Indigenous Education Governance in Canada (Autosaved).edited (2).edited (1) (1).edited

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1 Indigenous Education Governance in Canada: A Policy Report Student’s Name Institution Affiliation Professor’s Name Course Due Date

2 Indigenous Education Governance in Canada: A Policy Report This report explores the ongoing policy issue related to Indigenous education in Canada, particularly the limited authority Indigenous communities possess over their educational structures. The ongoing problem of Indigenous communities not having enough control over their education systems in Canada has its roots in historical injustices, such as the lasting impact of colonial policies like the Indian Residential School system. This long-standing problem is worsened by a complicated governance structure, unfair distribution of funds, insufficient infrastructure, and a lack of culturally fitting curricula. To deal with this problem successfully, a thorough policy solution includes giving Indigenous people more say in their education, allowing communities to control their educational systems, promoting culturally fitting curricula, and tackling systemic obstacles to ensure fair and high-quality education for Indigenous students in Canada. Policy Context The framework related to Indigenous education in Canada is firmly established in a history of colonialism, which has had a long-lasting effect on Indigenous communities. This situation is marked by the ongoing issue of Indigenous communities having restricted authority over their education systems (Prete, 2022). The policy dilemma is closely connected to colonial regulations' historical heritage, encompassing the Indian Residential School system. This system aimed to integrate Indigenous peoples into Euro-Canadian culture and eliminate their language and cultural identities. The Canadian Residential School system, in operation in Canada during the 1800s and well into the 1900s, signifies one of the grimmest periods in Canadian history. Indigenous children were coercively separated from their families and communities, enrolled in these

3 establishments, and subjected to physical and emotional mistreatment, along with the suppression of their cultural and spiritual traditions (Jacobs, 2023). The fundamental ideology of these schools aimed to "extinguish the Indigenous identity in the child," compelling Indigenous youngsters to embrace the ways of life of Euro-Canadian culture and effacing their cultural heritage. The aftermath of this system has left enduring wounds in Indigenous communities, leading to skepticism towards the Canadian government and its educational institutions. In recent years, there have been significant changes in government policies designed to deal with the unfair treatment Indigenous communities have faced in the past. Nevertheless, the core issue of Indigenous people having limited authority over their educational systems remains. The government of Canada has shown remorse and made efforts to rectify past mistakes, as evident in the Truth and Reconciliation Commission and its suggestions for taking action (Carleton, 2021). These steps have acknowledged the injustices of earlier times and aimed to establish a more equitable future. Nevertheless, the underlying problems that hinder Indigenous control over their education systems still prevent these goals from being achieved. One of the primary challenges hindering Indigenous education in Canada is the intricate web of federal and provincial powers governing it. The Canadian educational system is a co- managed operation involving the federal government and the various provinces and territories. This division of authority often results in a need for more Indigenous representation and autonomy. The Indian Act, a federal statute implemented in 1876, wields substantial influence over numerous aspects of Indigenous life, including education. This colonial-era legislation has consistently obstructed Indigenous self-governance, as it has bestowed the federal administration with extensive control over the lives of Indigenous peoples, encompassing their educational pursuits.

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4 The Indian Act has given rise to a top-down, one-size-fits-all approach to Indigenous education, with minimal consideration for the distinct needs, aspirations, and cultural backgrounds of diverse Indigenous groups. This absence of Indigenous authority over curriculum development, pedagogical approaches, and school administration has perpetuated a system ill- suited to meet the educational requirements of Indigenous students (Said, 2022). Indigenous societies have persistently pushed for more independence and self-governance in education, acknowledging that their traditional wisdom and cultural traditions are valuable resources that should be included in the educational system. The policy framework also involves the problem of uneven allocation of funds, which significantly affects Indigenous education. Despite Canada's dedication to ensuring fair educational chances for everyone, the situation needs to improve. Numerous Indigenous pupils go to schools on reservations that are seriously underfunded, resulting in packed classrooms, outmoded resources, and insufficient facilities. These circumstances pose substantial obstacles for both students and instructors, restricting the standard of education that can be provided. Native communities also frequently encounter unequal entry to high-quality learning. Being far away from populated areas, having restricted transportation availability, and experiencing a shortage of materials create substantial obstacles to succeeding in schooling. This situation is particularly evident in the northern and secluded areas, where Native learners might be compelled to depart from their families and communities to chase an education. These difficulties result in lower rates of completing high school among Native students when compared to those who are not of Indigenous descent. Cultural suitability in education is another vital aspect of the policy issue. The absence of Indigenous presence in school subjects and learning resources adds to the removal of Indigenous

5 viewpoints and wisdom. Indigenous pupils frequently face an educational system that does not mirror their cultural backgrounds, causing them to feel estranged from their heritage. Integrating Indigenous languages, pasts, and perspectives into the course of study is crucial to offering a more comprehensive and culturally fitting learning experience. Indigenous communities in Canada still face notable differences in education. Completion rates in high school for Indigenous pupils are less than those of non-Indigenous students, and these inequalities carry on in higher education, too. The enduring difficulties connected to financial support, entry, and cultural suitability add to these differences, keeping alive a pattern of falling short and constraining the possibilities for Indigenous young people. The policy framework regarding Indigenous education in Canada is deeply rooted in a history of colonialism, which includes the painful legacy of the Indian Residential School system. Despite considerable efforts to make amends and acknowledge past wrongs, the central issue of restricted Indigenous authority over their educational systems endures. The separation of powers between federal and provincial authorities, the impact of the Indian Act, unequal financial support, restricted entry to quality education, and the absence of cultural significance in curricula all contribute to the ongoing difficulties encountered by Indigenous communities in Canada. Resolving these problems necessitates a comprehensive policy approach that enables Indigenous self-determination in education and honors Indigenous peoples' varied cultural identities and aspirations. Case Study 1: The Manitoba Education System Manitoba, a region in Canada, offers a strong example that emphasizes the ongoing policy issue of Indigenous education . With a substantial Indigenous populace, accounting for more than 8620 inhabitants, the education system in the province encounters significant

6 inequalities in education despite its varied Indigenous groups and their distinct educational requirements (Lyu, 2023). This examination underscores the urgent matters concerning financial support, conditions in schools, management of the curriculum, and the portrayal of culture, which worsen the policy obstacle in Indigenous education. One of the significant problems in the Manitoba education system is the need for more financial support for Indigenous schools, especially those located on reserves. Indigenous learners in Manitoba frequently go to underfinanced schools, which notably affects the standard of instruction they receive (Beaulieu, 2023). This shortage of funding results in crowded classrooms, outmoded educational resources, and insufficient infrastructure. The amalgamation of these elements leads to below-average learning encounters for Indigenous students. The need for proper funding for Indigenous schools in Manitoba results directly from the intricate division of powers between Canada's federal and provincial authorities. Even though education is a responsibility shared by both, the federal government typically oversees education on reserves, while the provincial government handles education off reserves. This allocation of responsibilities needs to be improved to ensure fair financial support for Indigenous schools. Schools on reserves, which the federal government manages, frequently receive less financial assistance than those managed by the provincial government. This unequal distribution of funds continues to sustain the educational disparities faced by Indigenous students in Manitoba. Densely populated classrooms and inadequate teaching materials additionally obstruct the educational prospects of Indigenous pupils. Overcrowding is a prevalent problem in several Indigenous schools situated on reserves, rendering it difficult for instructors to deliver personalized guidance to learners. This overcrowding does not just impede the quality of instruction but also restricts the involvement and educational journey of Indigenous students.

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7 Obsolete teaching supplies and technology worsen the situation since students need access to contemporary educational tools, further hampering their educational advancement. Another crucial element of the policy issue within Manitoba's educational system is the need for Indigenous authority over the curriculum and the insufficient cultural inclusion in educational resources. Numerous Indigenous learners in the region are instructed using educational plans that need to sufficiently mirror their cultural backgrounds, past, and perspectives on the world. The exclusion of Indigenous viewpoints in the educational plan maintains a feeling of separation from their ancestry and wipes out valuable wisdom transmitted through generations. The Native communities in Manitoba have advocated for increased authority over their educational systems, including creating curricula that reflect their culture. However, the current administrative framework frequently hinders their ability to practice these adjustments efficiently (Bees, 2022). The Native communities need to work through a complicated system encompassing various levels of government, resulting in constrained decision-making authority at the community level. The insufficient portrayal of Native culture and past in educational resources presents an extra obstacle to valuable learning. When Native learners do not encounter their culture and heritage in their study materials, they can feel pushed to the sidelines and not measure up. Materials that lack cultural sensitivity or accuracy can keep promoting stereotypes and strengthening historical prejudices, impeding the educational journeys of Indigenous students in Manitoba. The problems in the Manitoba school system add to the ongoing educational differences experienced by Indigenous students. The absence of financial support, overcrowded classrooms,

8 insufficient teaching resources, and restricted authority over the curriculum establish systemic obstacles that obstruct the academic success of Indigenous students. The rates of completing high school for Indigenous students in Manitoba still lag behind those of non-Indigenous students, demonstrating the enduring influence of these issues. The Manitoba school system provides a fascinating example of Canada's ongoing issue of Indigenous education. Despite a considerable Indigenous population in the province, there are still academic imbalances because of inadequate funding, overcrowded classrooms, inadequate teaching materials, limited Indigenous impact on the curriculum, and a lack of cultural expression in educational resources. To tackle these challenges effectively, embrace a comprehensive policy framework that empowers Indigenous communities with greater authority and furnishes them with the essential support and aid to deliver equitable and culturally relevant education while ensuring high-quality standards for Indigenous students in Manitoba. Case Study 2: The Nunavut Education System Nunavut, a Canadian province primarily inhabited by the Inuit population, provides a unique case study that underscores the enduring policy quandary concerning Indigenous education. Even though it is a province where Indigenous residents wield more significant influence within the government, the educational approach in Nunavut grapples with formidable hurdles. This research issue emphasizes the pressing problems of inadequate teaching staff, deficient infrastructure, and a need for culturally relevant materials, resulting in reduced student retention rates and restricted opportunities for post-secondary education. Additionally, the national government's involvement in education management in Nunavut has been instrumental in sustaining these problems.

9 Nunavut, established as an independent region in 1999, possesses a distinct position within Canada because of its mainly Inuit inhabitants. The formation of Nunavut was viewed as a substantial move in acknowledging Indigenous self-governance and autonomy (Lackenbauer & Légaré). Nevertheless, the educational framework in the region still encounters hardships, illustrating more extensive policy obstacles linked to Indigenous learning. One of the main issues in Nunavut's schooling system is the need for more educators. The remote and isolated settings of numerous communities in the area exacerbate this challenge. The challenge of drawing in and keeping well-trained instructors in Nunavut obstructs the excellence of the education provided to students. Shortages of teachers lead to bigger class groups, decreased personalized care, and a shortage of specific help for students with various learning requirements. Insufficient infrastructure is yet another crucial element of the policy dilemma in Nunavut. The severe Arctic weather poses distinctive obstacles to upkeeping school buildings. Numerous educational institutions in Nunavut are in a state of deterioration, featuring below- average heating and ventilation systems. These circumstances can result in learning settings that are not just uncomfortable but also potentially hazardous for both students and faculty. The limited infrastructure also hampers the provision of supplementary activities, which play a vital role in comprehensive development. The need for more culturally pertinent materials and assets within Nunavut's educational framework fuels the policy dilemma (Arsenault). The absence of Inuit traditions, past events, and language in the syllabus creates a feeling of detachment among Indigenous pupils, who might perceive that their distinct individualities and viewpoints are not appreciated. The utilization of

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10 academic resources that need to mirror the cultural legacy of the students obstructs their involvement and zeal for acquiring knowledge. Reduced student continuation rates and restricted entry to advanced educational prospects pose substantial outcomes of the difficulties within Nunavut's educational framework. Pupils frequently need help with obstructions when trying to finish their studies, including insufficiencies in teaching staff and a deficiency of cultural pertinence within the course of study. Consequently, there is an elevated rate of abandonment when compared to the nationwide mean, which constrains the options accessible to young Indigenous individuals in Nunavut. The national administration has a crucial role in overseeing education in Nunavut, and this involvement has led to various difficulties in the region. The distribution of powers between national and territorial bodies has brought about intricacies in how funds are distributed, responsibilities are managed, and choices are made. The participation of the national administration in Indigenous education often leads to approaches that come from the highest level and do not fully meet the specific requirements and goals of the Inuit people in Nunavut. We need a more cooperative and culturally aware strategy to tackle the ongoing policy issue within the Nunavut education system. Indigenous self-rule in education, enabling Inuit communities and associations to determine the fate of their educational systems, is imperative. This method will grant communities the self-governing power to establish culturally pertinent curricula, handle the lack of teachers, and enhance school facilities, thus cultivating a more accommodating learning setting. Efforts should be made to develop competent Indigenous instructors who grasp Inuit learners' cultural subtleties and language requirements. Committing resources to infrastructure, like updating school buildings and ensuring ample materials, is vital in delivering a secure and

11 favorable learning setting. Educational content creation should also encompass Inuit viewpoints, language, and traditional wisdom to render education culturally pertinent and captivating for Indigenous pupils. The Nunavut school system is a crucial example demonstrating the ongoing policy dilemma in Indigenous education in Canada. Despite the territory's special status and Inuit leadership, Nunavut's educational system needs more teachers, facilities, and a shortage of culturally appropriate resources. These difficulties decrease student retention rates and limit access to higher education opportunities. The federal government's involvement in educational governance has added complexity to these challenges. Adopting a more cooperative and culturally aware approach is necessary, enabling Inuit communities to oversee their educational systems and provide fair, culturally pertinent, high-quality education for their young people. Proposed Policy Solution Indigenous Education Self-Governance To confront the enduring challenge of Indigenous communities not possessing an adequate degree of authority over their educational system, it becomes imperative to fortify Indigenous self-determination in education. The key lies in adopting a policy structure that actively fosters self-governance within Indigenous education (Ertman, 2023). This strategic initiative entails the transfer of decision-making powers and resource allocation from national and regional entities to Indigenous communities and collectives. This proposed policy measure is successful because it fits in with reconciliation, regard for Indigenous entitlements, and the capacity for self-rule as protected in the United Nations Declaration on the Rights of Indigenous Peoples. By giving Indigenous groups authority over their educational programs, they can produce and execute curricula that are in harmony with

12 their culture, work on revitalizing their languages, and guarantee fair entry to top-notch education. This method would grant the independence required to customize educational experiences according to the distinct necessities and dreams of each Indigenous group, ultimately enhancing results for Indigenous scholars. The practicality of this policy proposal can be achieved by working with the national and state governments and Indigenous groups. That would entail creating transparent methods for transferring authority over decision-making, finances, and funding. Collaborations and programs for enhancing capabilities can also be set up to guarantee that Indigenous communities receive the essential assistance to run their educational systems proficiently. This strategy would respect the Truth and Reconciliation Commission's recommendations and add to nationwide reconciliation endeavors. Conclusion The long-standing issue concerning Indigenous communities' limited authority over their education system in Canada has its origins in historical wrongdoings, and it still results in educational inequalities today. The suggested policy remedy of Indigenous education self- management provides a viable and practical route to tackle this problem harmoniously with reconciliation efforts and acknowledging Indigenous rights and self-governance. Changing the policy environment towards empowerment and cooperation is essential to guarantee that Indigenous communities can mold their educational destinies.

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13 References Arsenault, M. D. JCSP 48 Master of Defence Studies. https://www.cfc.forces.gc.ca/papers/csc/csc48/mds/Arsenault.pdf Beaulieu, M. E. (2023). Settler Shifts?: A Manitoba Public School's Changing Perspectives on an Anishinaabe Community . Waxmann Verlag. https://books.google.com/books? hl=en&lr=&id=Z1W1EAAAQBAJ&oi=fnd&pg=PA1&dq=learners+in+Manitoba+frequ ently+go+to+underfinanced+schools, +which+notably+affect+the+standard+of+instruction+they+receive. +&ots=6PEZaVNwIb&sig=cFVhQzexxYNL2CPOymqLs2AyEus Bees, E. (2022). Manitoba education reforms, white settler discourses, and the marginalization of Indigenous perspectives (Master's thesis). https://mspace.lib.umanitoba.ca/handle/1993/36814 Carleton, S. (2021). ‘I don’t need any more education’: Senator Lynn Beyak, residential school denialism, and attacks on truth and reconciliation in Canada. Settler Colonial Studies , 11 (4), 466–486. https://www.tandfonline.com/doi/abs/10.1080/2201473X.2021.1935574 Ertman, S. (2023). From Settlement to Self-Determination: Towards an Anthropology of Education in Nunavut. https://era.library.ualberta.ca/items/9bb53e27-579a-42bc-acef- 44caf3d33e67 Jacobs, H. (2023). Decolonizing a Settler Colonial State: How Canada and the United States Have Approached Investigations into Indigenous Boarding and Residential Schools (Doctoral dissertation, Loyola University Chicago).

14 https://search.proquest.com/openview/d0c7aa538ebfa72d81996cbd0f932a6b/1?pq- origsite=gscholar&cbl=18750&diss=y Lackenbauer, P. W., & Légaré, A. “A More Accurate Face on Canada to the World”: The Creation of Nunavut. https://www.academia.edu/download/58474406/2018_- _lackenbauer_legare_nunavut_-_reconsidering_confederation.pdf Lyu, Z. (2023). Valuing equality and diversity? An analysis of Asian international students’ experiences at the University of Manitoba. https://mspace.lib.umanitoba.ca/items/4d48e567-d3fd-41cc-893a-92ac582660e7 Prete, T. D. (2022). How Alberta education's First Nations, metis, and Inuit policy framework influences students' attitudes towards the Indigenous peoples of Canada. International Journal of Critical Indigenous Studies , 14 (2), 96–113. https://search.informit.org/doi/abs/10.3316/informit.248589748773088 Said, H. (2022). Decolonization and Restorative Justice. Decolonization and Justice: An Introductory Overview . https://opentextbooks.uregina.ca/decolonizingjustice/chapter/decolonization-and- restorative-justice/

Indigenous Education Governance in Canada (Autosaved).edited (2).edited (1) (1).edited

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