Celebrating 20 Years 1999-2019 “Each child was considered a gift from the Creator. The people believed that each one had a unique gift, something they were good at. The parents, grandparents, and community recognized and respected and nurtured the gift each child carried. Everyone in the family and the community was responsible for looking after and for teaching the young.”

Virginia Arthurson, Associate Executive Director, Misipawistik Nation FOREWORD

As the Education Resource During this anniversary, we reflect onWahbung, Centre Inc. (MFNERC) celebrates its 20th anniversary, I Our Tomorrows. It was the leaders from the past thank everyone who has worked for the benefit of First who realized it was time to return education to our Nations students over the past two decades. Children communities. are gifts, and, with the guidance of their parents and With 20 years of hard work from leadership and First Nations, MFNERC shares in the responsibility to school and Centre staff, MFNERC is changing how set the path for their success. First Nations children experience their education. Our Looking forward, we will focus on renewed partnerships children are benefiting from this increased exposure with First Nations leaders, Elders, educators, students, to their own cultures and languages. They are learning school staff, parents, and community members. their community histories and gaining a stronger sense MFNERC’s expanded mandate provides quality of identity as First Nations Peoples. educational services based on language and culture We welcome you to join us as we reflect on the work as the foundation of lifelong learning for First Nations, that we have done, celebrate our milestones, and look by First Nations. Our work with First Nations provides forward to the exciting journey ahead. educational services that support holistic environments in the community, where the children are taking pride in who they are as First Nations people. We will continue restoring our inherent jurisdiction over the education of our children. Lorne C. Keeper, Executive Director “Wahbung, which is a testament to education across the nation, was a guiding light, especially in Manitoba, in terms of taking back what is rightfully ours. And that’s education.”

Lorne C. Keeper, Nisichawayasihk Cree Nation THE JOURNEY OF HOPE

“The Journey of Hope: Manitoba First Nations Education,” a paper developed by the Interim Working Group and MFNERC staff, tells the story of the fires lit in education since the 1970s. No one person or group can take credit for this journey. It is a movement of people who believe in education. Many people have participated in the journey.

They all said the same thing. They said that the children are our future, and that we need to develop an education system to meet the needs of our children.

First Nations Control of Education The journey of hope began with the Chiefs of Manitoba’s position paper Wahbung, Our Tomorrows, October 1971. The paper stated a need for coordinated services and emphasized how education involved lifelong learning, or, as it was termed, a preparation for total living.

Wahbung, Our Tomorrows states, “We call upon the federal government to make a clear declaration recognizing that it is their responsibility to provide the means for our education...It is our responsibility…to direct the changes in the education process” (MIB 1971, Education).

A fire was lit in this era of First Nations education, and, in spite of the limitations that existed at the time, First Nations leadership and educators began to develop and administer their local education systems.

Wahbung, Our Tomorrows; Chief Dave Courchene; Presentation of Alberta’s Red Paper on Parliament Hill, 1970 PATH TO MFNERC

Education Framework Agreement Framework Agreement Initiative The Assembly of Manitoba Chiefs (AMC) signed an The EFA became part of the Framework Agreement Education Framework Agreement (EFA) in 1990. Initiative (FAI) signed by the Chiefs of Manitoba in Through this agreement, AMC identified educational 1994. Though the EFA became a fast-track item in FAI matters requiring immediate and long-term attention negotiations, educators involved grew disappointed and resolution. The EFA included a proposal to that educational support services were postponed accelerate First Nations control, authority, management, indefinitely as negotiations proceeded. Educators and jurisdiction in First Nations education in Manitoba. realized the services provided through the EFA were The EFA identified research and development projects not adequate, but at least EFA provided a limited and initiatives that would support the development of support not seen since the 1980s. The FAI ultimately a better education system, reflective of First Nations resulted in a limited recognition of First Nations' right cultures and languages, under First Nations jurisdiction. to administer their governance systems. First Nations The EFA also outlined the appropriate role of the leadership decided not to continue with the process. Department of Indian Affairs and Northern Development (DIAND) and its responsibilities and obligations for the education of First Nations Peoples. Ultimately, options were developed for First Nations Peoples in Manitoba to regain control of their education institutions.

“We travelled to almost all of the 63 First Nations communities, we met with children, we met with adults, teachers, Chiefs and Councils, Elders and we asked, “What do you see as the vision of education?” And so their vision was what we ended up with, the Resource Centre. So that is the culmination of all the years of hard work that people have devoted to ensure that we provide a better education system for the children.” Shirley (Malcolm) Fontaine (1958–2019), Ebb and Flow First Nation Gathering Strength & Education Reform

The “Report of the Royal Commission on Aboriginal Peoples” (RCAP), including Volume 3 – Gathering Strength, which addressed education, was officially released in November 1996. As a result of the report, DIAND provided funding for various initiatives such as Education Reform. Educators saw this reform as an opportunity to implement what was intended through the EFA. Educators could not deal with jurisdiction, but they could develop a coordinating organization to provide second level services, which was supported by teachers, principals, and education directors. MFNERC BEGINNINGS

In November 1998, AMC acted upon the First Nations Shirley (Malcolm) Fontaine, AMC Technical Support, education directors’ recommendation on the best Ebb and Flow First Nation use of the RCAP monies and supported the creation Virginia Arthurson, AMC Technical Support, of MFNERC to assist locally controlled schools. The education directors’ commitment and collective vision provided the focus to establish MFNERC, which would In years following, the Interim Working Group would follow their goals and objectives. evolve to become the MFNERC Board of Directors, which continues to consist of education directors and The Chiefs Committee on Education assigned Chiefs. an Interim Working Group to oversee proposal development, needs assessment, hiring of staff, and The original mandate of MFNERC was to provide acquiring a facility. The initial Interim Working Group assistance on the implementation of the province’s devoted many hours of work and expertise to make new curriculum, to provide the direction and leadership the Centre a reality, and they included: for long-term education reform that would lead to the development of a First Nations system, and to provide Sheron Fiddler, Superintendent of Education, training, guidance, and support to First Nations school staff and education leadership. John Peter Day, Education Director, Tribal Council, Rebecca Ross, Education Director, “Let’s take control Cree Nation Mary Courchene, Educator, of our education.” Verna Kirkness,

THE EARLY DAYS

The first MFNERC office, leased from the Island Lake Tribal Council in August 1999, was located on Broadway Avenue in . A small core group of staff were employed during this development phase. Starting in September, these administrators and consultants began implementing the goals set for MFNERC. During this exciting and challenging phase, MFNERC staff worked diligently to realize the objectives and expectations of the Chiefs Committee on Education, education directors, parents, and other education partners.

Service Delivery Begins First Nations schools had never received adequate were contracted during July and August 1999, and educational resources and support services. Intensive English Language Arts, mathematics, and administrator planning and development was required before training sessions began that summer in Thompson and MFNERC became fully operational. Service delivery, Winnipeg. Formal service delivery began in September planning, and development were concurrent activities. 1999, which included specialist services through the In- Due to its short-term funding, MFNERC provided as Schools Programs Unit, the Special Education Unit, and many services as possible despite both time constraints the Community Education Unit. and staffing limitations. A number of service specialists “We offer support to First Nations in order to teach children who they are, where they come from, and to find their purpose. This support is based on the concept of lifelong learning— essential ways of knowing, being, and doing.”

In “For First Nations, By First Nations,” MFNERC FOUNDATIONS

Mission To help First Nations improve education for all learners to achieve: mino-pimatisiwin (Cree//Ojibwe-Cree), honso aynai (Dene), tokatakiya wichoni washte (Dakota).

Vision Support First Nations to develop and implement a comprehensive holistic educational system inclusive of First Nations languages, world views, values, beliefs and traditions with exemplary academic standards, under First Nation jurisdiction.

Our vision is to develop and design quality curricula, Achieving this vision requires First Nations students, standards, and outcomes to address the learning Elders, Chiefs and Councils, parents, educators, needs of First Nations students. A foundation of education authorities, administrators, and other First First Nations languages, cultures, and belief systems Nations partners to lead, control, own, and participate provides equitable and transferable knowledge and in the process of curriculum development and systemic skills to instill a strong sense of identity. educational change.

FIRST NATIONS EDUCATION CONCEPT PAPER

MFNERC presented the concept paper “A Systematic Approach to First Nations Education” to the education directors in 2010 and the AMC’s Executive Council of Chiefs in 2011. After receiving feedback, the Manitoba First Nations Education Systems Working Group went on to complete several drafts of this paper, which had the following focus.

• Supporting the Chiefs and Councils to develop and implement education acts

• Promoting First Nations citizens and leadership to establish control of First Nations education

• Building capacity through training and human resource development

• Creating a transition initiative for First Nations who opt into new First Nations education systems

Vision in “A Systematic Approach to First Nations Education” REVISED MANDATE

In June 2012, MFNERC presented the revised concept Roseau River Anishinabe First Nation signed the paper to the Chiefs-in-Assembly and AMC passed RRAFN/MFNERC Partnership in August 2012, fulfilling a resolution. This resolution specified an amended a key component of the June 2012 resolution—the MFNERC mandate to offer enhanced second level granting of school division status to MFNERC. Under services (school division-type services) while continuing this partnership, Roseau River, Aboriginal Affairs and to work on developing an enhanced education Northern Development , and MFNERC agreed system(s) for First Nations, including third level services to a pilot project to improve student success. Ginew (department of education-type services). These third School in Roseau River was the first school MFNERC level services include developing education law took responsibility for in terms of daily administration. templates (local/aggregate), accreditation, certification, Historically, each First Nations-operated school has curriculum development, training, advocacy, and other operated independently. supports required by First Nations in Manitoba.

“This is so important in our way of learning —that we all share—because as one of the Elders said, we are all gifted people.” Gwen Merrick (1948–2018), Fisher River Cree Nation “As Dakota People, we have always followed the buffalo. Education is the new buffalo, and the buffalo has always led our way and continues to do that today.”

Chief Eric Pashe, Dakota Tipi First Nation, MFNSS Signing Ceremony MANITOBA FIRST NATIONS SCHOOL SYSTEM

As a result of the MFNERC mandate change to Miskooseepi School, develop school division-type services, the Manitoba Sergeant Tommy Prince School, First Nations School System (MFNSS) was established. Brokenhead Ojibway Nation The first of its kind in Canada, it was a school system designed for First Nations, by First Nations. Mahpiya Hdega School, Dakota Plains Wahpeton Nation While respecting First Nations control and Treaty and Fox Lake School, Inherent Rights, MFNSS supports schools to improve the quality of education, improve academic standards, Keeseekoowenin School, and increase student outcomes, including retention, Keeseekoowenin Ojibway Nation completion, and graduation rates. Lake Manitoba School, Lake Manitoba First Nation

In partnership with First Nations, MFNERC established Lake St. Martin School, Lake St. Martin First Nation the school system to support students, staff, and school Pinaymootang School, Pinaymootang First Nation administration, consistent with a renewed mandate Ginew School, Roseau River Anishinabe First Nation from First Nations leaders through AMC. George Saunders Memorial School, In December 2016, MFNERC, First Nations leaders, and York Factory First Nation Indigenous and Northern Affairs Canada (INAC), now Takoza Awanwiciyakapi, Dakota Tipi First Nation Indigenous Services Canada (ISC), signed Education Governance and Delegation Agreements, authorizing MFNSS to provide educational programming and enhanced supports to First Nations schools. MFNSS currently has eleven First Nations schools signed on.

“We believe that our education should be rooted in our languages and our cultures, that our kids should learn their philosophy of their nation, their world views of their nation. That gives them the idea of their history and who they are as a People.”

Virginia Arthurson, Associate Executive Director, Misipawistik Cree Nation FOCUS ON OUR SCHOOLS

Working directly with the First Nations-operated schools remains at the heart of what we do. MFNERC staff understand that the languages, cultures, protocols, and the guidance of Elders serve as the foundation of communities. MFNERC staff commitment to First Nations Knowledges creates a strong connection with the First Nations schools they serve.

The first school visits began in September 1999 with a small number of staff travelling to First Nations. Today, staff make hundreds of visits per year to the 53 Manitoba First Nations schools. All services are carried out together with First Nations school staff and administrators to ensure the best possible outcomes. As well, Elders, parents, and First Nations leaders continue to play a pivotal role in laying the foundation for thriving educational environments.

CONFERENCE TIME

MFNERC hosts two major conferences annually. Lighting the Fire occurs in May, and Circle of Knowledge & Practices, every October. Our conferences provide professional development for educators, community members, and leaders working in the communities and an opportunity for those involved in First Nations education to come together, network, and learn from each other. Workshops and presentations feature culturally appropriate topics relevant to First Nations education. “The children and the people have the desire to learn the language. We are not giving them the opportunity or the tools to learn their language. We need to teach our children the foundation of who they are, we can do that through the language and the culture. We need to start being serious about this, and our Elders are the ones who will have that tradition and knowledge. We need to do this before it’s too late.”

Eunice Beardy, Cree Elder & Educator, INNOVATIVE SERVICES

MFNERC delivers second and third level educational • Research and Development production so services to First Nations schools to support our children. students have a good understanding of their history, culture, and traditions. We provide programs based on the foundation of ancestral teachings, traditional practices, and a • Curriculum and resource development focused connection to the land. on First Nations languages and cultures.

• Specialized services in languages and cultures, • Training and capacity development for First land-based education, literacy, numeracy, Nations post-secondary in school psychology, physical education and health, science and speech and language pathology, occupational technology, early learning, Reading Recovery, therapy, physiotherapy, educational assistants and student learning assessment. training, resource teachers training, and other specialized areas. • Post-secondary or industry-required courses • Instructional Resource Centres that provide online through Wapaskwa Virtual Collegiate resources for teachers and students. including the Grade 11G • Technology licensing, Data Management and IT Course. supports, and Publishing and Communications. • Clinical services that include American Sign • Professional development and events such as Language, education audiology, occupational conferences, science fairs, youth gatherings, therapy, physiotherapy, speech language literacy festivals, career fairs, land-based pathology, student wellness support, unified gatherings, and athletic tournaments. Through referral intake system nurse, and school these events, students have their songs, psychology. traditional activities, and cultural protocols • Special education services consisting of literacy reflected, which strengthens their sense of coaching, Deaf and Hard of Hearing services, identity and place in the world. and other program support. OUR WAY FORWARD

As of October 2018, the AMC Chiefs-in-Assembly have mandated MFNERC to refocus on lifelong learning with a foundation of First Nations languages and cultures in all program areas. The Centre continues on this journey of cultural reclamation, whether it be in the classroom, We are committed to honouring and strengthening at home, or on the land. partnerships with member First Nations through a renewed relationship that is community-driven. It’s an A renewed, nation-to-nation relationship between opportunity for us to work together to redefine what Canada and First Nations has resulted in a significant services are offered and how they’re delivered. This increase in funding for First Nations education. The is a grassroots approach focused on offering supports evolution of MFNERC offers an opportunity to formalize that meet the needs of our students and creates a strategies so that youth may continue to have access to network between communities to share best practices education that celebrates their identity and addresses in First Nations education. their needs. Throughout the 20 years, MFNERC staff, with help from First Nations have been empowered to develop their Elders and Knowledge Keepers, have continued to own education systems in a collective vision rooted in foster hope and inspiration through their respect for First First Nations control of First Nations education. Nations languages and cultures. In turn, the educators, As an aggregate organization, MFNERC and First leadership, schools, and communities all benefit Nations have developed and delivered services through collaborative effort and hard work. MFNERC based on the common needs of the First Nations. leadership recognizes the sacred responsibility The approach of Services for the Many allows for the educators have to protect Traditional Knowledge for communities to meet their needs while leveraging the generations to come. Taking direction from Elders economies of scale, aggregate resources to offer a will ensure that our children determine healthy paths in broader service, and access to indivisible resources life, find their place in the world, and commit to a love and assets. of lifelong learning, just as our ancestors before them.

KINANASKOMITIN, MASI, MIIGWECH, PIDAMAYA YE/DO

We recognize the following committees, leadership, MFNERC Board of Directors for their direction for the and individuals who worked tirelessly to help create work carried out by staff and management over the MFNERC. Their time and commitment made the past 20 years. positive changes brought about by MFNERC a reality. Current Members: Chiefs of Manitoba, AMC, the Chiefs Committee on Chief Clarence Easter, Chairperson, Chemawawin Education and the Executive Council of Chiefs for their Cree Nation vision and leadership. Donovan Mann, Education Director, Swan Lake First Interim Working Group who shaped the organization, Nation including setting the original vision, mission, and goals for MFNERC. Chief Garnet Woodhouse, Pinaymootang First Nation Chief Wayne Desjarlais, Ebb and Flow First Nation AMC’s education staff; Virginia Arthurson, Education Advisor; Shirley (Malcolm) Fontaine, EFA Coordinator; and Gail Flett, Secretary, for their exceptional leadership and technical support in First Nations education for the Chiefs of Manitoba, the education directors and the Interim Working Group.

First Nations Chiefs and Councils, Elders, First Nations citizens, education authorities, education directors, school administrators, teachers, and school staff for their leadership, guidance, and commitment to the vision of coordinated services and quality education and standards for First Nations students. IN MEMORIAM: They Left Their Legacies in Manitoba First Nations Education

Gwen Merrick, Fisher River Cree Nation Eugene Stevenson, Interim Working Group, Peguis First Nation MFNERC Associate Executive Director MFNERC Board of Directors (2009–2018)

Emma Gossfeld, Bill Thomas, Nisichawayasihk Cree Nation Peguis First Nation EFA Steering Committee EFA Steering Committee

John Peter Day, Sheron Fiddler, Garden Hill First Nation Peguis First Nation Interim Working Group, Chair, Interim Working Group, Education Director Superintendent of Education

Shirley (Malcolm) Fontaine, Ebb and Flow First Nation Interim Working Group, AMC Representative, MFNERC Associate Director (2018–2019)

“Her legacy was to remind us to remain focused on the vision of doing everything we can to make sure that First Nations children have a better future through a quality and culturally relevant educational experience. Always respect each other, always stay positive, and always remember that we are part of a larger family … part of the larger nation of First Nations in Manitoba. Make sure we are always working together collectively to move forward.” Shirley (Malcolm) Fontaine (1958–2019), remembering Gwen Merrick HISTORY OF THE MFNERC LOGO

Students from various First Nations schools of Manitoba The male and female figures symbolize balance, participated in a contest to create MFNERC’s logo. The harmony, and partnerships in the process of improving final design amalgamated the vision of students from education. two schools. The grade three class members who created the circle The logo is derived from First Nations symbolism offered the following interpretation: and can be interpreted in a variety of different ways. Water – All living things need water to survive Holistically the logo represents the circle of life, First Nations education, students, teaching, learning, and Children – All children are special and need education the importance of community members within the education system. The wings of the eagle encircle, Buffalo –Strength protect, and represent the role and responsibility of Tipi – Communities parents, extended family, Elders, leaders, staff, and teachers in the process of education. Eagle feathers – Success

The bald eagle represents teachers, the importance of Design acknowledgments: Grade Three students spirituality and unconditional love in daily life. from Sioux Valley (1999)

The fire symbolizes teaching, the history of First Circle design – Mark Mallet, Charles Sinclair School, Nations education, renewal, and community. Fisher River Cree Nation

The four colours represent all people on earth Eagle design – Nadine McDougall, MFNERC staff working together, respecting all nations and peoples’ member knowledge; respect for diversity among students; the Eagle wings and composite design – Interim Working Four Directions, four elements and four stages of life, Group chose the winning designs and approved the thus lifelong learning. final logo A PRAYER FOR FIRST NATIONS STUDENTS

Thank you, O Great Creator For sharing all your love With others and us. Give us patience In whatever we do. May peace dwell in our hearts After a day’s work well done. Thank you for all the things you give us. Give us strength as we stand in your sacred presence. Fill us with grace to fulfill our duties We have to do today. May we remember that we are here Not for ourselves but for the students And the good of the community. Help us to respect and honour one another. We are your special blessings May we be worthy of it. May we honour you with thanks For every day we live.

Taken from O Great Creator: A Collection of Works (1999) by Ruth Elizabeth (Bette) Spence, compiled and edited by Verna J. Kirkness.