First Nations Educational Opportunities

"That would be an example of paternalistic at best. Anything less than full supports for language and culture would absolutely fit within a continued assimilationist effort that we still have to this very day. I've had residential school survivors who are now leaders in education say to me that the approach feels like the experience of residential schools.
"This is a pattern that the prime minister has to understand. What would give action to his words of apology in 2008 is to not repeat the pattern of the past and just exacerbate a problem for decades into the future."
Assembly of First Nations National Chief Shawn Atleo

Assembly of First Nations National Chief Shawn Atleo visits a school in Ottawa Monday to mark the 250th anniversary of the Royal Proclamation, which is key to First Nations peoples.  Photograph by: The Canadian Press , Postmedia News

 

Reading between the lines it is quite possible that the residential school survivors now leaders in their community are those leaders because of their residential school experience that taught them many things, among which would be responsibility. For all the First Nations men and women who claim that the residential school experience which took them away from their dysfunctional homes and into an institutional educational setting that taught them a value system and competence in performing basic tasks, there are those who courageously go against the majority to insist that their experience in the residential schools was an invaluable lesson to them endowing them with the qualities they required to make the most of what life has to offer.

The residential schools arose out of a misguided colonialist mindset that failed to respect the heritage of First Nations and the wish of aboriginal parents to raise their children in a traditional manner. The government, its agencies and its partners in the residential schools (religious institutions) felt that the children would have brighter futures if they were introduced to a conventional type of learning situation based on European values and exposure to basic universal education. In the process some children were neglected, abused and their lives made miserable. Maltreatment of children was not uncommon within the prestigious British institutions to which young boys were sent by their aristocratic families to obtain a classic education, and where they obtained along with the classics misery similar to that suffered by aboriginal children in Canada.

In the First Nations reserves education for young aboriginals is cited as being dismally inefficient and dreadfully lacking in either value or enthusiasm. A love of education and of learning is usually instilled within children by their familial background, with parents themselves enthused about learning and urging their children on to make the very most of the educational opportunities available to them. Within certain ethnic communities love of learning is often cited as a cultural attribute as well. First Nations students of some 118,00 in number on reserves have been badly served by the educational system available to them. And it is not as a result of a lack of adequate funding.

Parents are simply not involved on any level from the most basic of evincing an interest in what their children are learning, to becoming themselves involved as volunteers within the school system. Of children born on reserves, a mere 40% go on to complete high school. Among aboriginal Canadians ten percent go on to obtain a university degree. Motivation is lacking, there is no enthusiasm within the community, and nor is there any in the families where these children are exposed to a laissez-faire attitude about learning. And since children generally are apt to avoid school if they can, with no urging from parents to succeed, they do just that.

Grand Chief Shawn Atleo speaking for his people and determined to represent their interests insists that education for aboriginal children be given "fair" and "sustainable" funding of their opportunities in education. This, in response to Aboriginal Affairs Minister Bernard Valcourt announcing that "Reform will take place, funding will follow. But funding will not replace reform because the current system is failing these kids." Hence the claim, assuming the usual fall-back situation historically and histrionically engaged upon by aboriginal leaders, that the intention of the government is to force assimilation by any means.

Grand Chief Atleo's call on the federal government for action in other critical areas; the recognition of native treaties and land claims, establishing a public inquiry into missing and murdered aboriginal women (whose eventual results might conceivably not be entirely pleasing to the aboriginal conscience in its partial conclusions), and leaving behind its "top-down" approach on how to administer education for aboriginal children are all worthwhile and needful. The last area subject to some equivocation that displeases Chief Atleo right at the get-go.

Chief Atleo claims the government's attention to the necessity of improving education for First Nations children has "fallen short". But it hasn't yet fallen anywhere. It is in the planning stages, and it requires full cooperation of First Nations communities who must recognize the need for, and make an effort to ameliorate their lack of involvement in urging children to succeed; their responsibility in the matter of educating their young to ensure that their futures meet their children's aspirations. But first, the children must be inspired to aspire.

The intention of the government is to introduce a First Nation Education Act, incorporated as an announced intention in the throne speech expected next week. Aboriginal Affairs has a "blueprint" indicating the bill allows for schools to be community-operated through First Nations or through an agreement within a provincial joint undertaking, with qualification standards for teaching staff and curricula and requirements for succeeding to graduation. Regulations governing discipline (codes of conduct and policies on suspension and expulsion) will be written into the blueprint, along with instruction hours, class size and student transportation plans.

Eminently reasonable. On the face of it, this should be applauded by First Nations as a step forward to finally make a concerted effort to improve the dismal statistics of educational attainment for First Nations children. Instead, the usual knee-jerk reaction of criticizing and demanding takes front and centre. And isn't that a great pity?