Updated Resource Document_ Education Inequity among Indigenous Communities in Ontario, Canada

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Sophia Yang HSCI 340-D100 Dr. Maya Gislason 16 March 2024 Education Inequity among Indigenous Populations in Ontario (Government of Canada, 2017)

Introduction In the heart of Ontario, Canada, the Anishinaabe and other Indigenous communities struggle with a disparity that perpetuates a cycle of disadvantage—education inequity. At the core of education inequity lies an entrenched system of inequality, rooted in historical and structural determinants, including the Indian Act and other contemporary policies that put the government and educational institutions in power (Trovato et al., 2022). Due to colonization, marginalization, and discrimination, Indigenous populations are more likely to experience socioeconomic gaps, foster care, and incarceration (Government of Canada, 2023). These systems of inequalities intersect to create hierarchies that systematically disenfranchise and disempower these Indigenous communities (Layton, 2023). For instance, these legislations have historically restricted Indigenous languages and cultural practices in residential schools, eroding an essential component to Indigenous health and identity (Government of Canada, 2023). The effects of these laws remain, such as the decline of Indigenous language knowledge (Government of Canada, 2023) and trust of colonial educational institutions. In a 2016 census, Statistics Canada counted only 35,870 people with Ojibwe-Potawatomi languages, part of Anishinaabemowin language, as their mother tongue (Hele, 2020). The limited access to culturally relevant education contributes to cultural dissonance and cycles of poverty, impacting employment, housing and overall well-being (Layton, 2023). These social determinants intersect in a way that creates a vicious cycle of disadvantage for Indigenous communities beyond the Anishinaabe community. Children in crowded housing, lower income households, and rural areas were less likely to complete secondary school or higher education (Landry et al., 2023).These implications can cause a ripple effect, manifesting into poor financial, intellectual, spiritual, mental, and emotional wellness. Addressing Indigenous

education inequity is a crucial step towards resolving other social disparities, such as socioeconomic gaps, unemployment rates (Government of Canada, 2023). This project aims to delve into the perspective of these Indigenous communities. We aim to shed light on the systemic factors and social dynamics that highlight educational inequity for a future of inclusive and equitable education. Learning Resources 1. Indigenous Perspectives Education Guide (Historica Canada, 2024) (Article, 33) For a more comprehensive understanding of Canada’s history, it is important to examine the Indigenous perspectives, which have been neglected in the historical education of this country. This educational guide encourages students to explore the deep, breadth, and diverse regional variations of Indigenous experiences, including the legacy of colonialism and repressive policies to which Indigenous peoples have been subjected. In an overview of Canadian Indigenous history, the guide engages students to critically consider individual and collective perspectives in shaping historical narratives and solutions to equity issues. 2. Equity Podcast Series EP. 5: Indigenous Sovereignty and Right to Self-Determination in Education (El, 2019) (Podcast, 90.59 minutes) Hosted by three Indigenous hosts, this podcast offers perspectives on how education inequity and structural inequalities, such as colonization and racism, continue to be interconnected in modern, post-residential school, Canadian society. One of the hosts, Pamala Agawa, is an Anishinaabe secondary vice principal at a secondary school. Meanwhile, host Diane Longboat and Tanya Senk are also educators with great leadership in educational research,

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policy, and delivery. They discuss the consequences of perpetuating stereotypes, the importance of understanding positionality, and how awareness can become a tool in fighting anti-Indigenous racism. Furthermore, the podcast offers insights on how to decolonize the classroom, allowing Indigenous autonomy and self-determination to frame education. 3. Teaching the truth: Why education needs to be informed and led by Indigenous people (Global News, 2021) (Youtube Video, 12.29 minutes) Published in October 2021 by Global News, this YouTube video sheds light on the importance of Indigenous educators in the education system. Indigenous speakers explain the social inequalities and challenges Indigenous students face in culturally-insensitive provincial schooling. The video highlights how historical and political climates can influence the social environment in schooling and how Indigenous-staffed schools can improve the quality of education for Indigenous children. Expressing the importance of Indigenous leadership and self-determination in creating safe environments for Indigenous education, Indigenous speakers also demonstrates how educational tools must also change. Provincial teachers must be more prepared in teaching Indigenous-centered historical narratives and education beyond inaccurate textbooks. 4. The Child Is Capable: Anishinaabe Pedagogy of Land and Community (Rameka, 2021) (Article) This article advocates for decolonizing education by valuing Indigenous Knowledge and pedagogies to address educational inequities. It critiques the Western-centric assessment approach, emphasizing the deficit lens applied to Indigenous learners. It illuminates Indigenous

teaching-learning traditions and the capabilities of Indigenous children. The purpose is to inform educators about culturally responsive teaching-learning-assessment, illustrate Indigenous children's engagement with Indigenous Knowledge, and inspire action to honor relationality in education. The article urges educators to build relationships with Indigenous communities and embrace Indigenous Knowledge for positive educational transformation.It is written by an Anishinaabe researcher. 5. Peace, order and bad education: How Canada is failing remote First Nation students in northern Ontario (Cimellaro & Lakhani, 2023) (Article) Written by an Indigenous journalist, Canada's National Observer highlighted the challenges faced by First Nation students in northern Ontario, who must travel far from their families for high school education. Factors like historical injustices, contemporary inequities, and resource limitations contribute to lower graduation rates. Teacher turnover, lack of culturally relevant curriculum, and inadequate infrastructure exacerbate the issue. Indigenous-led initiatives like language immersion programs and land-based education are crucial for indigenizing curricula. The absence of immersion programs and land-based education further widens the gap. Reforms, including incentivizing teachers to stay in remote areas and integrating Indigenous knowledge into education, are essential for addressing systemic discrimination and improving outcomes for First Nation students. 6. Restorative Journey: Indigenous Educational Wellness (oct.ca) (Ontario College of Teachers, 2021) (Report, 100 pages)

Created by a partnership of Indigenous communities, the Ontario College of Teachers, and an Indigenous artist, this report encourages readers to delve into Indigenous perspectives on narratives in history, and personal and professional settings. Learning about Indigenous educational wellness can be inspirational because it offers insights into alternative ways of thinking about education, well-being, and community that prioritize cultural resilience, community empowerment, holistic perspectives, environmental stewardship, and social justice. Through a diverse range of prose, photography, and illustrations, the report forces the audience to reflect on how they engage with Indigenous understandings and the ways they come across it. 7. What matters in Indigenous education: Implementing a Vision Committed to Holism, Diversity and Engagement - People for Education (Toulouse, 2016) (Article) Written by an Indigenous educator and expert, this article explores Indigenous education in Canada, focusing on inclusion, Indigenous pedagogy, and educational interconnections. It discusses the challenges facing Indigenous peoples in education, including disparities in graduation rates and standardized test scores. The interconnected issues of colonialism, racism, and social exclusion contribute to these challenges. Indigenous pedagogy emphasizes connections to culture, hands-on learning, and community involvement. The paper also highlights the importance of holistic approaches to student achievement, incorporating physical, emotional, intellectual, and spiritual domains. Ultimately, it calls for a more inclusive and culturally responsive education system to support Indigenous learners' success. 8. Anishinabek Education System (AES) Bimonthly Newsletter (Cameron et al., 2022) (Newsletter, 7 pages)

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The Kinoomaadziwin Education Body and Anishinabek Education System focus on year-end processes and future planning. The interim Director of Education team collaboratively manages operations. This newsletter shows updates that include completion of engagement sessions for Anishinabek Education System-Wide Standards, upcoming sessions to review standards, and successful virtual events teaching traditional knowledge. Professional Development sessions address racism in education. Participating First Nation school administrators receive training on assigning Ontario Education Numbers to students. Summer offers Reach Ahead credit opportunities, and plans for Anishinabek Student Support Worker pilot program. This newsletter, one of many, showcases the progress in decolonizing education in Ontario and the importance of each milestone. 9. Education as a social determinant of First Nations, Inuit and Métis health (National Collaborating Centre for Aboriginal Health, 2017) (Article, 20 pages) This article emphasizes intergenerational trauma, social determinants, and how improving Indigenous education requires reversing colonial processes and re-indigenizing education systems. This involves Indigenous-led education, integrating Indigenous knowledge, languages, and cultures, and addressing systemic barriers. Intersectoral approaches are needed to tackle complex challenges, fostering positive learning environments, addressing funding gaps, and supporting economic and social development. Initiatives must also address poverty, food insecurity, housing needs, and community safety. By prioritizing Indigenous perspectives, respecting diverse pathways to education, and addressing systemic inequalities, comprehensive efforts can enhance educational outcomes and contribute to the well-being of Indigenous peoples and communities.

10. Full article: Educational equity in Canada: the case of Ontario’s strategies and actions to advance excellence and equity for students (Campbell, 2021) (Article, 20 pages) The article discusses Canada's commitment to multiculturalism and equity in education, focusing on Ontario's efforts. It highlights two main strategies: closing achievement gaps and promoting an inclusive education system. Despite progress, challenges persist, especially for Indigenous peoples due to historical injustices like residential schools. Ontario's journey includes policy changes, such as the 2003 election of a Liberal government prioritizing education. Notable achievements include improved student outcomes and international recognition for excellence and equity. However, disparities remain, requiring ongoing efforts in education reform and reconciliation, particularly for marginalized groups like Indigenous communities. 11. Unpacking the Indigenous Student Experience | Matthew Provost | TEDxSFU (Provost, 2022) (Youtube Video, 12.42 minutes) Matthew Provost, acknowledging his presence as an uninvited guest on the unceded Indigenous territories of what is now called SFU, shares his experience as an indigenous student navigating two worlds within academia. He recounts institutional barriers, racism, and trauma, yet celebrates resilience and academic achievement. He urges mindfulness in curriculum inclusivity, calls for support of indigenous voices, and emphasizes the importance of safe learning environments. Provost's message extends beyond his own story, advocating for systemic change and recognition of indigenous student struggles across Canadian universities, concluding with a message of encouragement and acknowledgment of their resilience.

Actions You Can Take Currently, there are several policies and programs working to address education inequities in Indigenous population in Ontario. Many of the Truth and Reconciliation Commission recommendations have been implemented to develop the education curriculums to be more culturally inclusive, sensitive, and accurate. For example, there are policies that mandate cultural competency training for educators and Indigenous Studies courses for provincial schools. The Canadian Anishinabek Nation Education Agreement commits to negotiate and establish a new arrangement to support education for First Nation students in Anishinabek First Nation schools and provincial schools (Government of Canada, 2018). It focuses on Indigenous perspectives and autonomy when promoting high-quality, culturally relevant educational programs and services. Similarly, there have been efforts to support Indigenous language revitalization programs, produce equitable funding for Indigenous education, and include Indigenous communities in educational decision-making. Promoting Indigenous languages revitalization can help foster appreciation for Indigenous cultures (Government of Canada, 2023). Due to these efforts, the “proportion of schools reporting professional development for school staff on Indigenous education”, along with Indigenous languages programs and Indigenous-focused courses, has increased dramatically (Brown, 2023). Other policies that have made an impact are the Indian Control of Indian Education policy, the First Nations Education Act and First Nations Jurisdiction over Education in BC Act, and the First Nations Control of First Nations Education (McCue, 2023). Recent programs include the Ezhi Kendmang Anishnaabe Naadziwin program (Cameron et al., 2022). While Ontario has made some progress in implementing education strategies over the last few years, it is not sufficient for Indigenous students. For instance, standardized assessments can

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marginalize Indigenous students due to its foundation in western science and language (Cimellaro & Lakhani, 2023). Furthermore, much of Indigenous knowledge is land-based, which makes teaching it difficult in urban settings. The dominating westernized assessments that emphasize cognition and linguistics disadvantage Indigenous students (Preston & Claypool, 2021). To create assessment tools tailored for Indigenous students, it is important to involve the diverse variety of Indigenous communities in designing them (Ball, 2021). ● Promote mandatory cultural competency training for educators, policymakers, and assessment developers to enhance understanding and implementation of culturally sensitive, holistic, and dynamic assessments. Support flexible, community-based strategies in learning and assessment. ● Attend Indigenous-led workshops and consume Indigenous media to learn about Indigenou knowledge and contribute to informed discussions to better understand their challenges, accomplishments, and culture. Encourage their involvement in the design, development, and evaluation of educational materials and assessments to ensure cultural relevance, representation, and authenticity. ● Advocate for curriculum diversification, inclusive learning environments, and increased education funding by lobbying or writing letters to educational institutions, asking them to incorporate more Indigenous perspectives and knowledge. Stay informed and support legislative initiatives aiming to recognize Indigenous students’ needs and disseminate culturally relevant education. References

Ball, J. (2021, June 29). Finding Fitting Solutions to Assessment of Indigenous Young Children's Learning and Development: Do It in a Good Way . Frontiers. Retrieved February 27, 2024, from https://www.frontiersin.org/articles/10.3389/feduc.2021.696847/full Brown, D. (2023, April 24). Ontario has 'come quite far' on Indigenous education but there's much more to be done: report . CBC. Retrieved February 27, 2024, from https://www.cbc.ca/news/canada/toronto/ontario-indigenous-education-1.6820604 Cameron, A., O’Donnell, N., Scanlan, C., & Crawford, A. (2022, March 31). Newsletter March . Nipissing First Nation. Retrieved February 27, 2024, from https://nfn.ca/wp-content/uploads/2022/03/AES-Newsletter-Dibaajmowin-March-2022.p df Campbell, C. (2021, May 6). Educational equity in Canada: the case of Ontario’s strategies and actions to advance excellence and equity for students . School Leadership & Management. Retrieved February 27, 2024, from https://www.tandfonline.com/doi/full/10.1080/13632434.2019.1709165 Cimellaro, M., & Lakhani, N. (2023, September 6). Peace, order and bad education: How Canada is failing remote First Nation students in northern Ontario . National Observer. Retrieved February 27, 2024, from https://www.nationalobserver.com/2023/09/06/investigations/how-canada-failing-remote- first-nation-students El, N. (2019, October 1). Equity Podcast Series EP. 5: Indigenous Sovereignty and Right to Self-Determination in Education – The Equity Knowledge Network . The Equity Knowledge Network. Retrieved February 24, 2024, from

https://rsekn.ca/equity-podcast-ep05-indigenous-sovereignty-and-right-to-self-determinat ion/ Global News. (2021, October 30). Teaching the truth: Why education needs to be informed and led by Indigenous people . YouTube. Retrieved February 27, 2024, from https://youtube.com/watch?v=vxbL_Zjcnpg&si=UNT2QjdC7Zm3EX2Z Government of Canada. (2017, November 29). Canada's educational portrait, 2016 Census of Population . Statistique Canada. Retrieved February 24, 2024, from https://www150.statcan.gc.ca/n1/pub/11-627-m/11-627-m2017036-eng.htm Government of Canada. (2018, March 29). Anishinabek Nation Education Agreement . Crown-Indigenous Relations and Northern Affairs Canada. Retrieved February 27, 2024, from https://www.rcaanc-cirnac.gc.ca/eng/1517588283074/1542741544614 Government of Canada. (2023, October 25). An update on the socio-economic gaps between Indigenous Peoples and the non-Indigenous population in Canada: Highlights from the 2021 Census . Services aux Autochtones Canada / Indigenous Services Canada. Retrieved February 24, 2024, from https://sac-isc.gc.ca/eng/1690909773300/1690909797208 Government of Canada. (2023, October 27). The Daily — Postsecondary educational attainment and labour market outcomes of Indigenous peoples, 2021 . Statistique Canada. Retrieved February 24, 2024, from https://www150.statcan.gc.ca/n1/daily-quotidien/231027/dq231027a-eng.htm Hele, K. S. (2020, July 16). Anishinaabe . The Canadian Encyclopedia. Retrieved February 27, 2024, from https://www.thecanadianencyclopedia.ca/en/article/anishinaabe

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Historica Canada. (2024). Indigenous Perspectives Education Guide . Historica Canada. Retrieved February 27, 2024, from https://fb.historicacanada.ca/education/english/indigenous-perspectives/ Landry, S., Racine, A., & Kumar, M. B. (2023, April 6). Childhood factors associated with the completion of a high school diploma or equivalency certificate or higher among First Nations children living off reserve, Métis and Inuit children . Statistique Canada. Retrieved February 27, 2024, from https://www150.statcan.gc.ca/n1/pub/41-20-0002/412000022023002-eng.htm Layton, J. (2023, June 21). First Nations youth: Experiences and outcomes in secondary and postsecondary learning . Statistique Canada. Retrieved February 27, 2024, from https://www150.statcan.gc.ca/n1/pub/81-599-x/81-599-x2023001-eng.htm McCue, H. A. (2023, April 17). Education of Indigenous Peoples in Canada . The Canadian Encyclopedia. Retrieved February 24, 2024, from https://www.thecanadianencyclopedia.ca/en/article/aboriginal-people-education Michie, S., van Stralen, M. M., & West, R. (2011, April 23). The behaviour change wheel: A new method for characterising and designing behaviour change interventions - Implementation Science . Implementation Science. Retrieved February 24, 2024, from https://implementationscience.biomedcentral.com/articles/10.1186/1748-5908-6-42 National Collaborating Centre for Aboriginal Health. (2017). Education as a social determinant of First Nations, Inuit and Métis health . National Collaborating Centre for Indigenous Health. Retrieved February 27, 2024, from https://www.ccnsa-nccah.ca/docs/determinants/FS-Education-SDOH-2017-EN.pdf

Ontario College of Teachers. (2021). Restorative Journey: Indigenous Educational Wellness . Ontario College of Teachers. Retrieved February 27, 2024, from https://www.oct.ca/-/media/PDF/resources/2021_Restorative_Journey_Resource_EN.pdf #page3 Peltier, S. (2017). An Anishinaabe Perspective on Children's Language Learning to Inform “Seeing the Aboriginal Child” . Early Childhood Development Intercultural Partnership. Retrieved February 27, 2024, from https://ecdip.org/wp-content/uploads/2022/02/An-Anishinaabe-Perspective-on-Childrens- Language-Learning-Sharla-Peltier-2017.pdf#page3 Pierre, R. (2022, June 15). DEEPENING INDIGENOUS EDUCATION AND EQUITY: - Supporting the Wholistic Success of Indigenous Learners, Families, and Communities in Maple Ridge . School District 42. Retrieved February 27, 2024, from https://www.sd42.ca/assets/media/Deepening-Indigenous-Education-and-Equity.pdf Preston, J. P., & Claypool, T. R. (2021, June 30). Analyzing Assessment Practices for Indigenous Students . Frontiers. Retrieved February 27, 2024, from https://www.frontiersin.org/articles/10.3389/feduc.2021.679972/full Provost, M. (2022, January 21). Unpacking the Indigenous Student Experience | Matthew Provost | TEDxSFU . YouTube. Retrieved February 27, 2024, from https://youtube.com/watch?v=2JmAlnEo27A&si=jYd1Kge3eSEkahb_ Rameka, L. K. (2021, July 16). The Child Is Capable: Anishinaabe Pedagogy of Land and Community . Frontiers. Retrieved February 24, 2024, from https://www.frontiersin.org/articles/10.3389/feduc.2021.689445/full

Shultz, P. K., & Englert, K. (2021, June 17). Cultural Validity as Foundational to Assessment Development: An Indigenous Example . Frontiers. Retrieved February 27, 2024, from https://www.frontiersin.org/articles/10.3389/feduc.2021.701973/full Toulouse, P. (2016). What matters in Indigenous education: Implementing a Vision Committed to Holism, Diversity and Engagement . People for Education. Retrieved February 27, 2024, from https://peopleforeducation.ca/report/what-matters-in-indigenous-education/#chapter7 Trovato, F., Pedersen, A., Price, J. A., & Lang, C. (2022, May 6). Economic Conditions of Indigenous Peoples in Canada . The Canadian Encyclopedia. Retrieved February 27, 2024, from https://www.thecanadianencyclopedia.ca/en/article/aboriginal-people-economic-condition s Tulloch, S., Moore, S., Lane, J., Townley, S., Dicker, J., Boase, D., & Adams, E. (2022, January 17). Community-Anchored Assessment of Indigenous Second Language Learning in K-12 Schools . Frontiers. Retrieved February 27, 2024, from https://www.frontiersin.org/articles/10.3389/feduc.2022.733047/full

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Updated Resource Document_ Education Inequity among Indigenous Communities in Ontario, Canada

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