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 Cree Nation FOREWORD As the Manitoba First Nations 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 Misipawistik Cree Nation 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 Peguis First Nation staff and education leadership. John Peter Day, Education Director, Island Lake Tribal Council, Garden Hill First Nation Rebecca Ross, Education Director, “Let’s take control Pimicikamak Cree Nation Mary Courchene, Educator, of our education.” Sagkeeng First Nation Verna Kirkness, Fisher River Cree Nation THE EARLY DAYS The first MFNERC office, leased from the Island Lake Tribal Council in August 1999, was located on Broadway Avenue in Winnipeg. 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—