Abstract
The federal government of Canada has constitutional responsibility for First Nations education. There is no evidence that the federal government has attempted to develop a comprehensive First Nations education system. Most studies have found serious flaws in the current realities faced by First Nations children attending First Nations-controlled schools throughout Canada (e.g., low levels of academic achievement, lack of second-level specialist support, inadequate school facilities, and low teacher pay). These difficulties are not found in provincial schools in which the federal government supports First Nations students. Despite its poor track record in First Nations education, the federal government remains convinced that it knows what is best for First Nations children attending First Nations schools across Canada. First Nations educational involvement, knowledge and expertise are not really considered. The idea of "First Nations control of First Nations education" is really meaningless. This paper critiques the current education system and makes recommendations.
Highlights
My daughters who are First Nation (i.e., Cree) were truly fortunate
The results indicated that students in all grades who attended First Nations schools on reserves scored lower in all categories and years than First Nations students who attended a provincial school
The amount was nearly $16,000.00 per student. This amount is about 33-50% higher than Indian and Northern Affairs Canada (INAC) will pay a First Nation for First Nations students attending a school on the reserve (Hull, 2005)
Summary
My daughters who are First Nation (i.e., Cree) were truly fortunate. They attended provincial schools in Winnipeg. Many of their cousins were fortunate to attend provincial schools situated near their home reserves (i.e., First Nations) or in urban centres These students attended schools which had a solid curriculum, well-qualified teachers and administrators, as well as a variety of academic and administrative supports and services such as reading and math programs, consultants, and specialists. Their educational experience was the norm in Canadian public schools. Their schools were part of a comprehensive system of delivering educational programs and services Their schools were supported by a school division/board with specialists, consultants, administrators and by a provincial/territorial department of education with additional specialists, consultants, and administrators. These First Nations controlled schools are not part of a similar system of educational supports and services
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