THE PROFESSIONAL JOURNAL FOR COLLEGE ADMINISTRATORS • VOL. 11 NO. 2 • FALL 2016

INDIGENOUS EDUCATION: Facing Truth and Reconciliation IPEC colleges share best practices

Hon. Deb Matthews sees efforts as first steps in a long journey PM# 40065075 INSIDE SPECIAL EDITION: INDIGENOUS POSTSECONDARY EDUCATION MA degree in EDUCATION

COMMUNITY COLLEGE CONCENTRATION

» “I am proud to have earned a There’s still time Choose your location: CMU Master of Arts degree. The » Durham College - starting now courses and the research have to apply and get » George Brown College - starting now been valuable to my professional started on your » Mohawk College - starting now practice as a dean. I thoroughly » Georgian College - coming soon enjoyed the cohort model including the diversity of the Humber College - coming soon MA degree! » students. My cohort colleagues had corporate training, nursing, secondary school or college This U.S. degree, taught locally and designed to engage dedicated educators and teaching backgrounds, and trainers, has proved to be an excellent choice for those desiring advanced they all worked very hard and leadership training for positions in: contributed to group work at a high level. The professors were • The Canadian College System • The Trades all skilled, well-prepared, and • Elementary & Secondary Schools • Provincial Government supportive. Without reservation • Healthcare • Not-for-profit Organizations I recommend CMU.” • The Military JUDY OCASA Members Tuition Discount SPRING – CMU graduate, Central Michigan University is offering a tuition discount and fee waivers for all Dean, School of new CMU MA in Education/Community College students who are members in Business IT and good standing of the Ontario College Administrative Staff Association Management, (OCASA). See global.cmich.edu/OCASA for complete information. Durham College

989-774-3032 | 877-268-4636 | global.cmich.edu/International

Central Michigan University is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. This program is offered under the written consent of the Minister of Training, Colleges and Universities granted for a five year term commencing on November 2015. Prospective students are responsible for satisfying themselves that the program and the degree will be appropriate to their needs (e.g. acceptable to potential employers, professional licensing bodies or other educational institutions). Individuals with disabilities who need accommodation should call 800-950-1144, ext. 3018 at least one week before the event. CMU is an AA/EO institution (see cmich.edu/OCRIE). 45876 9/16 VOL. 11 NO. 2 • FALL 2016 TABLE OF CONTENTS

15 Learning & Leading Together Truth and Reconciliation ...... 6 Facing our own history and the echo of Residential schools.

OCASA Mission T&R ...... 10 Among the 94 recommendations are specific calls to action on education. Connecting, supporting and advancing management and leadership in Ontario colleges. Inuit voice ...... 12 The living allowance is more fitting of a fourth world nation.

OCASA Executive 2015/16 Métis Nation ...... 13 The future is in our young people but racism is still a problem. PRESIDENT Krista Pearson An editor speaks ...... 15 Registrar, Indigenous students in your college are the great hope of their communities. Algonquin College Indigenous Peoples Education Circle ...... 18 VICE PRESIDENT 24 colleges join forces to share best practices in meeting needs of Indigenous students. Alanna McDonell Director of Marketing (Acting) The Caring Society ...... 20 Algonquin College First Nations schools receive zero dollars for libraries, computers, special education. SECRETARY An interview with Rosie Mosquito ...... 22 Janine Foster Aboriginal Institutes Consortium wants stable funding and recognition of credentials. Manager, Alumni Relations & Annual Giving St. Lawrence College Hon. Deb Matthews ...... 24 The Minister recognizes the accomplishments of the “bounce back” generation. TREASURER Greg Murphy Dean, School of Media, Art and Design Durham College Regular Features President’s Message ...... 4 Member Profile ...... 32 PAST PRESIDENT Member News ...... 30 Advertiser Information Centre ...... 34 David Belford Dean, Faculty of Business CAAT Pension ...... 31 Fanshawe College

Cover photo by James Hodgins, courtesy of Cambrian College. Deanne Moore (pictured) is a Editorial Board graduate of Cambrian’s Social Service Worker program and has continued her studies at Laurentian CHAIR: University through an articulation agreement. Diane Posterski, Executive Director, OCASA EXECUTIVE DIRECTOR Published by Diane Posterski Louise Chatterton Luchuk 1-866-742-5429 ext. 2 [email protected] Associate Director, Centre for Contemporary Teaching & Learning CONTRIBUTING EDITOR Third Floor - 2020 Portage Avenue St. Lawrence College Bill Swan Winnipeg, Manitoba R3J 0K4 1-866-742-5429 [email protected] Tel: 866-985-9780 Fax: 866-985-9799 Gregory Murphy www.kelman.ca [email protected] OCASA Dean, School of Media, Art and Design Box 410, 157 Adelaide Street West Durham College Managing Editor: Cheryl Parisien, [email protected] Toronto, Ontario M5H 4E7 Design/Layout: Tabitha Robin Richard Webb Phone: 1-866-742-5429 Fax: 1-866-742-5430 Director, Human Resources & Communications Email: [email protected] www.ocasa.on.ca Advertising Sales: Jeff Kutny Sault College Advertising Coordinator: Stefanie Hagidiakow Publication Mails Agreement #40065075 Return undeliverable Canadian addresses to: All rights reserved. The contents of this publication OCASA may not be reproduced in whole or in part without P.O. Box 263, Napanee, ON K7R 3M4 the express consent of the publisher.

FALL 2016 • WWW.OCASA.ON.CA 3 PRESIDENT’S MESSAGE

Aanii, Boozhoo, Hello Krista Pearson, PhD, CHRL Registrar, Algonquin College Aanii, Boozhoo, Bonjour Registraire, Algonquin College

e sais que j’ai encore beaucoup à apprendre et comme J vous tous, mes collègues administratifs, je suis consciente du fait que le manque de connaissances ne peut pas servir d’excuse. Pourtant, en ce qui concerne les enjeux complexes qui impliquent divers contextes socioculturels profondément stratifiés, comme l’éducation autochtone et l’indigénisme, nous avons naturellement tendance à observer et participer de loin. Pourquoi? Je crois que cette tendance est entraînée principalement par crainte de blesser autrui ou de se tromper, ainsi que par la peur de l’inconnu (la conservation de soi-même). Il se peut même qu’une perception biaisée, consciente ou non, ou qu’une simple indifférence inconsciente entre en jeu. En qualité de membres du personnel administratif d’établissements postsecondaires, nous offrons nos services et notre soutien à une Deb Matthews is welcomed to Cambrian by Indigenous students. Photo courtesy of Cambrian College. population étudiante qui montre de plus en plus de diversité. Nous ne pouvons pas observer et participer de loin. Nous devons nous rapprocher et nous impliquer; notre rôle l’exige! Nous have a lot to learn. I know this. But, like so many of you, my devons poser les questions qui nous permettrons d’être mieux I administrative colleagues, I am mindful that not knowing informés et par conséquent, d’être en mesure d’influencer is not an excuse. When it comes to complex matters, like l’environnement et l’expérience des études collégiales de Indigeneity and Indigenous Education, where the socio-cultural manière positive pour tous les étudiants qui comptent sur nous. contexts are so deeply and diversely layered, there is a natural Les étudiants métis, inuits et des Premières Nations inscrits inclination to step back and participate from the sidelines. à des programmes d’études collégiales sont de plus en plus Why? I think it’s significantly driven by fear of offending, fear nombreux (StatCan), et il n’y a pas de doute quant à la volonté of being wrong, and fear of the unknown (self-preservation). It et à la capacité d’accroître cette participation aux études could also be conscious or unconscious bias or, perhaps, just an postsecondaires. Je reconnais qu’il y a une sous-représentation unconscious indifference. As postsecondary administrators, we de personnel métis, inuit et des Premières Nations, ce qui me serve and support an increasingly diverse student population. mène à réfléchir. L’expérience étudiante, du début jusqu’à Our roles require us to move in from those sidelines. We need l’obtention du diplôme, serait-elle influencée si plus d’étudiants to ask questions that will make us better informed and thus « se reconnaissaient » dans les classes et les couloirs de nos more able to positively influence the college space and experi- collèges? En tant qu’administrateurs, comment pouvons- ence for all the students that we serve. nous raffiner nos pratiques d’embauche pour mieux refléter First Nation, Métis, and Inuit student enrolments in college la diversité culturelle des étudiants? Si nous ajoutons l’auto- programs are growing (StatsCan), and we know that there’s identification politisée et les incohérences des données capacity and desire for growth in postsecondary participation. disponibles (qui nous sont souvent nécessaires pour la I am aware of the underrepresentation of First Nation, Métis, planification et l’obligation de rendre compte) à ces sujets de and Inuit staff, and wonder if more students “saw themselves” in réflexion, nous avons en main une situation complexe qui n’est the classrooms and hallways, would it make a difference to their surtout pas facile à réconcilier. overall experience, including credential completion? And, how Heureusement, nous avons déjà des experts et détenteurs can we as administrators help to reflect student diversity in our des savoirs traditionnels dans nos collectivités et ailleurs. Nous hiring? Couple that with politicized self-identification and incon- pouvons demander leur assistance, être ouverts aux occasions sistency in data availability (that we so frequently require for our d’appendre et consulter avec d’autres professionnels pour planning and accountability), and we are left with a complex arriver à des décisions bien éclairées. Notre façon d’être et situation that is not easy reconcile. notre culture institutionnelle sont – et doivent être – remisent

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Fortunately, there are experts and knowledge holders in our en question, et il importe d’accueillir toutes les façons communities and beyond. We can ask for help, we can be open d’apprendre pouvant mener à rehausser les services et le to the opportunities to learn and consult with others to better soutien offerts à nos étudiants. inform our practice(s). Our institutional culture and ways of be- Du côté positif, nous avons observé un progrès considérable ing are – and must be – challenged and open to the many diverse dans les changements apportés à l’éducation autochtone dans ways of knowing to better serve and support our students. les collèges. Comme vous pourrez le constater dans cette édition The good news is that colleges are making progress to de College Administrator et sur notre site Web de ressources change Indigenous education in meaningful ways. As you will correspondantes, des recherches et travaux concrets sont en see in this issue of College Administrator and in our accom- cours dans les collèges canadiens partout au pays. Le personnel panying website of resources, there is meaningful work and responsable de l’éducation autochtone autant que l’ensemble du research happening in colleges across Canada. There is an effort personnel collégial sont appelés à reconnaître que plaidoyer pour to have all college staff – not just those with direct account- les étudiants autochtones fait partie intégrante de leur rôle. ability for Indigenous education – to recognize that their role Je vous invite à parcourir la présente édition attentivement. includes advocacy for Indigenous students. Servez-vous un café et fermez votre téléphone. Prenez le As you flip through the pages of this issue, I encourage you temps de lire les perspectives de vos collègues en éducation to be purposeful – grab your coffee, turn off your phone, and postsecondaire et de réfléchir sur vos propres pratiques. give yourself the time to read the insights of your postsecond- Nous devons cesser de penser que l’éducation autochtone ary colleagues along with time to reflect on your own practice. est la responsabilité de quelqu’un d’autre. En qualité Indigenous education is no longer someone else’s responsibil- d’administrateurs de collèges, nous sommes entourés d’une ity; as administrators in colleges with diverse students, staff and grande diversité de collectivités, de collègues et d’étudiants – communities, we are all responsible. nous sommes donc tous responsables.

Chi Miigwetch, Chi-Miigwetch, Krista Krista

If more students “saw L’expérience étudiante themselves” in the classrooms serait-elle influencée si plus and hallways, would it make d’étudiants « se reconnaissaient » a difference to their overall dans les classes et les couloirs experience? de nos collèges?

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TRUTH AND RECONCILIATION Echoes of Residential school system

remain with Indigenous students today S. Brenda Small Chair, Indigenous Peoples Education Circle Vice President, Centre for Policy in Aboriginal Learning, Confederation College

ecently, Canada was reminded of the R historical treatment of Indigenous people in regards to education with the release of the Final Report of the Truth and Reconciliation Commission (2015). The Indian Residential School system enforced by the federal government was created to remove children from their families in the name of education. Canadian history and the maltreatment of Indigenous people, particularly children, is well documented in this national Report. The naming of this experience as “cultural genocide” is one that ought to be understood by all those working inside Ontario’s colleges and other public learning institutions. The term has been purposefully chosen to reflect Canadian history whereby Indigenous children were forcibly removed from their families and Powwow at Okanagan College in British Columbia. Photo courtesy of Okanagan College. communities by government. Children were arbitrarily placed in these schools where they were not allowed to speak institutions meant that religious practices that one learn about this history and to their own language and were separated and dogma permeated the lives of these understand the meaning of these Calls from siblings who were housed in the children. The Final Report is compre- to Action. These recommendations same facilities. hensive in providing historical context are particularly relevant to colleges Relationships with parents, grandpar- around the role of missionaries, clergy and universities (and other learning ents, relatives and community were effec- and religious organizations throughout institutions) precisely because education tively severed. These children – known the residential school period. was a means through which cultural as survivors – have told their truth Reconciliation conversations that genocide occurred. throughout the TRC process over the are now on the national agenda result What is it that colleges can do to past six years. Their stories describe various from the Final Report of the TRC. respond to the Calls to Action? What is the forms of abuse, including psychological, To address this historical record, collective obligation of educators to work sexual and physical abuse, bullying, educators are obligated to read the Final towards reconciliation? First, there must shaming, illness, loss, death, and grief. Report of the TRC (2015) and to focus be an acknowledgement that learning Classroom learning was limited and less on the identified 94 Calls to Action. institutions are implicated in the history of a priority as these children worked the While the Calls to Action are directed at of the residential school system. Further, property of these schools. There were governments to address these historical there must be a conscious commitment farming and woodcutting chores for the injustices, it is not enough to look at this to address the systemic racism that exists boys and household chores like laundry as one of government accountability. in the public education systems that have and cleaning for the girls in the main- In fact, the Calls to Action are discouraged and removed Indigenous tenance of these facilities. Child labour addressed to the Canadian people as learners from the postsecondary learning was a part of this experience. The role of much as their governments. The public environment. This may appear daunting churches in the implementation of these discourse in Canada today requires but there are many educators already

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Powwow at Okanagan College in British Columbia. Photo courtesy of Okanagan College. OKANAGAN COLLEGE: Courtyard at the Kelowna Campus on Thursday, September 15th, 2016. Every September dancers and drummers from across the BC interior converge on the KLO Campus to take part in our non-competitive Powwow. Everyone is welcome to experience one of the most visual celebrations of Aboriginal culture. Last year approximately 1000 students, faculty, and staff along with members of the general community enjoyed this high profile event that showcased Aboriginal culture and dance.

engaged in efforts to change and improve capped and with increasing numbers of learners face the bureaucracy of “no” the conditions that adversely impact learners pursuing PSE, these resources and “that is the way we do things here.” Indigenous learners. Some colleges are even more limited. Developing Flexibility and responsiveness must have attempted to address the historical bursary and scholarship funding at inform the practice of “yes” and “we marginalization of Indigenous learners colleges will go a long way to opening have alternative approaches” to engage and communities by making education the doors to postsecondary education Indigenous learners. accessible. This is often the first step, among Indigenous people. Entrance A significant step in reconciliation is as barriers exist in gaining admission to scholarships and bursaries for those that respect must be shown to Indigenous colleges. Simply put, required entrance with limited resources attempting to learners immediately. The fact is that exams prevent many Indigenous learners bridge their entrance to PSE is another Indigenous peoples are the first people from accessing college programs. proactive step. of the Americas, which includes Canada. The admission tests contain a Euro- The recognition that Indigenous This requires an understanding that centric Canadian bias that inherently learners make up a young, burgeoning Canada is the homeland of Indigenous disqualifies Indigenous learners from population across the country has been peoples who have lived here since time accessing college. Flexible and responsive on the radar of some colleges for years. immemorial. This respect relies on the admission policies can ameliorate the This young group of potential learners are clear recognition that Indigenous people conditions that effectively deny Indig- in need of access, support and transition are the first Canadians. This is as important enous learners a place in a classroom. wrap-around services to ensure academic to the Canadian sense of identity as is the In fact, the postsecondary education success. Entering college can be an notion that Canada was founded by two funding to First Nations has been alienating and frustrating experience as nations: the English and the French.

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assist institutions during this time of transformation. The National Protocol on Indigenous Education announced by Colleges and Institutes Canada (2014) provides direction so that colleges can aspire to become leaders in this national reconciliation. There are seven key principles that are designed to assist public postsecondary institutions in efforts to make this necessary change. Interestingly, as educators in the field of Indigenous Studies have demonstrated, there is constant reach to places like New Zealand, Australia and Hawaii, among others to find solutions to support Indigenous education. This international context provides ideas and models of transformation that should be taking Tradition meets the new: a skateboard clinic at Sheridan. Photo courtesy of Sheridan College. place in Canada. College leaders must demonstrate their own leadership responsibilities in Indig- Indigenous knowledge, leadership, the cultural identities of Indigenous enous education to meet the needs of scholarship and literature must inform peoples inside the colleges through Indigenous learners in Ontario. The corol- Confederation College offers a variety of Indigenous Initiatives the whole educational experience. affirmative space. The need for safe lary of this is that doing so will inform This is being done through the hiring learning spaces created for Indigenous postsecondary education for all learners. within its Wiicitaakewin - The Path to 2020 Strategic Plan in of Indigenous leaders in the form of learners is an imperative, particularly The infusion, integration and adoption of order to build relationships through reconciliation, inform learner’s administrators, professors, elders, after the Calls to Action. This means Indigenous ways of knowing and being support staff and strategic advisors. that college campuses must provide will provide solutions made in Canada, success and fosters an environment for all learners to experience Most importantly, there must be safe spaces for learning, engaging and representative of historical relationships the Neghaneewin Council Vision. These initiatives include: legitimate and substantive relationships promoting dialogue between Indigenous and realities between Indigenous peoples with the Indigenous communities that and Canadian (non-Indigenous) learners. and Canadians. Presently, 24 of Ontario’s surround the colleges. There are diverse Teachers must take responsibility to colleges are attempting to and have been • Negahneewin Student Support Services – • APIWIN “a place to sit” student lounge Indigenous communities situated in provide safe classrooms when facilitating building capacity in this field of educa- “Negahneewin means leading the way” close proximity to colleges in Ontario. dialogue about Indigenous knowledge tion for at least 25 years. The recognition Every college in Ontario has Indigenous and how this informs the learning of all of this work is long overdue. It means • Indigenous Learning Outcomes learners in their midst. The ancestry of learners attending colleges. that there needs to be more support and embedded in course content and includes • Elders/Senator’s program many Canadians reflects an Indigenous The TRC is referenced in social active engagement by others inside the professional development sessions heritage although this might not be media, public discourse, media coverage college system because transformation • Outdoor living classroom comprised of readily known or acknowledged. and political statements today often requires everyone, not some of the people, • Indigenous Learning Book Club – book of Respectful recognition leads to supporting referencing substantial resources to some of the time. the month • Indigenous programs • students • Centre for Policy in Indigenous Learning • Indigenous Student Navigators and • Secretariat for the Indigenous People’s Francophones COM-16-023 • Negahneewin Council - Aboriginal et autochtones Centre pour étudiants autochtones Fréquenter La Cité, c’est étudier en français tout en respectant l’héritage de vos ancêtres, comme une centaine de jeunes au Collège qui font partie des peuples des Premières Nations, Métis et Inuit (PNMI).

Indigenous Learning 1 800 267-2483, poste 2440 Outcomes [email protected] For more information about Confederation College, visit: confederationcollege.ca

Click HERE to return to TABLE OF CONTENTS 8 COLLEGE ADMINISTRATOR • FALL 2016 Confederation College offers a variety of Indigenous Initiatives within its Wiicitaakewin - The Path to 2020 Strategic Plan in order to build relationships through reconciliation, inform learner’s success and fosters an environment for all learners to experience the Neghaneewin Council Vision. These initiatives include:

• Negahneewin Student Support Services – • APIWIN “a place to sit” student lounge “Negahneewin means leading the way” • Indigenous Learning Outcomes embedded in course content and includes • Elders/Senator’s program professional development sessions • Outdoor living classroom comprised of • Indigenous Learning Book Club – book of the month • Indigenous programs • students • Centre for Policy in Indigenous Learning • Indigenous Student Navigators and • Secretariat for the Indigenous People’s • Negahneewin Council - Aboriginal

Indigenous Learning Outcomes

For more information about Confederation College, visit: confederationcollege.ca COVER STORY

T & R CALLS TO ACTION In Education

In the Truth and Reconciliation ii) Developing culturally appropriate legacy of residential schools United report, Senator Murray Sinclair curricula. Nations Declaration on the Rights iii) Protecting the right to Aboriginal of Indigenous Peoples, Treaties and offers a list of 94 recommen- languages, including the teaching Aboriginal rights, Indigenous law and dations or Calls to Action. of Aboriginal languages as credit Aboriginal-Crown relations. Here, we offer a selected list courses. iv) Enabling parental and EDUCATION FOR of recommendations that community responsibility, control concern education. and account ability, similar to RECONCILIATION what parents enjoy in public 62. We call upon the federal, provincial, school systems. and territorial governments, in EDUCATION v) Enabling parents to fully consultation and collaboration with 7) We call upon the federal government participate in the education of Survivors, Aboriginal peoples, and to develop with Aboriginal groups a their children. educators, to: joint strategy to eliminate educational vi) Respecting and honouring treaty i. Make age-appropriate curriculum and employment gaps between Aborig- relationships. on residential schools, Treaties, inal and non-Aboriginal Canadians. 11) We call upon the federal government and Aboriginal peoples’ historical 9) We call upon the federal government to provide adequate funding to end and contemporary contributions to prepare and publish annual reports the backlog of First Nations students to Canada a mandatory education comparing funding for the education seeking postsecondary education. requirement for Kindergarten to of First Nations children on and off 12) We call upon the federal, provincial, Grade Twelve students. reserves, as well as educational and territorial and Aboriginal governments ii. Provide the necessary funding income attainments of Aboriginal to develop culturally appropriate to postsecondary institutions peoples in Canada compared with early childhood education programs to educate teachers on how to non-Aboriginal people. for Aboriginal families. integrate Indigenous knowledge and 10) We call on the federal government 27) We call upon the Federation of teaching methods into classrooms. to draft new Aboriginal education Law Societies of Canada to ensure iii. Provide the necessary funding legislation with the full participation that lawyers receive appropriate to Aboriginal schools to utilize and informed consent of Aboriginal cultural competency training, which Indigenous knowledge and peoples. The new legislation would includes the history and legacy teaching methods in classrooms. include a commitment to sufficient of residential schools, the United iv. Establish senior-level positions in funding and would incorporate the Nations Declaration on the Rights government at the assistant deputy following principles: of Indigenous Peoples, Treaties and minister level or higher dedicated i) Providing sufficient funding Aboriginal rights, Indigenous law and to Aboriginal content in education. to close identified educational Aboriginal-Crown relations. 86. We call upon Canadian journalism achievement gaps within one 28) We call upon law schools in Canada programs and media schools to generation. to require all law students to take a require education for all students ii) Improving education attainment course in Aboriginal people and the on the history of Aboriginal peoples, levels and success rates. law, which includes the history and including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and CALL TO ACTION: Provide the Aboriginal-Crown relations. funding to postsecondary institutions The full list of 94 Calls to Action from to educate teachers on how to integrate the Truth and Reconciliation Report Indigenous knowledge and teaching is available online on the Fall edition resource list: http://www.trc.ca/websites/ methods into classrooms. trcinstitution/File/2015/Honouring_ the_Truth_Reconciling_for_the_Future_ July_23_2015.pdf

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Leaving home in a small community for life in college is for most a big step

By S. Brenda Small There is a period of transition in adjust- Some learners have the responsibili- Confederation College ing to the demands of college life. It means ties of raising children, which requires learning how to live in an urban environ- additional resources. In some cases, Indigenous learners are choosing ment as opposed to a rural community. learners go away to school with their colleges as a starting point in their There is the prospect of finding a decent partners and extended family who can postsecondary education. More than place to live on a limited income. Then, help with child care. Focusing on the likely, the college is situated close there is the constant juggling between academic and social demands of college to home and familiar in that their family, work and school. is central to these changes. friends and relatives went to that college before them. Moving away to college holds the promise of new learning experiences. A learner is excited and nervous about gaining knowledge, acquiring skills and meeting opportunities. Entering college is a big step for these learners. This means that they will be leaving their family, relatives, friends, and community behind. Some Indigenous learners may be affected by historical and intergener- ational trauma which impacted their upbringing. Families and communi- ties share collective memories of how the Canadian state and its insti- TWO GREAT tutions enforced the dispossession of traditional lands and, therefore, LOCATIONS traditional ways of life. The experience of the Indian Residential School system and the removal of Indigenous children from their families during the Sixties Scoop, are held in common Kempenfelt Georgian College by these learners. Leaving your Conference Centre Conference and Event family and community to become INNISFIL, ON Services formally educated is not new to • Lakefront location with Indigenous people. The difference BARRIE, ON a cottage charm • On-campus meeting and event today is that this is self-directed in • All-inclusive package spaces accommodating groups of that it is a choice. pricing – no hidden charges 5 to 1,500 Still, the pace of community life is • Fast, state-of-the-art Cisco WiFi • State-of-the-art audiovisual a gentle rhythm when compared to in all meeting rooms, bedrooms equipment included in meeting the sounds and underlying tensions and common areas room rental of the city. The casual everyday • Known for amazing • Multiple caterers on site offering connections with people they have customer service a variety of food and service known for most of their lives will no options longer be there. Navigating the city, the neighbourhood, and the campus is a challenge. Some learners are Kempenfelt.com Meetatgeorgian.com the very first in their family to go to a postsecondary institution. English may not be their first language. Oji- Cree, Cree or Ojibwe is likely their first language in northern Ontario.

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AN INUIT VOICE: “The cost-of-living allowance provided may be doable

in a fourth world country, not in Canada.” Norma Dunning Norma Dunning is a third-year Doctoral student at the University of Alberta in the Faculty of Educational Policy Studies, within the department of Indigenous Peoples Education.

he biggest barriers to Aboriginal allowance provided may be doable in Survey (2011) indicates that in Canada T student success remain finances and a fourth world country, not in Canada. there were 40 Inuk PhD holders, 20 of racism. These two are the most prominent Policy makers, specifically Indian and whom are medical doctors. reasons for Aboriginal students’ early exit Northern Affairs Canada, need to I believe what first needs to be recog- from postsecondary education. review and update the policy provided nized is the fact that having an Inuk stu- I can speak on this from my own for Inuit students. dent arrive with postsecondary entrance educational journey from the past almost In the area of racism, I have is something to be celebrated. Postsec- seven years. I had never been to university experienced that, too. In Canada, we ondary institutions need to celebrate and arrived on the University of Alberta keep racism quiet, but it is alive and well the Aboriginal student population while grounds, three months’ shy of turning 51. and unfortunately, thriving. What needs providing supports to them. I do receive funding as an Inuk student. to be brought forward in an institutional These supports can range from Inuit- However, the cost-of-living portion is setting is an open discussion focusing specific celebrations, and mentorship nowhere near the actual cost of living in on that still in Canada, Aboriginal programs. There are southern-based Alberta. It does not cover rent. students are racialized. Inuit living within each college com- For myself, I have always worked a The priorities become the voices munity who are available to help Inuit minimum of three jobs each semester of those who are in the position of students in both of these areas. Each while maintaining a full course load. authority within each institution. Voices college can set-up mentorship programs, This is not an easy walk. I know how that will speak out in support of Inuit and extend care towards Inuk students, fatigued I am on a daily basis, but I also students. Voices that will speak out who often arrive from the north without know the importance of completing. against racialization of all Aboriginal family or friend support. This is my priority. I do not consider this students. Voices that will unite in the On a final note, and as part of the Calls journey something that belongs to me. most important challenge Canada to Action presented by the Truth and It is the work that I can put forward on has – the education of postsecondary Reconciliation Committee, it is necessary behalf of my grandchildren and their Aboriginal students. for postsecondary institutions to educate future educational success that matters. In reference to Aboriginal Canadians, the professors, instructors and staff on A normalized thought is that all students this question to my interpretation, should the history of Aboriginal Canadians and are poor. However, what has to be con- spotlight the college that best spotlights the present day issues through a course sidered is the fact that education for Inuit the Aboriginal students’ success. In this designed with this information. This is students is not a free ride. Tuition is case the success of Inuit students. not a one-day event but a full course covered but the book allowance does In Canada, Aboriginal students remain that provides the necessary information not measure up to the required read- at the low end of postsecondary educa- required to teach, and understand an ing in each course. The cost-of-living tional success. The National Household Aboriginal student fully.

First Nations (North Highest certificate, Total - Population by Inuk (Inuit) single Aboriginal identity American Indian) Métis single identity diploma or degree Aboriginal identity identity single identity

B.A. 3634425 53580 26885 23190 1075

UNI CERT 602910 7945 4330 3065 75

DEGREE IN MED 154705 1030 320 625 20

M.A. 1083840 10900 5365 4660 215

DOCTORATE 208480 1625 865 600 40

The National Household Survey (2011) Statistics Canada

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MÉTIS: Education is the foundation for moving forward on reconciliation

The following has been edited and These are Métis people that are accurate when we’re talking about condensed from a telephone interview recognized within the Constitution Act the history, the culture, the traditions with Margaret Froh, President of the under section 35 as being rights-bearing of Indigenous peoples in Canada. Métis Nation of Ontario. A more Métis people. Education is foundational to us being complete version is available on the able to move forward as a country on College Administrator website. CA: The Truth and this process of reconciliation. Reconciliation Report makes We have Métis students who are CA: Tell us first about the Métis. recommendations about education. attending institutions, colleges and We are the representative government The Commission’s final report, and universities throughout the province. for Métis citizens of the Métis Nation of those 94 Calls to Action make it clear Often those Métis students are Ontario. The Métis Nation is recognized that in terms of our job moving forward traveling far from their homes and their as the historic Métis Nation – Métis as Canadians we need to ensure that communities to attend but there is not communities that were on the ground we are teaching accurate history in Métis-specific federal or provincial funding in Canada before Canada was Canada. our classrooms; that we’re being to attend postsecondary institutions.

Margaret Froh, President of Métis Nation of Ontario.

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This is a major challenge and a But certainly for us, one of our wise a nation of people, they decided that major barrier for us and for our youth practices that I’m constantly telling education is important. They decided in particular. people about and sharing is our Métis they needed to get their people not just I can tell you that our students Nation of Ontario Infinite Reach into universities and colleges, but they do encounter anti-aboriginal and Student Solidarity Network. needed people to go as far as they can anti-Métis racism within their schools It’s a peer-support program where go in terms of education. and their institutions. we have senior Métis students at They set a goal: to have 500 Maori colleges and universities identified as achieve their PhDs within a defined period CA: Does this point to the Infinite Reach Facilitators. They are of time. They set this goal and reached that history that is delivered in the K-12. taking a leadership role to mentor and target well under the timeline they had We’re working with the Ontario support those Métis students coming established. They now have well over 500 Government to develop curricula into those institutions. Right now, we Maori PhDs that are Maori in New Zealand, and enhance the programs that exist have 37 Infinite Reach Facilitators who and now around the world. Those Maori within the K-12 and postsecondary have been trained to work with Métis are now heads of the universities. They educational institutions. students at 21 different colleges and are now chairs, deans of different faculties. We’re focusing on curriculum develop- universities across Ontario. They are leading research in New Zealand. ment and institutional change – this notion We also have established some really They are within government. They are of Métis-specific inclusion. We are focusing unique educational partnerships with a within the judiciary and the Bar and in the on Aboriginal education advisory councils, number of colleges in Ontario. Through medical field and in research. As a result, having Métis voices present and participat- skills programming, we’ve been able to Maori language is reflected throughout all ing that are well-supported. work with colleges to design and deliver of these institutions. I think that that is just We’ve also worked to establish bursary some really unique training programs for utter brilliance. programs with colleges and universities in our students. That’s the kind of vision that I think we Ontario. We have a total endowment right We have been particularly successful need to really be learning from as a wise now of $4 million, and we have Métis- when we’ve been able to approach these practice from our Maori brothers and specific scholarship bursaries that are programs, in terms of a Métis-specific sisters. The more we can get Métis into available through 42 different postsecond- grounded skills, connecting skills with these institutions, not just as students, ary institutions in Ontario, and we want actual employment. In particular, we’ve but actually as faculty, as staff, as people to (make) that even bigger. We’re really had great luck doing this through devel- that are helping to design and deliver looking to institutions to assist through oping programs in the area of energy, curricula, design and deliver programs matching funds. That’s a bit of a challenge. tourism, and the mining industry. There’s and services and supports, the more and When you are graduating from really a “no one’s left behind” philosophy more that we’ll be sharing – our history, university and you have $100,000 or as students move their way through. But our culture, our traditions, our language. more in debt, it certainly impacts the we have to go much beyond simply get- The statement of prime purpose (of choices in terms of where you are ting students into programs. We actually the Métis Nation Ontario) is the fantastic going to go work. This as a growing need to support them while they’re there line I use as a major focus: “Guided by challenge for us to keep our graduates to ensure that they’re really successful. our spiritual values, we aspire to achieve working within the Métis public service, our highest potential.” That really says it working within non-profits, and other CA: Encouraging Métis college all in terms of who we are as the Métis organizations within our communities. and university graduates to Nation of Ontario. gravitate toward teaching and CA: What are the best practices administration in colleges. CA: Youth are our future, aren’t they? in colleges that you see now? Over 20 years ago or so a couple of They are also our “right now.” We have I like to use the term “wise practices” Maori professors came and taught in amazing youth leaders. I’m one of eight because I think that what works one of my law classes. The Maori are the kids. My family, my parents, stressed the for us may not work for others. Indigenous peoples of New Zealand. As importance of education. Of the eight kids in my family, every single one of us pursued postsecondary education. All of us have really known the value of education, and we’ve embraced that. Our wise practices that I’m constantly Postsecondary education impacts all those other indicators that speak to the telling people about and sharing is our kinds of jobs we have, our income, our Métis Nation of Ontario Infinite Reach level of health; this is why it’s a major focus of mine. Student Solidarity Network. For more on Métis Nation of Ontario: http://www.metisnation.org

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AN EDITOR SPEAKS: “Don’t quit. Don’t stop. Don’t wait,” Indigenous communities tell high school grads. “Keep going.” Debora Steel Deb Steel is the editor of Ha-Shilth-Sa, the oldest First Nations newspaper in Canada, and a contributing editor of Windspeaker, Canada’s National Aboriginal newspaper.

here’s an old black and white photo was enough food for the army of family T from the 1970s in our archive. It’s of members that came from near and far five First Nation kids sitting in the back of for the event. The organizing committee a school bus, all laughing and yet feeling even brought in a chocolate fountain. shy of the picture being taken. When Don’t quit. Don’t stop. Don’t wait, I see the photo I think, “Wow, what a friends and family told the young men, commitment they had to their education.” encouraging them to take the next step Each morning these students would on the path to higher education. In climb on that bus and take a two-hour fact, in all the Indigenous communities trip through deep forest on a rough and I attended for high school graduation dangerous mountain road to go to a school ceremonies this year, this was the in a rough industrial town, only to take the mantra. “Keep going.” same trip back home at day’s end. I tell you this because it’s important to I recall my various recent trips to understand that the Indigenous students in their community on the modern version your colleges and universities are the great of this logging road, and it’s a dusty, hope of their communities. These students bone-jarring, hair-raising, white-knuckle are driven by community expectation born journey where any mishap could send of a generations-long struggle, hard-won you over a sharp ledge plummeting to battles, and enduring persistence. the forest floor below. You pray that the Your Indigenous students also carry In the early morning hours, Ditidaht Community School next narrow bend won’t bring a heavy with them the heavy baggage of a difficult Principal Lauranne Hutton planted congratulation signs outside the homes of the Grade 12 graduates before log-laden truck hurtling towards you. historical relationship with Canada’s failed the community celebration June 27. Photo courtesy of The last time I was in this community systems of Aboriginal education, writ large. Ha-Shilth-Sa/Deb Steel. was in June for graduation. About a decade or so ago, Ditidaht First Nation finally got its own K to 12 community school. This year was the first time in a couple of years the school of about 40 students had a graduating class. It was a big celebration. The principal, a handful of teachers and the whole community had pulled out all the stops for this achievement. Every dinged-up plywood wall in the old community hall was covered in gold and silver banners. There were balloons and streamers everywhere. The grads entered through an arched trellis covered in cedar boughs. They received new traditional names to mark the milestone. Fishermen hauled sockeye and crab from their waters for the feast. Always good hosts, Ditidaht ensured there Chayton Sam, Michael Edgar and Andrew Chester. Photo courtesy of Ha-Shilth-Sa/Deb Steel.

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The roots of late Art Thompson, for example, are in Ditidaht. Art died in 2003 at age 55, an artist of considerable note, but his greatest legacy is, perhaps, the long fight he waged through much of his adult life to bring his abusers at Port Alberni Residential School to justice. His legal action against the system that spawned and nurtured those abuses unleashed a torrent of similar lawsuits across the country, which eventually led to the Indian Residential Schools Settlement Agreement, the Truth and Reconciliation Commission and its 94 calls to action on reconciliation. Two of Art’s totem poles grace the lobby of Ditidaht Community School, where First Nations control of First Nations education is taken very seriously, in practice each and every day. In talking with my sources for this article, each shared their enthusiasm Graduates received new traditional names to mark their graduation milestone. Photo courtesy of about the changes made over recent years Ha-Shilth-Sa/Deb Steel. which allowed Indigenous people greater access to postsecondary education and success within it, improvements of leaps and bounds. And while it’s important to acknowledge those changes, there is some tweaking yet to do, they tell me. It’s key to recognize that students from Indigenous nations are coming to you from family-based communities, and it can be difficult for them in colleges and universities to be suddenly standing alone. Many postsecondary institutions today harness the knowledge and, especially, the support of communities such as Ditidaht. A nudge from granny, or auntie or uncle, keeps a nose to the grindstone. Regular communications – a handshake in the hall, a joke, a smile – from the Indigenous liaisons in your schools is a hand on the shoulder from home. One of the great achievements of today’s postsecondary institutions is Family stands with graduates Chayton Sam, Michael Edgar and Andrew Chester of Ditidaht Community that many have created physical spaces School as relatives talk to them about continuing their education. Photo courtesy of Ha-Shilth-Sa/Deb Steel. for Indigenous students to gather. If schools wish to grow their effectiveness, incorporate community-driven activities to make Indigenous students feel welcome and included in your schools. It is important to understand that What colleges and universities find is that one day an Indigenous student is the Indigenous students in your colleges there, and then all of a sudden he’s not. and universities are the great hope of The Indigenous liaison, at a minimum, must be actively encouraging students to their communities. share their struggles, or those students will simply disappear.

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Indigenous students may struggle with their classes for very different reasons than other students, for example, and while most schools offer tutoring, it’s Indigenous Nations also have work to do important for those tutors to understand in our communities to bring you students why subjects like maths and sciences, even proof reading, are challenging to ready for your classes. Indigenous students. Mainstream schools tend to assume that English is a first language for First Nations students. While fluency in Take for example traditional placement enous people bring to their studies. Many Indigenous languages is on the decline, testing. A person from a remote Indige- programs remain tethered to the Eurocen- there is still a lot of influence from Native nous community who does not have a lot tric and resist an Indigenous worldview. language, and slang, in First Nations of mainstream experience may have trou- The TRC’s calls to action on education education. It may be difficult for students ble with questions that reflect mainstream reconciliation provide a road map for to fully understand proper and academic knowledge. Potential students would then Indigenous student success into the English. First Nations people have a be assessed lower than they should. future, including integration of Indigenous unique style of teaching and learning. Geographic isolation and poverty con- knowledge and teaching methods into the As more and more Aboriginal educators tribute to these challenges. One can’t postsecondary environment. join your ranks, they will influence and assume access to Internet or popular Indigenous Nations also have work enhance mainstream curriculum, and media. Even if there is a computer in the to do in our communities to bring you culturally mindful supports. home, Internet service is prohibitively students ready for your classes, and that Cultural safety should be a consideration expensive in remote and isolated commu- will be by providing a purposeful focus of higher education. It means having an nities, assuming that it’s even available. on the education of our children, in awareness of cultural differences, and pro- And there must be acknowledgement of preparation for, and expectation of, viding a safe space to be culturally different. the alternate view of history that Indig- a postsecondary education.

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IPEC: 24 colleges join forces to support

the needs of Indigenous learners Carolyn Hepburn Director of Native Education and Academic Upgrading Sault College

n 2004 the Ontario government I announced that it would be under- taking a comprehensive review of public postsecondary education within the province. Led by former Ontario Premier Bob Rae, this Postsecondary Review was given a mandate to provide recommendations on the design and funding of Ontario’s postsecondary education system. Recognizing the critical nature of the review and its potential impact on the future of Indigenous education within the College system, Indigenous education advocates from six colleges (Cambrian, Canadore, Confederation, George Brown, Georgian and Sault College respectively) began the process of working collaboratively to ensure that the critical work and best Wahgoshig Graduation at Northern College. Photo courtesy of Northern College. practices initiated by our communities to address the needs of Indigenous communication with other colleges Recognizing the need to build learners attending college institutions engaged in the same work. Initial capacity within the current Ontario were recognized and acknowledged. funding opportunities related to College system to effectively advance This work was a pivotal turning point Indigenous education were competitive Indigenous education, and encouraged in advancing the ongoing development in nature and further contributed to and further supported by the Ministry of Indigenous education in Ontario as an environment in which collaboration of Training, Colleges and Universities this collaborative approach provided the was unlikely to occur. Furthermore, (now the Ministry of Advanced Education foundation for what is now known as the although Indigenous education and Skills Development) to continue Indigenous Peoples Education Circle. initiatives were taking place in several the collaborative work initiated during Prior to the postsecondary review, colleges throughout the system, the review, the initial six college many colleges involved in Indigenous Indigenous education in and of itself representatives began organizing education worked from a localized had not been an area of focus for meetings and developing an outreach context with limited awareness and/or the province. strategy amongst other Indigenous educators in Ontario to establish a platform for on-going dialogue and support related to Indigenous education. A few years later, the Indigenous Peoples IPEC’s mandate is to create opportunities Education Circle was formally recognized through Colleges Ontario to serve as for colleges and community councils a constituency group. to articulate the needs and interests Today, with representation from all 24 colleges, the Indigenous Peoples of Indigenous students. Education Circle works to ensure that Indigenous students are supported in their postsecondary aspirations.

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Working from an Indigenous based worldview, IPEC membership is comprised of staff, faculty and administrators from Ontario colleges IPEC’s continued role will be to who work directly with the Indigenous build upon a continuum of education community-based councils who are mandated to direct and monitor the that will meet the learning needs work of Ontario colleges with respect to Indigenous specific academic, training of Indigenous people. and support programs. As Indigenous education advocates, IPEC’s mandate is to create opportunities for colleges and community councils to articulate the needs and interests of Indigenous students within the provincial college system. As the direct link with Indigenous Education Councils in which our respective colleges are engaged, IPEC representatives actively support their decisions and priorities within the college and are responsible for the effective communication and dialogue with these councils. The representation and inclusion of Indigenous community education councils at Ontario’s colleges provides community-based leadership in a focused, informed and strategic dialogue about the interests of students and their learning success. By promoting and Supporting facilitating opportunities for councils and colleges to engage one another in creating meaningful change to meet the needs of Indigenous learners and student success communities, college representatives within the Indigenous Peoples Sheridan Centre for Indigenous Education Circle are directly engaged in leadership and the delivery of Learning and Support academic and support services for Indigenous students. Moving forward, IPEC’s continued Sheridan’s Centre for Indigenous Learning and Support is role will be to build upon and support a welcoming and inclusive space dedicated to supporting the a continuum of education that will success of Indigenous students. Receive support and guidance effectively respond to and meet the learning needs of Indigenous people from an Indigenous Elder, get academic and admissions help, within the province of Ontario. As learn about your financial aid options, and more. Indigenous education leaders, IPEC will continue to share information, promote Drop by the Centre and learn more about Indigenous professional development and implement best practices by supporting one another cultures in Canada. Everyone is welcome! as professional colleagues as we work collectively towards the recognition and affirmation of Indigenous learners and Indigenous education. sheridancollege.ca Questions regarding IPEC can be directed to [email protected].

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THE CARING SOCIETY The dreams of Indigenous children matter, too

Courtney Powless Education and Public Engagement Coordinator, First Nations Child and Family Caring Society of Canada, and adapted from the presentation Reconciliation in Universities: Touchstones of Hope by Cindy Blackstock.

hile myths continue to be Shannen Koostachin, a youth education children and youth. From the principles, W perpetuated that First Nations advocate from of the Attawapiskat First listed below, here are a few starting steps children receive more funding and services Nation in Ontario. Shannen worked schools can take to support Indigenous that non-Indigenous kids, a recent human tirelessly to try to convince the federal students in getting a good education and rights ruling shows they don’t. government – responsible for education achieving their dreams: In January 2016, the Canadian on reserves – to give First Nations Human Rights Tribunal found that the children a proper education, and safe Government of Canada discriminates and comfy schools. Unfortunately, she Self-determination against First Nations children by passed away in a car accident at the age Enabling self-determination means underfunding child and family services of 15 before her dream could come true. letting Indigenous people to set the on reserve. Unfortunately, this funding Although Shannen did not get a agenda for themselves: What are their inequity is not limited to child welfare, chance to get to see her dream become educational priorities? What do non- but is present across various service areas, reality, there are thousands of children Indigenous people need to know and including education. living in Indigenous communities across understand about Indigenous peoples Don Drummond (2013), former chief the country wishing their school was and cultures? How can Canadians economist with TD Bank, found that First safe and comfy, and dreaming of one day support communities in paving their Nations students living on reserve get going to college and university. own path towards well-being? Engage 30 per cent less funding for education The Touchstones of Hope, a series of and listen to students and leaders in compared to children under provincial interconnected principles, can help your school and community in making jurisdiction. Many First Nations schools guide reconciliation in education. decisions that affect education – both receive zero dollars for things like Developed by the Caring Society and their educational experience and libraries, computers, special education, the National Indian Child Welfare outcomes, as well as the education of languages or extracurricular activities. Association (NICWA), the Touchstones non-Indigenous peoples on the historic Many also do not provide a safe and were originally intended to lay out a and contemporary struggles, triumphs appropriate learning environment, and reconciliation process for Indigenous and contributions of Indigenous peoples may pose serious health risks to students. child welfare; however, they are in Canada. The Shannen’s Dream campaign transferable across various fields, challenges the misconception that First including education, health care and Holistic approach Nations kids get more, and encourages research. The principles are intended Create welcoming and respectful spaces Canadians to support culturally based to be directly incorporated into policy for Indigenous peoples and knowledge. equity in First Nations education. (e.g., legislation) and practice (e.g., This includes physical space, but also social Shannen’s Dream is named in honour of curriculum) to better serve Indigenous and intellectual space. Train and support professionals in integrating Indigenous knowledge and teaching methods into their classrooms. This should not be limited to Indigenous Studies, but extend First Nations students living across disciplines – from design and film, to horticulture, child development, health on reserve get 30 per cent less funding services and languages. for education compared to children Culture and language under provincial jurisdiction. Promote and respect Indigenous cultures and languages within the curriculum, and on campus. For example, colleges

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can create courses and diploma programs in Indigenous languages. But beyond learning pronunciation and syntax, the semantics of Indigenous Non-Indigenous students need to be languages imbue stories, traditional invited to learn about the unique histories, governance models and ways of being within a family, community and cultures, and ways of knowing with the land – all of these contain and transmit meaning. Learn about of Indigenous peoples. Indigenous cultures through the eyes of Indigenous peoples by reading literature, watching films, and studying the art of Indigenous peoples. Invite At the Caring Society, we believe References artists, elders, and community leaders that everyone can take peaceful Blackstock, C. (2015, October 15). into the classroom or at a campus event and respectful actions to make sure Reconciliation in universities: to share their experiences with students the landscape of Canada is one of touchstones of hope. Edmonton, AB, and faculty. honour and possibility for Indigenous Canada: University of Alberta. children and young people. We have Retrieved from: https://connect.srv.ualberta. Structural interventions created campaigns and initiatives that ca/p46arglwcv1/?launcher=false&fcsContent offer individuals and organizations from Addressing structural barriers in =true&pbMode=normal education may require schools all walks of the life the opportunity to to revisit and revise some of the help make a difference. Learn more by Blackstock, C., Cross, T., George, fundamental ways of working to visiting our website at fncaringsociety. J., Brown, I, & Formsma, J. (2006). take into account historic and com/7-free-ways-make-difference. Reconciliation in child welfare: contemporary discrimination against Encourage students to take up a Touchstones of hope for Indigenous Indigenous peoples in Canada. For campaign as a class assignment, or lead a children, youth, and families. Ottawa, example, reconsider tenure and reconciliation-based event on campus. ON, Canada: First Nations Child & Family promotion criterion for Indigenous You can also show Indigenous Caring Society of Canada / Portland, OR: scholars and educators who may students you are committed to their National Indian Child Welfare Association. come with more experience working success by calling on the federal Retrieved from First Nations Child and in community than in college. Giving government to end racial discrimination Family Caring Society website: https:// back to community is seen as an in funding First Nations education. Write fncaringsociety.com/sites/default/files/ important social responsibility by many a letter to your elected leader, and join Touchstones_of_Hope_EN.pdf Indigenous people; however, this the Shannen’s Dream campaign. Show work often is not given equal weight Indigenous children and young people Drummond, D. &Kachuck Rosenbluth, E. by administrations. Similarly, show that that you are standing with them helping (2013). The debate on First Nations Indigenous knowledge and experience them make their dreams reality. education: mind the gap (Working Paper are on equal footing by supporting the 49). Retrieved from Queen’s University engagement of elders and traditional website: http://queensu.ca/sps/sites/ knowledge keepers within and outside webpublish.queensu.ca.spswww/files/ the classroom. files/Publications/workingpapers/ 49-Drummond-Rosenbluthv3.pdf Non-discrimination In reimagining our schools as places founded on equity and respect, where every student is supported to succeed, Indigenous and non-Indigenous people must work together in respectful, supportive and non-discriminatory ways. To become cofounders in reconciliation, non-Indigenous students need to be invited to learn about the unique Looking for our fellow Algonquin Administrators…yes, that’s YOU! histories, cultures, and ways of knowing Do you know about the benefits of becoming an Algonquin College of Indigenous peoples in Canada. They Administrative Staff Association and OCASA member? also need to be equipped with knowledge on how to work collaboratively with Find out today! Indigenous communities towards equity Contact Joanne McDonald at [email protected] and well-being.

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ABORIGINAL INSTITUTES CONSORTIUM Chair Rosie Mosquito seeks recognition and funding

The following is edited from a telephone interview with Rosie Mosquito, Chair of the Board of the Aboriginal Institutes Consortium. She is also Executive Director of Oshki-Pimache-O-Win Education and Training Institute.

CA: Tell us about the Aboriginal Institute Consortium. Aboriginal Institutes Consortium here in Ontario represents, as of today, eight institutes that are part of the consortium. There were six of us in the summer of 2014, when we decided to develop a formal position paper and present it to the Ontario government for their review and approval. This position paper, A Roadmap to Recognition for Aboriginal Institutes in Ontario, outlines in detail who we are as individual Aboriginal Institutes and what our mandates are. More importantly, the position paper calls for the recognition of each of our Aboriginal Institutes. The consortium itself is an overall representative group with the mission to secure the recognition of our Aboriginal Institutes and then to secure stable funding for our Institutes. (The individual colleges) have operated on a proposal and project based-funding from year to year. We don’t receive any core funding from any source, federal or provincial. We’re saying there is a need and we’re doing actually great Rosie Mosquito work, achieving great successes and providing postsecondary education and their role varies. Some more, some less, education system. We’d be like the third training opportunities to our people and but not in a significantly large way. pillar. You have the colleges. You have our communities in partnership with In short, we essentially provide the the universities. And then there’d be the colleges and universities in Ontario. programming almost on a hundred Aboriginal Institutes. We do that for the accreditation percent basis. We use their curriculum Ontario said, yes, to (our) developing of the programs. For instance, Oshki- that we’re able to modify to some extent a policy and we have been working Pimache-O-Win, (Ms. Mosquito is also for cultural appropriateness. We use their collaboratively with them. CEO at Oshki-Pimache) we partner with curriculum for the accreditation purposes. a number of colleges. We essentially In the position paper, there’s three CA: Is there any conflict between provide all the delivery. We promote the long-term goals: We want to be able provincial and federal officials? programs, we recruit for the students, we to grant our own credentials; we want Well, the jurisdictional footballing of First recruit the faculty members and delivery secure funding and we want to be Nations issues (can be a) huge issue. all the courses. Essentially, we do it all and recognized as an integral component Now it’s very precarious. A couple of with each college or university partner, as the Ontario postsecondary years ago (we) assessed the landscape.

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The Ontario government seemed a little bit more friendly, more open. This federal government now led We offer a culturally safe environment. by the Liberal party, who have been making promises and platitudes and We provide a culturally supportive environment. public statements on how they want to improve the lot of Indigenous people. Through their support for the UN Declaration of Indigenous Peoples, The Truth and Reconciliation and We hired him in 2014; he’s the author CA: What are the big achievements so on. We’re hoping that the federal of our position paper. that people should be happiest with government will come on board and be We give him the majority of the now, or proudest of? What are the engaged in an active way. credit for who we are with his priorities of what needs to be done? expertise, with his knowledge, with his I think everybody has to pat themselves CA: You want action. passion for education, his wealth of on the back and kudos to all the colleges Today, I welcomed three more cohorts knowledge of how government works and to all the universities and to all the here at Oshki for the social services and his extensive contacts. That’s aboriginal institutes for increasing the worker diploma program for Aboriginal where we are and we’re quite excited. educational efforts of Indigenous peoples. early childhood diploma program and I think, all have to be commended, the business programs. Those are CA: One of aims with this some more, some less, (in) creating the programs that are in huge demand. edition is make administrators opportunities for Indigenous learners to To date we have probably graduated more culturally aware. achieve success and credentials. At a broad around 50 students in social services, We’re a huge market. We’re the level, I think that’s one of the successes. about sixty-two in early childhood largest and we’re the fastest growing In the same token, priorities ... I think education. We’re producing results. demographic across Canada. College priorities going forward is again in spite Going back to this whole and universities are increasingly forced of the comments I made earlier, main- jurisdictional issue, that’s something to operate on a business basis so stream institutions can never replicate that we had been really cognizant you see them going off, chasing the the inherent culturalness of our institutes about. That’s something that we international student markets because and the strengths that lie therein. have been faced with constantly. I’ve there’s big money to be had. There’s I think that a priority is eliminating bar- been here at Oshki since 2004. In also the Indigenous population. riers, creating opportunities for culturally 2004, the Ontario government had No, they’re trying to attract large appropriate programming and supportive retained Bob Rae to review the Ontario student bodies and these two environments for the Indigenous learners. postsecondary education system. demographics, the international market I think it is really essential in order to I had just started the summer of and the First Nation, the Indigenous reduce the education gaps between Indig- July 2004. He (Rae) was retained by student market. Like any business, like enous people and Canadians. the province that summer and he any institution, they try and respond In year 2000, the former auditor general started conducting round tables accordingly. You know what? That’s of Canada, Sheila Fraser, conducted a and town halls across Ontario. We good, that’s great. We’re happy to see report on education participated in that review process that. But you know what? At the end (K to 12). In the report she stated that in a very strategic way. We had our of the day, they will never be able to (time required to close) the education messaging that we presented to him provide the same level of programming gap between First Nation people and the from location to location. Each of our that we do, because we’re inherently Canadian population was about 27 years. institutes participated. cultural and they’re not. Simply for Four years later she did another report and One of the key messages that we sent that reason, they’ll never be able to found that, that gap had grown to him was (that) Ontario has to be provide the full range of programming (to 28 years). bold. Ontario should not get caught up and support that we can and do as One wonders, if that gap has grown any in this jurisdictional wrangling between Aboriginal Institutes. further and one would logically assume what was the federal government as it Our institutes provide a culturally an that it probably has. relates to First Nation people. That was academically rigorous programming. So, priority? Rigorously making efforts to the message we just kept saying. We offer a culturally safe environment. reduce education gaps, so that Indigenous It was obviously heard because the We provide the culturally supportive people can actively and meaningfully report he then produced in February environment. (That’s) the competitive participate in the economy and the labour 2005, recognized the significant role of advantage we have established in force in all the regions in Ontario and our Aboriginal Institutes and how they our institutes. For many Indigenous across Canada. Then to have the sensibility should be considered going forward. students, and just for the average and mobility to choose to work and stay in That was in 2005. Guess who wrote student, colleges and universities are their communities or compete outside of our position paper? It was Bob Rae. very alienating. They’re very isolating. their communities.

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HON. DEB MATTHEWS: “We are just beginning a very long journey.”

CA: Thank you for taking CA: A lot of that backs up time for this. We’ve interviewed into the high schools and many people for this issue on elementary schools. Indigenous education in the colleges. Exactly. Even prenatally, right? First question: what are the good things that are happening? CA: It astounded me in In September, I visited Cambrian College researching this is how ignorant and talked to Indigenous students, their I am of the history. Elders, people teaching language, in their Isn’t that what we all learn through the Indigenous center. We had a session Truth and Reconciliation? The impact of outdoors with fire and drummers, and residential schools: It takes generations. learned that they have almost tripled the Rick Ouellet, Director of the Wabnode number of indigenous students in the Centre for Aboriginal Services at Cambrian: last three years. he referred to this as the “bounce back” They have really created what they generation. The students I met were call a “home away from home – particu- maybe grandchildren of people who larly for Indigenous young adults coming had actually been in residential schools. Hon. Deb Matthews, Deputy Premier and Minister in from remote communities. Honestly, So their parents were the children of of AESD I was overwhelmed by what I saw. And residential school survivors. And now the extremely encouraged by what I saw. grandkids are demonstrating a resiliency CA: I have on my desk a document It was absolutely beautiful. that is very good to see. called Roadmap to Recognition for Aboriginal Institutes in Ontario. CA: Similar things are happening CA: We don’t recognize how long What is the position on that now? in most of the colleges now. lasting these things can be, the ef- We are looking very closely at the It’s one thing to hear about it, it’s an- fect over generations. Aboriginal Institutes Consortium. other thing to see it. I was in Mohawk I’ve been in politics for almost 15 years They are offering, I would say a unique College and I saw their beautiful space now, and prior to that I didn’t have a way of keeping Aboriginal kids in that they have created there as well. It’s lot of exposure. I didn’t get it. I didn’t postsecondary education. We are wonderful as Minister to be able to get understand that someone who had engaging in confirmation with Indigenous out and actually see this in action. been to residential school wouldn’t communities and organizations, the have learned how to parent. Because postsecondary education sector, and CA: And it’s happening across they weren’t at home to see their we are really developing what will be a the country as well. But with parents parent. And then you overlay standalone policy on Aboriginal institutes. all of the good things that are the real trauma, the self-medication. happening, what still needs to be It’s really taken a toll, but I do have real CA: Anything else you could add? done and what are the priorities? optimism that this is the generation This is a real priority for our premier What we’re seeing now is very that is coming back, and are proud to (and) for our government. We all benefit encouraging, but there is a tremendous be coming back. when every Ontarian has the opportunity amount of work to be done. We are just At Cambrian, I met a young woman to achieve their full potential. This isn’t beginning a very long journey. Obvi- from Wikwemikong on Manitoulin just about Indigenous kids doing better. ously all of the findings of the Truth and Island. She told me there are 50 It’s about all of us doing better. We’re Reconciliation Report point out the students from Wiki there. Which is all in this together. I think if we work direction. A number of initiatives that are pretty impressive. And you know, now respectfully and diligently we’re going to underway now, but we still have very the younger children on the reserve are see remarkable progress over the next low participation rates, postsecondary seeing the success of the older kids. So few years. participation rates, for Indigenous stu- that’s important. These are pioneering dents, and we’re leaving a lot of talent students. First in their families to go This has been edited and condensed untapped. But I’m very encouraged by (to college). They will be role models from a telephone interview in late the progress that we’re starting to make. for younger people. September.

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PORTAGE COLLEGE A 26-day sit-in in 1970 led to the creation of a college to meet an Alberta community’s needs

hen a shortage of funds W closed the training centre at Lac La Biche, Alberta in 1970, the local Native community took action. They cut the locks and chains and began a peaceful, 26-day occupation of a government building. The action gained national attention. In all, 250 people – families, including mothers, fathers, children, grandparents – took rotating turns occupying the Lac La Biche Training Centre. Literally, they camped out. Adults left for their jobs during the day, children went to school, Portage College: responding to community demands. Photo courtesy of Portage College. farmers made trips home to look after the livestock. It met both the needs and expecta- from the federal and then provincial But organizers made sure the occupa- tions of the Aboriginal community and government. (Pe-Ta-Pun: New Dawn.) tion was continuous. Restraint by the enjoyed overwhelming support. The mandate broadened to include occupants and the board running the But like many well-intentioned initia- housing, land, industrial development, training centre, and by police, helped tives for indigenous Canadians, funding employment, welfare, health, parks ensure that the occupation was peaceful. did not match the political rhetoric. In and recreation. The training centre itself was the December 1969, the Board closed the In April 1973, after discussions with product of a federal initiative called Lac La Biche Training Centre in order to provincial and federal governments, NewStart under the-then federal Ministry “balance the budget.” the facilities and operations officially of Manpower and Immigration. Then, The community, Metis and First became Alberta Vocational Centre (AVC) almost half of the 14,000 people in Nations, met to consider the issue – Lac La Biche. Northeastern Alberta were Aboriginal, and organized a peaceful protest that The Cultural Awareness through with limited skills for the job market. ended up being a 26-day occupation of Native Arts and Crafts was established The goal of Alberta NewStart Inc.: the premises to make their point: the with its own advisory committee. In his “To develop, implement, and evaluate community needed educational facilities. article, Langford says the program drew new intervention systems to improve the Laurence Spence was part of it. strong interest, particularly among social and economic level of disadvantaged “Education is the most important thing Aboriginal communities and Elders. person; … and to prepare unemployed in life,” he said in an online video (See That program continues to this day. and underemployed adults for stable and link at end of this story). “Take that away In 1985, a $32-million construction rewarding employment.” from the people, and if they can do provided a new campus including a large It was a lofty goal, resulting in the cre- anything about it, they will fight for what family housing complex. ation of family training centres in several they believe in.” In 1997, AVC Lac La Biche became a small communities. Existing facilities were Fight they did. Mr. Spence was one of a board-governed institution – the name utilized in Fort McMurray (now Keyano delegation of four to take the issue to the chosen linked to the area history of College) for an Adult Training Centre. government in Ottawa, where one native Portage Lac La Biche: Portage College. At Lac La Biche, the Board had to create leader claimed he was even offered a All because of the drive of Native leaders facilities from scratch, including a dormi- bribe to give up. and the realization that education held tory, recreational area and a cafeteria. Finally, though, their voices were the key to the future. Ted Lanford, former president of heard. Discussions led to the re- Portage College, says in an article on the opening of the Lac La Biche Training The story of the sit-in from the leaders: founding that training in 1968 and 1969 Centre under a development board https://www.youtube.com/watch?v=TSt6 included carpentry, heavy equipment run by Native representatives. In April, uzsrMn8&feature=youtu.be operator, truck driver training, welding as 1970, Alberta Pe-Ta-Pun Development Portage College: well as academic upgrading and life skills. Inc. was incorporated, with funding http://www.portagecollege.ca

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Click HERE to return to TABLE OF CONTENTS 26 COLLEGE ADMINISTRATOR • FALL 2016 COLLEGE ROUNDUP Red Crow Community College Canada’s first tribal college in dire need of funds after last year’s fire destroyed buildings, equipment, records, library

othing demonstrates the difficulties of The insurance claim has been settled, he The college mission: to meet the N Indigenous education than the plight said, but will come nowhere near meeting cultural, educational, and training needs of Red Crow Community College in Alberta. the needs of the college. A fundraising drive for Kainaiwa and beyond. Through Last year an $11-million fire destroyed begun last year has raised $6,400 of the partnerships Red Crow College offers a the main campus building, the 98-year-old $50,000 needed for immediate needs. variety diploma and degree programs, former St. Mary’s Residential school in Meanwhile, celebration of the 30th anni- including a master’s degree in social work southern Alberta. versary was held September 15-17. Because through the University of Calgary and Today, the college – the first tribal college of the way Canada is structured, the federal Master of Education through the university in Canada – is still in dire need of equip- government says it can’t help; postsecond- of Lethbridge. Among graduates are a ment and funding to rebuild, while continu- ary is a provincial matter. And Alberta says it number of lawyers, doctors and other ing to provide education services to the can’t help, either; provincial funds can’t be professionals with advanced degrees. Blood Tribe. used to build on federal land. Meanwhile, Mr. Bigthroat welcomes do- Academic Vice-president Henry Bigthroat It’s a catch-23 – one beyond 22. nations to the Red Crow Rebuilding Fund, said much of the loss is irreplaceable: all Meanwhile, to add to the frustration, and stresses that the need for classroom student records from the beginning of the federal funds go to established institutions computers is desperate, and says that aging institution in 1986; the complete library, for a variety of programs. Mr. Bigthroat says computers are better than no computers. including historic archives and artifacts; all although these are for Indigenous advance- computers, including both instructional ment they are not run by those with direct For more information: and administrative computers. And sadly, he tribal ties. http://www.redcrowcollege.com said, the loss included administrative data “And we do need programs run for the To donate: with no backup. tribes, by the tribes,” he said. https://www.gofundme.com/redcrow

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Fleming College works to apply the 7 principles of CiCAN Indigenous Education Protocol By Mark Gray Manager, Student Services Fleming College

orking closely with our Aboriginal Indigenous Education Protocol (IEP). W Education Council (AEC), Fleming When the Protocol was released in College is committed to developing December 2014, the College decided to and supporting Aboriginal education start by assessing our readiness to sign through curriculum, programs, services the Protocol. We wanted to ensure that and research that meets the needs of our we understood and were committed to Aboriginal students. the principles. Fleming College has been engaged in Aboriginal services and support since Seven Principles: Tipi celebration at Fleming the early 1990’s. We have progressively 1. Commit to making Indigenous educa- hired employees and planned events tion a priority. 4. Support students and employees that support Aboriginal student success 2. Ensure governance structures recognize to increase understanding and and have educated the greater College and respect Indigenous peoples. reciprocity among Indigenous and Non- community about Aboriginal culture. 3. Implement intellectual and cultural tra- Indigenous peoples. Like many colleges, Fleming College ditions of Indigenous peoples through 5. Commit to increase the number had been following the process curriculum and learning approaches of Indigenous employees with undertaken by CICAN to develop an relevant to learners and communities. ongoing appointments through the

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institution, including Indigenous senior 7. Build relationships and be administrators. accountable to Indigenous COLLEGE ADMINISTRATOR 6. Establish Indigenous-centered holistic communities in support of self- ONLINE RESOURCES: services and learning environments for determination through education, learner success. training and applied research. FOR MORE on Fleming, Sheridan College, Manitoba Institute of Technology, and others from across Canada visit our online resources for this CONFEDERATION COLLEGE special edition. Also included Advocacy for Native Studies and training courses are resources we found in researching this special issue. began in the ’70s, led to Negahneewin Council

By S. Brenda Small

he Anishinaabe people who live in allowed for the development of existing This concept of a college within was T the northwest of Lake Superior are and new programs: Native Child and to celebrate Indigenous Studies so that essential to Indigenous education at Family Services and Aboriginal Business it would not be another department but Confederation College. The oral history Management which were delivered in a model for the inclusion of Indigenous of the Anishinaabe has taught me that a Thunder Bay. The Community Health Knowledge and scholarship. When small group of people who petitioned for Representative training and the Native degrees were granted to colleges in 2003 Native Studies and training courses in the Mental Health Worker programs were the Indigenous Leadership and Com- 1970s led the way. modular and delivered in community. munity Development Program emerged Jerry Perrault, who is a retired Anishi- Shortly afterwards, diploma programs from Negahneewin as a Confederation naabe educator and former student coun- such as Aboriginal Law and Advocacy, College degree. sellor from Nigigoonsiminikaaning First Aboriginal Community Services, and The creation of Aboriginal Learning Nation, near Fort Frances, Ontario, shared Aboriginal Financial and Economic Outcomes was developed by Negahneewin his experiences with me when I began Planning were launched. Eventually, the Council and Negahneewin College in working here in 1994. He told me how Native Mental Health Worker program 2007. These seven outcomes are being several community members compelled became the Indigenous Wellness and integrated into college certificate and the college to create space for Native Addictions Prevention program. The diploma programs making this a distinct education and training during that time. A Aboriginal Transition Program evolved to part of the credential for all graduates. proposal to create the Negahneewin Insti- become the College Access certificate. The culmination of work among four tute in the early 1980s identified classroom, In 1999, the Aboriginal Education generations of Indigenous educators daycare and residential space for Aboriginal Council declared that it would adopt at this college has informed teaching students at the Thunder Bay campus. Since Negahneewin as its new name, practice and the emergence of research then, this vision and the proposal, which which means leading the way in leading to the establishment of the Cen- never received capital funding, has evolved Anishinaabemowin. They did so in tre for Policy in Indigenous Learning in into an academic strategy that extends recognition of the work that went into 2013. Negahneewin Council continues to across the entire college. the Negahneewin Institute years before. serve a great public interest in advancing Negahneewin Council, which is a Creating Negahneewin College of Indig- inclusive learning as epitomized by their representative Indigenous community enous Studies was an act of reclamation. vision statement in 2012. council, has been in place at the college since the Aboriginal Postsecondary Educa- tion and Training Fund was launched by the provincial government in 1991-1992. Jerry Perrault served as chair to this THANK council. This funding, distributed to several colleges and universities throughout Ontario, was an investment to encourage YOU public postsecondary institutions to develop culturally based initiatives for from the Fanshawe College Administrative Aboriginal learners. Staf Association (FASA) to all Fanshawe In 1992, Michael Cachagee, became College administrators for the work they the first dean of the Aboriginal Studies do to beneft the organization. Division at Confederation College. He acquired Native Studies faculty, which

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Leaders & Innovators Conference

Demographics and Gail Murdock of Confederation student expectations will change receives Doug Light Award institutions, Franklin says for Lifetime Achievement

Ontario colleges face challenges from several fronts, Linda Gail Murdock, Vice-President Academic at Franklin, CEO of Colleges Ontario, told the Leaders and Confederation College, received the OCASA Innovators conference in June. Doug Light Award for Lifetime Achievement at Until 2008, parents asked only two questions of postsecondary the Leaders and Innovators Conference in June. institutions: “Can my son/daughter get in and can we pay for it?” Gail is recognized as an expert in Aboriginal Today, she said, that is replaced by a more practical issue: education and lead the way in developing “Will my son/daughter get a good job when they graduate?” aboriginal content in programming across the Ms. Franklin’s overview of the colleges system is a highlight of college, with Aboriginal Learning Outcomes the OCASA Leaders and Innovators Conference. embedded in existing courses – an accomplishment that has Ms. Franklin said that changing demographics will see jobs attracted attention as a model for other colleges. chasing people, “but colleges will have to meet that demand with 50 - 80 cent dollars.” Businesses are becoming more demanding in skills required of graduates, she said, while at the same time students are Fanshawe manager named demanding more personalized curricula. Maintaining the relevance of colleges in a future of such OCASA Emerging Leader changing demands amid rapidly advancing technology may require revamping of our institutional structures, she added. Michelle Giroux, Supervisor, Centre for The OCASA Leaders and Innovators Conference is a unique, Digital and Performance Arts, Fanshawe cohesive learning and networking event; attendees leave highly College, received the OCASA’s 2016 satisfied, ready to return next year. This year boasts a 96% Emerging Leader Award at the OCASA satisfaction level, with 100% of participants highly satisfied with Leaders & Innovators Conference at King networking opportunities. City. Michelle managed the launching of Fanshawe College’s Centre Digital and Performance Arts in downtown London. The annual award recognizes administrators who have been Online learning now mainstream in college management position for five years or less and are says CEO of ContactNorth influencing the college through leadership in five areas: initiator, team player, learner, collaborator and community builder. Maxim Jean-Louis, CEO of ContactNorth, predicts that online learning will disappear as a distinct category as blended learn- ing becomes prevalent. “In the United State more than twice as Dr. Rahim Karim of Centennial many students now take a class online as live on campus. . . . At the current rate of growth, half the undergraduates in the U.S. will receives volunteer recognition award have at least one online class on their transcripts by the end of the decade.” M. Jean-Louis was a plenary speaker at the OCASA Lead- Dr. Rahim Karim, Dean, School of Commu- ers and Innovators Conference in June. More details and speaker nity and Health Studies at Centennial College, notes are available on the OCASA website under members services. received the 2016 OCASA Volunteer Recognition Award at the OCASA Leaders & Innovators Conference June 27 in King City. The award is HEAR LINDA FRANKLIN AT 2017 CONFERENCE given annually to recognize the dedication of Linda Franklin, CEO of Colleges Ontario, will speak at OCASA volunteers working on OCASA’s behalf at their Conference June 2017. Always a highlight of the conference, local college or provincially. Ms. Franklin's address provides a candid look at the colleges Award nominations are now open for 2017. Enjoy a more and priorities for the coming year. Mark your calendar: streamlined, online application process. Visit www.ocasa.on.ca/ June 26 & 27, 2017. Book early to avoid disappointment. about-awards. Bring recognition to your colleagues, and your college.

Click HERE to return to TABLE OF CONTENTS 30 COLLEGE ADMINISTRATOR • FALL 2016 CAAT PENSION

Building healthy pensions today will serve Canada well for years to come

Derek W. Dobson CEO and Plan Manager CAAT Pension Plan La traduction de cet article est disponible sur le site Web de l’APACO. Chef de la direction Visitez www.ocasa.on.ca/communications/college-administrator. et gestionnaire du Régime Régime de retraite des CAAT

veryone benefits when retired (GIS) and Old Age Security (OAS) which It’s a great model and it works well. E workers have adequate pension are both entirely funded through general To allow more employees and incomes. And when employers and revenue. By comparison, 75 cents of every employers to access our efficient and employees share responsibility for CAAT Plan pension dollar comes from effective model, the CAAT Plan recently retirement savings, the dream of investment returns, while contributions opened itself to pension plan mergers retirement income security becomes shared equally by members and to allow those with less efficient DB or a reality. employers pay for the balance. DC pension plans to join. The result Research shows that when retirees What do we mean by modern DB? It’s is more secure, sustainable benefits have a dependable and secure income not your grandparent’s workplace pen- with lower costs and risk. The Royal stream – the kind delivered by a modern sion. Modern DB plans generally have Ontario Museum (ROM) pension plan defined benefit (DB) pension – they are the following characteristics: understood these advantages when confident spenders who support their • Jointly sponsored plans, where its members and the board voted local economy. They know they’ll have employees and employers share in overwhelmingly to join the CAAT Plan. another pension payment to spend next all decisions about contributions and In fact, 97% of active ROM pension month, and the month after that, for as benefits, and equitably share costs plan members voted to join the CAAT long as they live. So they are able to buy and risks. Plan, while no ROM retirees or deferred goods and services, pay property and • Multi-employer plans, allowing for members voted against the merger. income taxes, regularly, without concerns participation across an industry and Members of modern DB pension of where the next month’s income will offer great mobility of pensions to be plans, like the CAAT Plan, should take come from. transferred to consolidate pension pride in knowing that they are building a Numbers back this up. benefits. secure retirement through efficient and • In BC, spending by DB retirees of • Deliver a lifetime pension benefit equally shared contributions. Their pen- $1.7 billion supported 31,000 jobs based on years of service and earnings, sion contributions today will contribute and $310 million in total government so you can accurately predict what to a healthy Canada in the future, and tax revenue in 2014. BC public sector you’ll get when you retire. this helps us all. retirees received $3.3 billion that year • Not for profit – an efficient, low- in pension payments.1 cost system where expenditures are Derek Dobson is CEO and Plan • In Ontario in 2013, DB retirees spent minimized so there is more money Manager of the Colleges of Applied Arts a total of $27 billion on goods and to pay pensions rather than fees and and Technology (CAAT) Pension Plan. services. $3 billion of that total went overhead. to sales and property taxes, and an • Flexible – with individual protec- additional $3 billion was paid by the tion features such as early retirement Endnotes retirees in income taxes.2 options, disability provisions, and infla- 1 Assessing the Economic Impacts of Financially secure retirees do more tion protection because life doesn’t Pension-Income Spending in British than contribute to a healthy economy. always happen according to plan. Columbia https://www.pensionsbc.ca/ They are typically heathier, happier, and At Ontario’s CAAT Pension Plan, we have portal/.../mpp_econ_impact_pen_in- less reliant on health care and financial built a modern DB plan with $8.6 billion come_spend.pdf assistance programs. Encouraging and in net assets, offered at 38 employers. 2 Retirement Income Crisis: Inevitable promoting efficient modern DB pension The Plan is 110.4% funded – meaning or Avoidable? hoopp.com plans help us all. there’s enough money to pay 41,900 In addition to spending their pensions working and retired members their and helping the economy, DB retirees promised pensions without impacting are less reliant on income supplements future generations of members, like the Guaranteed Income Supplement employers, or taxpayers.

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MEMBER PROFILE I’ve learned (and am still learning)

how to walk with a foot in both worlds Carolyn Hepburn A proud member of Fort Albany First Nation, Carolyn Hepburn is the Director of Native Education and Academic Upgrading at Sault College

or the past 17 years I’ve had the Indigenous stereotypes, of trying to with the realities of our institutions; Ffortunate opportunity to work articulate my understanding as an it means being the individual who has within the institution I once attended Indigenous person of the world and my to bridge the Indigenous and non- as a student. A graduate of the college place in it and last but not least dealing Indigenous worlds and having the system and now working within the with the underlying issues of racism responsibility for being an interpreter field of postsecondary education, these and discrimination. for both; and it means demonstrating experiences have left an indelible From student to employee, these that I can maintain my identity as an imprint on me and have provided realities continue today. One of the Indigenous woman who embraces me with further insight regarding more challenging aspects of working her culture and traditions and still be Indigenous postsecondary education within Indigenous education is talking considered a professional with those in Ontario as seen through my own honestly and openly about the white I work with. particular lens. elephant in the room – in this case the The work we do as Indigenous As a mature student with a young issues of both individual and systemic educators is and should be from an child attending Sault College in the racism/discrimination and the concept Indigenous worldview and perspective – late ’90s, to me the Native Education of white privilege – a lived experience this at oft times can be a struggle department felt like a lifeline. Not only associated with the work that we do in when working within a Western were staff on hand to help me navigate Indigenous education. These concepts worldview environment. what seem to be an impossibly are extremely difficult to discuss on With the release of the Truth and overwhelming system, it was a place any given day, let alone being the Reconciliation report and its Calls to that openly embraced the concept of individual who may experiencing it Action, we are at an opportune time community as family, where there was and having to self-advocate. Couple to rethink and renew our relationships an unspoken acceptance as to who I this with the challenges and stresses with the Indigenous peoples of was as an Indigenous person and an of our daily job, the work we do as Canada. As educators, we believe we overall feeling of welcome, belonging Indigenous educators can begin to have the responsibility to make this and safety – experiences which feel overwhelming. a priority whether a postsecondary continue to guide the work I do today. As a bi-cultural person, working institution has 200 Indigenous students As someone on their own personal in Indigenous education within a or 2000. journey of self-discovery at the time, I mainstream institution, I’ve learned What does this mean for an thrived in an environment that not only (and am still learning) how to walk with education system as a whole? As allowed me to meet the bar but to far a foot in both worlds. What does this leaders, it means having the courage exceed it. mean? For me, it means being able to to start and continue ongoing Reflecting back, I can honestly say communicate Indigenous worldviews conversations about what has occurred that I enjoyed my time as a student and perspectives so that individuals to Indigenous people in this country, although it wasn’t without its trials and have a better understanding of the work how this legacy continues to impact tribulations. Not only did I face the that we are undertaking as Indigenous the work of our institutions and challenges of being a postsecondary educators; it’s about being able to hopefully at some point in the near student – at times I felt that I also had navigate systems and approaches that future, setting a provincial framework the responsibility of being an expert may be in conflict with Indigenous to move forward as true partners on all things Indigenous, of having to values, culture or priorities; it’s about in the advancement of Indigenous continuously correct others regarding balancing the needs of our communities education in Ontario.

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What can we do? In my mind it’s the small things that can have the largest impact: We are at an opportune time • Become a part of our community – to rethink and renew our relationships make the time to participate in the Indigenous-specific events that are with the Indigenous peoples. taking place within your institutions and local community. It’s okay to feel uncomfortable or unsure – the reality those feelings are just a small glimpse inquiry into missing and murdered Do they have access to senior decision- of what our students experience Indigenous in Canada, have a makers within your institution? every day. conversation about the National While these are only a few suggestions, • Engage your Indigenous staff – Indigenous Education Protocol, take it’s important to recognize that change have open conversations in a safe the time to learn about the priorities will require political will, joint leadership, venue about the realities of the of Indigenous communities locally. accountability and trust-building. It is an work that they do – find out what • Ensure that you have proper endeavor that will take time and requires the challenges are as well as the consultation processes in place. authentic conversation. While Indigenous opportunities, ensure that their voice As the voice within the local education is often viewed as complex, it is being heard. territory, is your Indigenous doesn’t necessarily have to be. It’s about • Become familiar with the current Education Council active and being actually investing the time to understand political landscape as it relates heard? Is the council being chaired Indigenous peoples history and real lived to Indigenous people – take the and led by the community or experiences, thereby hopefully gaining a time to fully read the Truth and internal employee stakeholders? true understanding of what it’s like to live Reconciliation report, learn about the Are they meeting on a regular basis? in my world.

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Joint PhD in Educational Studies Program 28 905-688-5550 ext. 4823 www.jointphdined.org

613-742-2483 La Cité 8 www.lacitec.on.ca or 800-267-2483

Ontario College Application Service IBC 888-892-2228 ocas.ca

Sault College 17 705-759-2554 ext. 2499 saultcollege.ca

Sheridan College 19 905-845-9430 www.sheridancollege.ca

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