboriginals

and Non-Aboriginals

Royal Commission Report

on Aboriginal Peoples, 1996


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First Contact

Curiosity and apprehension

Exchange of goods

Friendships/intermarriage Military and trade alliances

For the first 200 years Aboriginals helped non-Aboriginals to survive.


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Treaties

There were treaties almost from first contact

up to the present day.

Ostensibly alliances which recognized thesovereignty of each state

Aboriginals thought the monarch wassomeone they could call on to protect theirinterests.

They had no concept of giving up their land;that was simply not done among First Nations.

What they had agreed to in dialogue was notwhat got written into the treaties.


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Gradual Domination 1800s

Population growth by 1812, a 10:1 ratio

between non-Aboriginals and Aboriginals

Agricultural way of lifeneeded (Aboriginal)

land

Shift in European ideology: proclaimed European

superiority throughout the world

Belief that Aboriginals needed to be assisted

Reserves established

1867 Confederation/BNA Act and 1876 Indian

Act: Indians became subject to the government


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Residential Schools

1849-1996

150,000 Aboriginal children

Established to cure Aboriginal independenceand savagery

Policy of aggressive assimilation

Forced to be ashamed of who they were

Sometimes in trying to kill the Indian in thechild they ended up killing the child. (WabKinew, 2012.)


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MIGHT

does not make right.


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Major concerns of First Nations

Concern % reported it a major concern

Alcohol 86

Anxiety 72

General violence 70Spousal abuse 69

Child abuse 51

Solvent abuse 7

Based on a survey conducted in 57 First Nations communities in ManitobaSource: Health Canada


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Living Conditions


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Alcohol

When asked in a survey to self-report drinkinghabits, the results suggests the proportion ofaboriginals that drink is less than the Canadianpopulation

According to the mood disorders society ofCanada, overall alcohol consumption foraboriginals is lower than it is for the generalpopulation (daily, and weekly drinking)

On the other hand, the rate of heavy drinking isdouble : 16% versus 7.9% for the Canadianpopulation


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Suicide

Suicide rate is the highest cause of death for Aboriginalpeople aged 1 to 44

The suicide rate for youth is 6 times the national average

Factors preventing suicide:

1) Community self-government 4) Community control over healthservices

2) Control over land 5) Presence of cultural facilities

3) Band-controlled schools 6) Community control over fire and

police services

Suicide rate in communities where all above factors are present: 0

Source: Mood Disorders Society of Canada


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Violence

Aboriginal people account for 3% of the

population but represent 18% of inmates

On-reserve rate of crime is 3 times higher than

elsewhere is Canada

Rate of spousal abuse is 3.5 times higher

Approximately 80% of criminal offences

involved alcohol or substance abuse

Source: Mood Disorders Society of Canada, Canadian Criminal Justice Association


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Whats wrong with this picture?


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Cultural Appropriation

taking another cultural groups creative orartistic forms, themes or practices

Exoticism the romanticization or commodification of

ethnic, racial or cultural otherness

In post-colonial theory, it is considered a formof objectification, marginalization,domination, oppression and exploitation.


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Shortcomings of the QEP

Indicates the main elements in theagreements signed by the Qubec

government with the Cree and Inuit (1975)and the Naskapi (1978): protection fortraditional lifestyles, financial compensation,creation of autonomous political institutions,development of water, forest and mineralresources


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Gives characteristics of imperialism

(e.g. imposition of political structures by a

state on other territories, policy of

assimilation and acculturation, control of the

economy)


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Indicates effects of power relations between

the Native peoples and the state (e.g. the

hanging of Riel and eight Amerindians, the

end of the official policy of assimilation, thesigning of the James Bay and Northern

Qubec Agreement)


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Indicates effects of the power relations

between the Amerindians and the British

authorities (e.g. the establishment of a policy

of assimilation starting in 1830, the creationofreserves)


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DRIPdefinitionv. to fall in drops

n. liquid or moisture which falls in drops; thesound made by falling drops

slang. A dull or unattractive person


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To me,the idea of a dripsymbolizes something bothersome,something that must be stopped,something that must be fixed or undone


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D.R.I.P.

Declaration on the

Rights ofIndigenous

Peoples


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U.N.D.R.I.P.September 2007 United Nations Declaration on the Rights of Indigenous

Peoples More than 20 years in the making

Said to be as important as Human Rights Declaration of 1948

Indigenous peoples and nation states collaborating

46 articles for considerationimplementation Land rights, education, financial redress, cultural recognition

FNWBAT Govern themselves

Immediately endorsed by 144

4 voted against


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eventually endorsed Australia, April 2008

New Zealand, April 2009

Canada, November 2010

USA, December 2010

Cited aspirations,

qualified articles,

reiterated non-legally binding


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RepeatingContinuing the past

Ruben Gonzalez of the Alliance for Conservation andDevelopment I Panama had this concern in 2008 -

The government has opened indigenous peoples landsto private companies from Canada, the United States,and Europe, to do mining, hydroelectric dams, andforestry projects.

Gonzalez added that the violations of human rights

committed include persecution by the police, arrest ofthe main leaders without any charge, and theimprisonment of women and children.


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Urban Aboriginal PeoplesStudy

2614 person-to-person Aboriginal

2501 telephone non-Aboriginal

182 current and past National Aboriginal

Achievement Foundation scholars

11 cities: Vancouver, Edmonton, Calgary, Regina, Saskatoon, Winnipeg,

Thunder Bay, Montreal, Toronto, Halifax and Ottawa

MarchOctober 2009


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Key Findings

Urban Aboriginals

The city is home

Urban Aboriginal peoples are seeking to become a significantand visible part of the urban landscape.

Most urban Aboriginal peoples stay connected to Aboriginal

communities in their cities. Urban Aboriginal communities vary from city to city.

The city is a venue for the creative development of Aboriginalculture.

There is confidence in their ability to retain their culturalidentity in the city.

Urban Aboriginal peoples aspire to the good life a balancedone.


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Key findingsUrban Aboriginals Mentors and/or role models play an important role.

A great reverence for their heritage is maintained.

Pursuing higher education is the leading lifeaspiration of urban Aboriginals. Once they are pursuing their studies the most common

obstacle is funding

Most report that they have personally experiencednegative behavior or unfair treatment because of who

they are.

And yet


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Key findings

Urban Aboriginals

7 in 10 proud to be Canadian

A stronger Aboriginal political identity

coincides with a stronger Canadian political

identity


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Key findingsNon-Aboriginal Urban Canadians NA urban Canadians first impressions of Aboriginal people

are generally positive.

There is a basic tension in the minds of NA urban Canadiansabout where Aboriginal people fit into the Canadian mosaic.

There is a great awareness of Aboriginal peoples and theirplace in Canadas history among NA urban Canadians. BUT,they know less about the contemporary situation of Aboriginal

people.

NA urban Canadians demonstrate a desire to learn more.

NA urban Candians are starting to recognize the demographicand cultural presence of urban Aboriginal communities,although this awareness varies substantially by city.


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Aboriginal StudiesUndergraduate Program CategoriesAboriginal and Indigenous Education

Aboriginal and Native StudiesAboriginal Arts and Design

Aboriginal Child and Youth Care

Aboriginal Community Development

Aboriginal Criminal Justice and Criminology

Aboriginal Economic Development

Aboriginal GovernanceAboriginal Health

Aboriginal History

Aboriginal Language

Aboriginal Law

Aboriginal Leadership

Aboriginal ManagementAboriginal Social Work

Aboriginal Teacher Education

First Nations and Inuit Studies

Indigenous Studies

Native Studies


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Graduate and PhD ProgramsAboriginal StudiesAboriginal and Native Studies

Aboriginal Governance

Aboriginal Health

Aboriginal History

Aboriginal Law

Aboriginal Social Work

First Nations and Inuit Studies

Indigenous Studies

Native Studies


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Kiuna InstituteFirst Nations CEGEP

Located in Odanak, an Abenaki community about 100 kilometres

north-east of Montreal

Kiuna student interview

i i h l bi
http://www.montrealgazette.com/news/saturday-extra/VIDEO+Quebec+first+First+Nations+CEGEP/6899860/story.htmlhttp://www.montrealgazette.com/news/saturday-extra/VIDEO+Quebec+first+First+Nations+CEGEP/6899860/story.html


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British ColombiaHigh School Native Studies

Elective course to fulfill compulsory social studiescredit

Offered in B.C. curriculum

Weighted equally with other studies

Context approved by First Nations peoples

Multiple resources

Addresses: Land and relationships

Contact, colonialism, and resistance

Leadership and self-determination

Cultural expressions


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Trickle Down/Top Down

If a PhD exists, surely we should be preparing

students from a young age to head in this

direction.


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What is wrong with this

number???


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Sources: Statistics Canada, Health Canada (http://www.hc-sc.gc.ca/fniah-spnia/images/pubs/aborig-autoch/stats-profil-atlant/figure-3-eng.gif)

Median age

Aboriginal identity 27

Inuit 22Canadian population 40


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Population is mostly kids!

A nation with this sort of demographics can

result in a positive growth, with the right

conditions! But in this case:

Many mouths to feed!

Many children struggling with the education

system Large amount of youth that dropped out


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Population Growth 1996/2006

Aboriginal population 45%

Canadian population 8%

Population Growth

Projections suggest the first nations population could grow

to 1.4 million in 2017 (from 1.1 million in 2006)

Source: Statistics Canada


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Expansion

To add to the youth oriented population:

Population is expanding and more and more

youth will face the same issues

More people same resources = unsustainable!

With the lingering issues of politics and

infrastructure, the first nations people are

going down a path where issues will be

multiplied


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DropoutsDrop out rate: youth aged 20 -24 2007/2010

Aboriginal youth 22.6%

Non-Aboriginal youth 8.5%

Immigrant youth 6.2%

Questions:

Are the immigrant youth better integrated?

What is the cause for these gaps?

The problem must be more complex than

Integration


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High school non-completion rate (%)

0

10

20

30

40

50

60

Registered Indian (on

reserve)

Registered Indian (off-

reserve)

Non-aboriginal

Source: Senate standing committee on First Nations, Statistics Canada


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Input vs Output???

Aspirations of First Nations youth...

Aspirations
http://www.cbc.ca/doczone/8thfire/2011/12/the-children-of-kanehsatake.htmlhttp://www.cbc.ca/doczone/8thfire/2011/12/the-children-of-kanehsatake.html


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Urbanization

As of 2006, 60% of First nations people live off the reserve

Here are the percentage of first nations people in urban centers:

Urban Center %

Prince Rupert, BC 32

Thompson, MB 24

La Tuque, QC 21

Prince Albert, SK 17

Terrace, BC 16

Whitehorse, YK 14

Urban center %

North Battleford, SK 13

Portage la Prairie, MB 12

Williams Lake, BC 12

Yellowknife, NWT 11

Sept-Iles, Qc 11



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Unemployment in the city???

With a growing number of first nations peoplein urban centers the problem has becomemore complex, and less localized

Policy must today be geared towards both thepopulation on reserve and off reserve

Schools have to deal with an increasinglycomplex situation. They have to please youththat wants to stay on reserve AND prepareyouth to find employment in the city


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Investment in Education

The Canadian Economic Action Plan wants to

build 10 schools and renovate 3 schools in

2009/2010

Indian and Northern Affairs Canadas funding

is capped at 2% a year, in contrast with 4.1 %

for provincial and territorial school systems


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Disproportional!

When compared to the number of provinces, this

is slightly more than 1 school per province

This investment involves an increase in 1.2%

(there are 803 reserve schools)

With inflation and increasing enrollment, the

funding increases required for reserve schools is

6.3% (compared to 2%) In contrast, provincial schools receive more than

the increases despite declined enrollment


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Employment Rates

Group Employment rate

First Nations 60%

On reserve 52%

Off reserve 66%

Canadian Population 82%

With schools built to the goal of employment, students face

bigger challenges to stay in school

No school=no job becomes a cyclical problem



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What can we do in ourclassrooms?

Given these demographic shifts, we aremore likely than not to have First Nationsstudents in our classrooms.

THIS NEXT SECTION EXPLORES THECONCEPTS OF ANTI-RACIST PEDAGOGY ANDFIRST NATIONS HOLISTICLIFE-LONG LEARNING


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According to the Report of theRoyal Commission on Aboriginal Peoples (RCAP, 1996) Education is an important priority for First Nationspeoples in Canada Despite their experiences with Residential Schools,most First Nations parents believe that educationholds the promise for their future well-being First Nations peoples rightly expect education to serveas a vehicle for cultural and economic renewal As weve seen in the statistics, Canadas currenteducation policies largely fail to realize these goals We, as teachers, can play an important role


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8th Fire and Project of Heart Just one example of how you can approachFirst Nations issues in your classrooms 8thFire, Its Time, 31:40 to 34:33


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Anti-Racist Education Cultural identity is a social construction, an effect ofsocial and historical relations Anti-racist education looks at the processes, practices,and ideologies of racialization It is the study of how racism disadvantages some, whilebenefitting others It also examines whiteness and how that is producedand constructed as superior By acknowledging the connection between colonizationand racism, Native and non-Native teachers can jointogether to challenge racism and racialization

(St. Denis, 2007)


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Foundations of First NationsLearning While it is important to understand this if we haveFirst Nations students in our classes, it is alsobeneficial to understand and incorporate these conceptsfor all learners According to Elder Danny Musqua (in Knight, 2007,41), Our spirit is said to be an internalized vehiclewhich we use to acquire knowledge around us throughour hearts, minds, bodies, and spirits, in a balancedway. It is a life-long journey of learning where the spiritguides ones path in finding purpose and meaning


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First Nations Holistic Life-Long Learning

Canadian Council on Learning at http://www.ccl-cca.ca/pdfs/RedefiningSuccess/CCL_Learning_Model_FN.pdf


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What can you do in your class?In your subject specific groups:Brainstorm ways that you canincorporate First Nations issues, anti-racist education or holistic learning into

your classroomsShare ideas with the class


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What does this mean to us asteachers? Simply, it means teaching everything were being taught to teach in the MATLprogram! Cast aside the walls of the school and treat the whole community as the site ofeducation (RCAP, 1996) Use issues/subjects that are relevant to students when teaching Treat students as active creators of knowledge, not empty vessels to fill Connect students experiences to broader issues so they can develop anunderstanding of the political, economic and social forces that shape their lives Use students personal experiences as opportunities to deepen their understandingand analysis Incorporate student-centred teaching as much as possible Use the resources available to you when including First Nations teaching, i.e. FirstNations elders and First Nations communities Make sure the educational experience is participatory, using experiential learning,projects, oral histories, theatre, art, and other forms of creative expression INSPIRE your students to critically reflect on the world around them, so they canbecome agents of change!


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Resources for the teacher 8th Fire series

Found at http://www.cbc.ca/doczone/8thfire/ An excellent 4 part series that documents the history, the current issues,successes, and the future Can be used in class as a starting point to introduce First Nations Studies A wealth of First Nations clips can be found on this website

Legacy of Hope Foundation Found at http://www.legacyofhope.ca/projects/100-years-of-loss-exhibition Curriculum and resources to teach about Residential Schools

Project of Heart Found at http://www.legacyofhope.ca/projects/100-years-of-loss-exhibition Information on how you can (and your students) can get more involved

Report on the Royal Commission on Aboriginal Peoples Found at http://www.aadnc-aandc.gc.ca/eng/1307458586498/ A valuable resource to better understand the history, current issues andsolutions a MUST read for all Canadians!

Documents

First Nations Issues in Education - Katherine Jones Et Al