By Leslee White-Eye, FNWSC Structural Readiness Coordinator If you don’t live in Quebec, you may not think much about that province’s recent decision to pass Bill 96, a law designed to protect French language by restricting the use of others. But Bill 96 has severe implications far beyond the Quebec borders. It is an affront […]
This Op-Ed was written by Brent Debassige. Brent is Ojibwe-Anishinaabe and a member of the Caribou Clan. He is originally from M’Chigeeng First Nation on Manitoulin Island. On May 17, 1972, an executive committee of the National Indian Brotherhood — now the Assembly of First Nations — set in motion what would be a foundational
By Monty McGahey IILanguage Development Specialist, Deshkan Ziibi Oct. 20, 20201 — Chippewas of the Thames First Nation (COTTFN) is located in southwestern Ont., about a 20-minute drive from London. The First Nation is close to Highway 401 which is the main roadway from the U.S. border at Detroit to Toronto. Like many First Nations,
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First Nations lifelong learning directors are transforming on-reserve schooling systems with land-based and language programming that prioritizes culture and provides top-tier education. By Leslee White-Eye, Structural Readiness Co-ordinator Canadians were shaken to the core this year after being forced to face the reality of thousands of unmarked graves at former Indian Residential Schools — and
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This call to action by Western University professor Brent Debassige was published days before the 2021 federal election. Sept. 17, 2021 – When many Canadians think of education systems, they think of schools funded by provincial and territorial governments. Parents among them know their children’s education is overseen by the district school board, which contains
The recent discovery by the Tk’emlúps te Secwépemc First Nation that revealed an estimated 215 children had been buried on the grounds of the shuttered Catholic-run Kamloops Residential School signals a new reckoning with colonial genocide in Canada. By Gabriel Haythornthwaite, FNWSC Intergovernmental Relations Lead June 10, 2021 – The recent discovery by the Tk’emlúps
The First Nations With Schools Collective’s community engagement strategy has embarked on a front-line mission to identify how the current federal funding model imposes constraints on First Nation education systems. By Neil Debassige of LearnFirst Consulting, special to FNWSC The First Nations With Schools Collective’s community engagement strategy has embarked on a front-line mission to
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The term “achievement gap” refers to any significant and persistent disparity in academic performance or educational attainment between different groups of students. By Gerry Kerr, Chignecto Consulting Group, Special to the FNWSC May 27, 2021 – The term “achievement gap” refers to any significant and persistent disparity in academic performance or educational attainment between different
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As part of its framework to improve education funding on First Nation unceded territory, the Government of Canada has proposed using an adapted version of Ontario’s education funding formula for Ontario-based First Nations. This formula is called the Grants for Student Needs (GSN). By Gabriel Sekaly of StrategyCorp Inc. , special to the FNWSC March 26, 2021 – As part
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The First Nations With Schools Collective (FNWSC) is asserting data sovereignty through redefining how First Nations’ lifelong learning is measured. By Dr. Ashley Sisco, Jana George, & Alisha Fowler, Sisco & Associates Consulting Services Inc. – special to the FNWSC March 23, 2021 – First Nations have always had their own ways of gathering, protecting
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