Political parties quiet on Indigenous education
Many existing policies hinder First Nations autonomy, writes Denis Gros-louis.
Amid an election campaign marked by economic and workforce challenges, the leaders of Quebec's political parties have yet to answer the question raised by Ghislain Picard, chief of the Assembly of First Nations for Quebec-labrador: “What is the place of First Nations in the parties' campaign responses to labour shortages?”
While Quebec deals with an aging population, First Nations people remain largely younger than the non-indigenous population, with a lower proportion of its working-age population near retirement. Furthermore, First Nations members being 14 years or younger account for a much larger share of the population than among non-indigenous people, thus indicating that First Nations will represent a larger and important proportion of the active labour force in the next years.
These statistical differences are staggering when we consider that only 56.8 per cent of First Nations aged 25-64 hold a high school diploma or equivalent certificate compared to 83.6 per cent of non-indigenous Quebecers in the same age group.
To tackle this historic gap, First Nations members of the First Nations Education Council (FNEC) championed a positive path forward by signing a historic regional education agreement with the government of Canada to access equitable, predictable, and sustainable kindergarten, elementary and secondary education funding.
Built upon modelling and a methodology developed by and for the FNEC and its member communities, this education funding agreement will enable 22 First Nations to provide 5,800 students with culturally appropriate, high-quality education that is responsive to their real and specific needs. This will further result in a positive economic impact for the signatory First Nations, including the creation of over 600 education-related positions.
Quebec has a critical role to play in the implementation of the education agreement and in the educational success of these students. In keeping with current jurisprudence, Quebec must accommodate First Nations students in a manner that respects their distinct languages and cultural methods of teaching and learning.
Many of the existing provincial policies governing education, including the linguistic requirements for high school and college graduation, hinder First Nations autonomy to foster academic achievement. Instead, these policies devalue Indigenous identity and gravely hamper any efforts to reclaim, revitalize, maintain and strengthen First Nations languages and culture.
The FNEC'S recent proposals to incorporate a 15th competency to teacher certification programs, the amendment proposals to acknowledge First Nations' control over languages of instruction and learning, as well as efforts to decolonize the education ministry's pedagogical curriculum have all gone largely unanswered.
It is difficult to sustain meaningful partnerships over the long term, to ensure positive effective changes by and for First Nations, when provincial policies are rather “fragmented and short-lived” at best, or when the province doubles down on linguistic legislation that contravenes the constitutional right of First Nations to self-determination over education, culture and language. As we prepare to mark the National Day for Truth and Reconciliation on Sept. 30, during an election campaign that has been remarkably quiet on First Nations and education, political leaders in Quebec can and must acknowledge much more must be done to achieve meaningful reconciliation.
As First Nations and the FNEC embark on a new path toward First Nations control of First Nations education, Quebec should not miss yet another opportunity, and, instead, walk the talk and recognize the significant social and economic impact of First Nations students' educational success and lifelong flourishing has (and will continue to have) for the province as a whole.