From Humble Beginnings:

1
From Humble Beginnings Indian Education now
Flourishing in Saskatchewan
2
Birth of Indian Education

• The story of Indian-controlled education in
  Saskatchewan is a relatively new one, having
  developed only in the last three decades.

• In 1972 a policy paper entitled Indian Control
  of Indian Education was penned by the National
  Indian Brotherhood.

• The report contained a statement of the
  philosophy, goals, principles and directions that
  would form the foundation of any school programs
  for Indian children.

3
Fundamental Philosophies of Indian Education

• "each adult is personally responsible for each
  child, to see that he learns all he needs to know
  in order to live a good life."

• "As our fathers had a clear idea of what made a
  good man and a good life in their society, so we
  modern Indians want our children to learn that
  happiness and satisfaction come from pride in
  ones self, understanding ones fellowmen, and
  living in harmony with nature."

4
Education Must Recognize and Include Traditional
Values

• Ideals can be found in legends and in the
  Aboriginal culture.

• "We believe that if an Indian child is fully
  aware of the important Indian values he will have
  reason to be proud of our race and of himself as
  an Indian,"

• "When our children come to school they have
  already developed certain attitudes and habits
  which are based on experiences in the family.

• School programs, which are influenced by these
  values respect cultural priority and are an
  extension of the education which parents give
  children from their first years.

• These early lessons emphasize attitudes of
  self-reliance, respect for personal freedom,
  generosity, respect for nature and wisdom.

5
Aboriginal History Taught in Schools

• "It is essential that Canadian children of every
  racial origin have the opportunity during their
  school days to learn about the history, customs
  and culture of this countrys original
  inhabitants and first citizens.

• We propose that education authorities, especially
  those in Ministries of Education, should provide
  for this in the curricula and texts which are
  chosen for use in Canadian schools."

6
Reaction to the Report

• Change. It was a task that proved to be
  frustrating as the system was prepared to
  transform itself only very slowly.

• New policies were met with open resistance by
  civil servants at many levels

• Indian bands hoping to establish their own
  schools struggled to find funding.

7
1974 A Break Through Year

• In Saskatchewan as several bands began to take
  charge of the education of their children.

• The James Smith Reserve in northeast Saskatchewan
  where the community of 1,500 took the first steps
  in developing their own school system.

• Due to an unfortunate incident where children of
  the James Smith Reserve were targets of a
  racially motivated incident the children were
  removed from the Kinistino School.

• The band council ordered the establishment of a
  makeshift school, which would accommodate 350
  students. (Within weeks the facility was
  operational)

8
The People Take Chargeof their Destiny

• Suddenly it was not just only a committee that
  only listened to grievances, but a committee that
  could give direction to the band council and band
  members," Burns said. "Its something that had
  never happened before".

• The people of the reserve began planning for a
  new, permanent school, one that would reflect
  their values.

• When it opened in September of 1974, the school
  was different

• Other innovative measures, such as a "contract"
  approach that would see a student undertake to
  achieve a specific educational objective.
• The development of courses that reflected local
  Cree history from an Indian perspective were
  introduced.

• Of the 62 staff members and 43 were James Smith
  band members.
• Fifteen teachers aids were hired, all of them
  parents of children attending the new school.
• Teachers aids could speak Cree, an asset that
  enhanced the students comfort levels.

9
Winds of ChangeThroughout the 70s

• In 1976, the Saskatchewan Indian Cultural College
  and the Saskatchewan Indian Federated College
  (SIFC) were officially opened.

• SIFC was created through an agreement between the
  FSIN and the University of Regina, which
  recognized SIFC as a federated college of the U.
  of R.

• From modest beginnings - a mere nine students
  were enrolled in 1976 - SIFC has grown to an
  annual enrolment of 1,300 students.

• The late Ida Wasacase, a member of the Ochapowace
  First Nation, served as its first director from
  1976 until 1982. A recipient of the Order of
  Canada in 1982, Wasacase was internationally
  respected for her dedication to Indian education.
  She was also named the SIFC Outstanding Indian
  Educator of the Year in 1990.

10
Linda Pelly-Landrie

• Almost 30 years after the release of the National
  Indian Brotherhoods Indian Control of Indian
  Education report, Indian educators and leaders
  have much to be proud of.

• Linda Pelly-Landrie, president of the
  Saskatchewan Indian Cultural Centre, there are
  many challenges yet to be met.

• "We have come a long way in the last 28 years,"

• "We have done many things properly and as a
  teacher, Im not ashamed of what were doing
  badly. Im proud that were doing as well as we
  have with the resources were given."

• "We are coping with change on such a scale, and
  of such rapidity, that we are now engaged in what
  I call whitewater teaching." She said. "We are
  paddling frantically through social rapids,
  trying to keep our kids and ourselves off the
  rocks."

11
Cautious Reminders To Aboriginal People

• Pelly-Landrie also sounded a warning for
  educators who may have lost sight of the vision
  that was front and center 30 years ago.

• "We have moved too far left and have become white
  oriented. Our form of education has been to
  embrace the provincial system," said
  Pelly-Landrie. "We must relearn to trust
  ourselves."

• "Customs, beliefs and language must be part of
  the school program with culture incorporated into
  the curriculum programs, she continued.

• "Language and culture should be the basis for
  education. It is crucial for an awareness and
  understanding to take place as to how we want to
  incorporate these fundamental values in our
  education system."

12
Cautious Reminders To Aboriginal People continued

• "For too long, we have depended on others to do
  things for us," she said. "We must learn to
  accept our own potential as First Nation people
  and demand that our needs be met based on an
  equal relationship.

• "Being governed by others is no longer
  acceptable."

• "And, just as the National Indian Brotherhood has
  opined almost 30 years ago, change must be
  undertaken in order for Indian controlled
  education to remain viable," Pelly-Landrie said.

• "Perhaps our greatest challenge will be to clear
  the way for a new kind of school, and foster a
  learning that will arm our children to face and
  overcome anything that a chaotic future has in
  store."