|
by Michael
Erskine
SUDBURY---Separation of the policy and administrative bodies at
the Rainbow District School Board have presented challenges to
relations between the Island's Native communities and the board;
and those challenges have been compounded by privacy
regulations, a fundamental way the board operates and the degree
of consultation First Nation leaders believe they require.
With the
beginning of a new school year, Manitoulin's First Nation
communities presented the Rainbow District School Board with a
list of 36 recommendations stemming from community consultations
and research on Aboriginal education conducted by the staff of
the United Chiefs and Councils of Manitoulin.
Following on
the heels of the transfer of the principal of Little Current
Public School over the objections of the UCCM chiefs last
spring, the communities of Aundeck Omni Kaning (AOK, formerly
known as the Ojibways of Sucker Creek) and Sheguiandah First
Nation held community meetings where concerns with the Rainbow
District School Board's handling of First Nation children's
education were debated.
"The
difficulty was with the process," said AOK Chief Patrick
Madahbee. "The First Nation Trustee on the board, Robert Beaudin,
wasn't consulted or brought into the process until after the
fact."
No trustees
are consulted on individual personnel matters, including who
will or will not be offered or kept in a position at one of the
board's schools, nor are school councils consulted on the
details pertaining to any individual board employee. The policy
and administrative functions are seperated at the Rainbow
District School Board, and privacy legislation ensures that, in
matters of employment details, that will likely remain the case
in the future.
"We consult
with school councils on what may be encompassed in a position
with the board, and we are looking at our process (to
incorporate First Nations into that consultation)," said Ms.
Hanson, but she added that any consultation is strictly on job
profiles, not on the actual incumbants of any particular job.
"We do not consult on individuals."
The line
between policy and administration allows for input on the
qualifications and skills a community would like to see in an
individual who occupies the principal's office, but that line
does not allow for outside groups to be consulted on human
resource matters regarding specific individuals.
"We welcome
and encourage input, and we will continue to be proactive in our
approach," said Ms. Hanson. "We recognize there is more work to
be done. If there is anything we have learned from this, it is
that we have to build visibility for First Nation programs."
Chief Madahbee
said that the First Nations recommendations will address many of
the concerns his community has expressed, and that in order to
negotiate a new set of education agreements in 2005, there will
have to be some movement on the recommendations by the board.
A key element
in the discussion are Canadian government reports cited by UCCM
researchers that highlight the unique constitutional status of
Aboriginal people. A communique from the Chiefs quotes passages
that indicate Aboriginal people "are not to be lost in a
practice of multi-culturalism" or approaches that insist
"everyone is to be treated the same," and result in a
downplaying of Aboriginal culture.
Rainbow
District School Board Education Director Jean Hanson described
the meeting between the board and First Nation representatives
on August 27 as "productive and positive."
The Rainbow
School Board, she said, is currently reviewing the
recommendations that "pertain specifically to the our school
board."
"We will
certainly give full priority on those recommendations that will
have a positive impact on First Nation students," said Ms.
Hanson, adding that the school board was also prepared to act on
those that "go above and beyond."
"The focus
will always be, first and foremost, what the First Nation child
needs to reach their full potential," she said, noting that
providing a supportive and collaborative environment for
students is paramount and that the school board is quite proud
of the programs they offer to First Nation students.
The current
education agreements between the First Nations and the Rainbow
District School Board expire in 2005, and in announcing the
delivery of the recommendations to the board, the chiefs
challenged the Rainbow District School Board to take a proactive
stance on promoting cultural inclusion and developing a "new
relationship based on respect and honesty."
At the head of
the list of those recommendations are: adhering to the legally
binding Education Agreements; revising Board policies and
practices; actively combating racism, promoting Aboriginal
community linkages and cultural awareness for trustees,
administrators and school staff.
Further, the
recommendations highlights the need for greater communication
and consultation, particularly on 'social factors,' and "the
extent to which elements of Native Culture (as defined by First
Nations) including their language and ceremonies pervade the
school and the overall curricula, programs and services of the
school." The recommendations suggest that policy be fully
communicated to senior school staff, teachers and school
councils.
Ms. Hanson
noted that the
Island's schools have the highest percentage of First Nation
student population, but that the Rainbow District School Board
also has a relatively strong First Nation presence in many of
its other schools as well, including a number of non-reserve
Native students in many of its urban schools.
The Rainbow
District School Board is currently partnering with Kenjgewin Teg
and the Ojibwe Cultural Foundation on the Shki-Mawtch Taw Win En
Mook curriculum development project. This ambitious project has
created 36 units of study in the junior division and 10 units in
the Grade 7 and 8, some of which are currently being
field-tested at Little Current Public School.
By
incorporating First Nation perspectives across the curriculum,
the initiative will not only address the profile of First Nation
culture, but by creating an awareness of the nuances of First
Nation culture, it is hoped the project will also help to deal
with issues of racism.
Key elements
of the potential impasse between the Chiefs and the Rainbow
District School Board would seem to fall in a fundamental
difference between how non-Native and Native organizations are
structured.
Chief Madahbee
referred to that difference as the 'corporate structure' of the
Rainbow District School Board.
Other key
elements in the recommendations for immediate changes delivered
to the board include establishment of a board-wide education
strategy for both on and off-reserve Aboriginal people,
especially keeping the First Nation trustee in the loop prior to
transfer of principals or vice-principals; to have a Parent
Concern Protocol in effect for schools and to foster the
development of a cross-cultural awareness among school staff.
There is an
alarming Native teacher to Native student ratio, particularly
Little Current Public School, which has the highest percentage
of Natives in the student body.
"It is almost
double the rate that the Human Rights Commission has identified
as a matter for concern," pointed out Chief Madahbee, adding
that some of the recommendations regard Native teacher
retention.
The First
Nations are pressing for a follow-up meeting to go over the
Rainbow School Board's response and action regarding the
recommendations as soon as possible, certainly before March 31.
"We want to
begin working through the new agreements as soon as possible,"
said Chief Madahbee. "All of these recommendations are already
being done somewhere in
Canada,"
he added. "This is a chance for the Rainbow Board to step
forward and demonstrate its commitment to the inclusion of
Anishinabe people. We are looking forward to change and the
Board's support for what has been legally binding for years." |