Working Together to Support First Nation, Metis and Inuit Youth Success: a Policy Framework Prepared by the Youth Community Circle

WORKING TOGETHER TO SUPPORT FIRST NATION, METIS AND INUIT YOUTH SUCCESS: A POLICY FRAMEWORK PREPARED BY THE YOUTH COMMUNITY CIRCLE

Leech Printing 257894, 257956

Centre for Aboriginal and Rural Education Studies Brandon University 270-18th Street Brandon, Manitoba R&A 6A9

ISBN 978-0-9695294-5-3

Citation: Murray, J., Paupanekis, E., Moscou, K., & Rempel, K. (2017). Working together to support First Nation, Métis, and Inuit Youth success: A policy framework prepared by the Youth Community Circle. Brandon, MB: Centre for Aboriginal and Rural Education Studies, Brandon University.

Working Together to Support First Nation, Métis, and Inuit Youth Success: A Policy Framework Prepared by the Youth Community Circle

Youth Community Circle

This report is part of the VOICE Research Project – A Community-University Research Alliance Project.

The VOICE Research Project is supported by the Social Sciences and Humanities Research Council of Canada and by Vale. Brandon University and the University College of the North are institutional partners for the VOICE Research Project. The School District of Mystery Lake also made significant in-kind contributions to this project.

This project is supported by the Social Sciences and Humanities Research Council of Canada and by Vale and Manitoba Hydro.

ii Working Together to Support First Nation, Metis and Inuit Success Youth Community Circle

INDIGENOUS YOUTH LEADERS

Brandee Albert – Norway House Cree Nation, Manitoba Harley Beaulieu – Sandy Bay Ojibway First Nation, Manitoba Dale Carlson – Northlands Band Lac Brochet, Manitoba Carla Cochrane – Fisher River Cree Nation, Manitoba Ashley Harper – Red Sucker Lake, Manitoba Jessica Murray – Norway House Cree Nation, Manitoba Erin Paupanekis – Norway House Cree Nation, Manitoba Greg Personius – Opaskwayak Cree Nation, Manitoba Jeremy Sinclair – Opaskwayak Cree Nation, Manitoba Julia Stoneman Sinclair – Marcel Colomb First Nation, Manitoba

BRANDON UNIVERSITY COLLABORATORS

Chris Beeman – Faculty of Education Chris Brown – Faculty of Education Kathy Moscou – Centre for Aboriginal and Rural Education Studies Christiane Ramsey - Centre for Aboriginal and Rural Education Studies Karen Rempel - Centre for Aboriginal and Rural Education Studies

Working Together to Support First Nation, Metis and Inuit Success iii

Youth Community Circle

ACKNOWLEDGEMENTS

On behalf of the Youth Community Circle, the authors wish to acknowledge and thank the following:

• Brandon University collaborators Chris Beeman, Chris Brown, Kathy Moscou, Christiane Ramsey, and Karen Rempel.

• All members of the Youth Community Circle: Brandee Albert, Harley Beaulieu, Dale Carlson, Carla Cochrane, Ashley Harper, Savanna Henderson, Jessica Murray, Erin Paupanekis, Greg Personius, Jeremy Sinclair, Julia Stoneman- Sinclair and Alyssa Whitehead.

• Elder Frank Tacan and Elder Isabelle Morris.

• Youth Voices Forum keynote speaker Michael Redhead Champagne.

A special thanks to all of the First Nation, Métis and Inuit youth who participated in the Youth Voices Forum and community meetings to make this project possible.

This document is part of the VOICE Research Project, a Community-University Research Alliance Project, supported by the Social Sciences and Humanities Research Council of Canada. Brandon University is the institutional lead with participation from the University College of the North. Vale and Manitoba Hydro have provided corporate contributions to the VOICE Research Project.

Working Together to Support First Nation, Metis and Inuit Success v Youth Community Circle

ACRONYMS

FNMI First Nation, Métis, Inuit INAC Indigenous and Northern Affairs Canada SSHRC Social Sciences and Humanities Research Council VOICE Vital Outcome Indictors of Community Engagement TRC Truth and Reconciliation Commission

vi Working Together to Support First Nation, Metis and Inuit Success Youth Community Circle

TABLE OF CONTENTS

Executive Summary ...... 1 Introduction ...... 5 Meet the Youth Community Circle ...... 5 What We Did ...... 6 What We Found ...... 11 Educational Success ...... 11 Youth Leadership ...... 17 Policy Recommendations ...... 23 Core Area 1: Program Development, Implementation and Evaluation ...... 25 Core Area 2: Improvements to Education and Employment ...... 27 Core Area 3: Amplified Youth Voices and Empowerment ...... 30 Core Area 4: Partnerships through Inclusion and Collaboration ...... 32 Core Area 5: Implementation of the Truth and Reconciliation Commission’s Calls to Action ...... 34 Concluding Remarks ...... 39 References ...... 41 Suggested Reading ...... 43

Working Together to Support First Nation, Metis and Inuit Success vii

Youth Community Circle

PREFACE

here is clear evidence that there are significant gaps in educational success and Temployment between FNMI and non-FNMI youth. There is also ample evidence that FNMI youth often face numerous barriers to success. Furthermore, there are a number of policy recommendations that have strived to improve FNMI youths’ success; however, to the best of our knowledge, there are very few policy frameworks that have been developed by and for FNMI youth.

The goal of the Working Together to Support Youth Success Policy Framework is to present an FNMI youth perspective on educational success and leadership. The significance of this policy framework is that we bring an FNMI youth voice and perspective to each of the following:

• the meaning of educational success and leadership to FNMI youth;

• the identification of supports needed to achieve educational success and develop leadership skills; and

• the recommendations for decision-makers in the federal and provincial government, as well as Indigenous organizations that will advance educational success and support FNMI youth leadership.

This policy framework is the result of four phases of activities lead by a group of FNMI youth leaders with the help of Brandon University researchers involved in the SSHRC VOICE Research Project. The project received Brandon University Research Ethics Committee approval.

1. The first phase was a 2015 Youth Voices Forum with 50 FNMI youth delegates (age 18-29) from across Manitoba.

2. The second phase was a photovoice research project.

3. In the third phase, the FNMI youth leaders organized four community meetings to gain a community perspective from FNMI youth that could not attend the forum.

1 Working Together to Support First Nation, Metis and Inuit Success 1 Youth Community Circle

4. The final phase was to analyze the information and prepare the findings into this policy framework.

The major findings from these activities include:

• FNMI youth in Manitoba view educational success and youth leadership in a relatively unique way, such as:

 the emphasis youth put on the importance of family, tradition, and culture to educational success; and

 youth leadership is characterized by using an active voice to motivate change, and encouraging a sense of belonging for youth.

• Manitoba FMNI youth want greater opportunities for education and leadership, including having an active voice for change that affects them and their communities.

The recommendations in this policy framework come from FNMI youth views of educational success and youth leadership. These recommendations fall into five core policy and program areas:

1. Program development, implementation, and evaluation.

2. Improvements in education and employment.

3. Amplified youth voices and empowerment.

4. Partnerships through inclusion and collaboration of youth.

5. Implementation of the ‘Truth and Reconciliation Commission’s Calls to Action.’

Each core policy and program area emphasizes a main recommendation, followed by key actions to address the recommendations.

The policy framework begins with a brief introduction to the Youth Community Circle. Next, the three phases of activities are described and followed by important

2 2 Working Together to Support First Nation, Metis and Inuit Success Youth Community Circle

findings that emerged from these activities. The framework concludes with recommendations for the federal and provincial government bodies, Indigenous organizations and community leaders. The text boxes are direct quotes from participants during the 2015 Youth Voices Forum and community meetings.

3 Working Together to Support First Nation, Metis and Inuit Success 3 Youth Community Circle

4 4 Working Together to Support First Nation, Metis and Inuit Success Youth Community Circle

INTRODUCTION

Meet the Youth Community Circle

The Youth Community Circle is one of eight community circles established within the Vital Outcome Indicators of Community Engagement (VOICE) Project. The VOICE Project is a Social Sciences and Humanities Research Council of Canada (SSHRCC) funded project that brings together community partners, organizations and university researchers for the purpose of helping First Nation, Métis and Inuit youth in Manitoba achieve educational and career success. The Youth Community Circle was made up of FNMI university students and youth leaders from various communities in Manitoba. It was established to bring a youth perspective to the forefront of the VOICE Project through the development of success pathways.

Leaders of the Youth Community Circle

Photo from left to right: Dale Carlson (Northlands Band Lac Brochet), Erin Paupanekis (Norway House Cree Nation), Alyssa Whitehead (Opaskwayak Cree Nation), Julia Stoneman-‐Sinclair (Marcel Colomb First Nation), Jessica Murray (Norway House Cree Nation) and Jeremy Sinclair (Opaskwayak Cree Nation) Missing from photo: Carla Cochrane (Fisher River Cree Nation), Brandee Albert (Norway House Cree Nation), and Savanna Henderson (Opaskwayak Cree Nation).

5 Working Together to Support First Nation, Metis and Inuit Success 5 Youth Community Circle

What We Did

We came together as a Youth Community Circle when university researchers involved in the VOICE project asked some FNMI Brandon University students what they thought FNMI youth in Manitoba needed in order to be successful.

Youth Engaged in a Community-based Research Workshop

Rather than answering this on behalf of all FNMI youth in Manitoba, we decided to ask a wider group of FNMI youth. This was a key driving force behind the direction we would decide to go as a Youth Community Circle. We wanted to include FNMI youth as much as possible in all of our future activities. This inclusion was extremely important because we felt that a lot of initiatives exist for FNMI youth; however, not many exist with full participation and input from FNMI youth.

6 6 Working Together to Support First Nation, Metis and Inuit Success Youth Community Circle

Phase 1: Working Together to Support Youth Success – Youth Voices Forum

With the commitment to broad inclusion in mind, we decided to hold an FNMI youth forum entitled “Working Together to Support Youth Success – Youth Voices Forum”. This forum was the first phase for FNMI youth to answer the question of what they need in order to be successful. In June 2014, Brandon University researchers and the Youth Community Circle began planning the Youth Voices Forum for FNMI youth from across Manitoba, ages 18-29. The goal was to give FNMI youth in Manitoba a voice and gain youth perspectives of what educational success and youth leadership meant to them. The forum was also an opportunity to identify actions that FNMI youth felt were necessary to support educational and leadership success. Funding support from the forum came from the Social Sciences and Humanities Research Council of Canada, Vale and Brandon University. Brandon University Research Ethics Committee approved our research ethics application for all phases of the project.

Youth Participating in Ice Breaker

7 Working Together to Support First Nation, Metis and Inuit Success 7 Youth Community Circle

In February 2015, fifty FNMI youth delegates from across Manitoba, including isolated northern communities, were brought to Brandon, Manitoba, to participate in the forum. At the forum, delegates voiced their opinions while participating in cultural activities. The delegates also had the opportunity to participate in capacity building through plenary sessions and various workshops, including an introduction to photovoice.

Youth Participants at Working Together to Support Youth Success Forum

8 8 Working Together to Support First Nation, Metis and Inuit Success Youth Community Circle

Phase 2: Photovoice Research

Following the forum, the Youth Community Circle used photovoice research methodology to collect youth’s stories and thoughts related to educational success and leadership. A faculty member from Brandon University provided photojournalism training, and then several youths were given cameras and were asked to take photos that captured images representing their perspective of educational success and youth leadership.

The FNMI youth were also asked to submit stories about their photos. The photos and stories youth shared were compiled into a photovoice booklet: Success Through Our Eyes – A Photovoice Project.

Phase 3: Community Meetings

Upon completion of the photovoice booklet, the members of the Youth Community Circle held community meetings with youth in two reserves and two cities in Manitoba. The goal of the community meetings was to listen to FNMI youth who were unable to attend the forum and get their perspectives relating to educational success, youth leadership, and key areas of support needed. We used the photovoice booklet to guide the discussions during the community meetings.

Phase 4: Analysis and Reporting

The final phase involved compiling all information gathered from youth at the Youth Voices Forum and community meetings. The Youth Community Circle then aggregated the transcripts and semantically analyzed (i.e., examined relationships and meanings among words across text) using linguistic connectors. Linguistic

9 Working Together to Support First Nation, Metis and Inuit Success 9 Youth Community Circle

connectors were used as a way to identify themes and relationships within the text by carefully examining words and phrases that indicated various kinds of causal or conditional relations (Bernard, Wutich, & Ryan, 2016).

There were multiple types of relationships found using linguistic connectors. Causal relationships were found by looking for linguistic connectors such as ‘because’, ‘as’, and ‘since’. Also, conditional relationships were identified by looking for linguistic connectors such as ‘if...then’ Lastly, linguistic connectors such as ‘is’ and ‘means’ were examined to discover how FMNI youth defined educational success and leadership.

The Youth Community Circle was able to identify overall meanings of educational success and youth leadership from the FNMI youth perspective by analyzing the information gathered from participants at the Youth Voices forum and community meetings. These findings helped us identify the five core policy and program areas that FNMI youth felt were necessary to support educational success and youth leadership.

10 10 Working Together to Support First Nation, Metis and Inuit Success Youth Community Circle

WHAT WE FOUND

Educational Success

The meaning of educational success from the FNMI youth perspective was very interesting. Youth perspectives included the standard definition of educational success (i.e., completing education and obtaining a job/career). However, FNMI youth also viewed educational success as a high regard for family, tradition, and culture.

Themes of Educational Success

Academic Achievement Personal Persistence and Quali&es Work Ethic

Educa&onal Tradi&on Family and Success Culture

11 Working Together to Support First Nation, Metis and Inuit Success 11 Youth Community Circle

Success is being a good, active parent and providing for your family. ~ Success is taking care of your family. ~ Success is giving your children the stability and security to be happy too.

Success is being a good, active parent and providing for your family. Educational success involves family and~ the importance of family. It entails being a good parent and the driveSuccess to give is taking children care a ofhappy your andfamily. caring life. Also, educational success means providing for one’s family and~ maintaining the home. Education successSuccess also means is giving having your the children motivation the stability to be first and in security one’s family to be happyto earn too. an education.

Educational success encapsulates a variety of personal qualities that one carries. Personal qualities of educational success are displaying positivity, happiness and beingEducational comfortable success with whoinvolves you are.family Other and personal the importance qualities of include family. having It entails the being aessential good parent skills and one the needs drive to tobe givesuccessful, children as a well happy as andhaving caring the life.right Also, mindset, educational successdetermination, means providingand inner for strength one’s family to succeed. and maintaining the home. Education success also means having the motivation to be first in one’s family to earn an education.

Educational success encapsulates a variety of personal qualities that one carries. Personal qualities of educational success are displaying positivity, happiness and being comfortable withSuccess who is you being are. happy Other and personal being qualitiestrue to yourself. include having the essential skills one needs to be successful, as~ well as having the right mindset, determination, andSuccess inner strength is making to goodsucceed. choices and being positive. ~ Someone who is successful is someone who is comfortable and happy in their life.

Success is being happy and being true to yourself. 12 12 Working Together to Support First Nation, Metis and Inuit ~Success Success is making good choices and being positive. ~ Someone who is successful is someone who is comfortable and happy in their life.

12 Youth Community Circle

Educational success is graduating from elementary, Academic achievement is also a part of going into junior high, educational success. Being educationally graduating grade 12, going off to successful includes graduating, going to a university and college, and post-secondary institution, and having a job getting a career and a job. or career. In addition, academic ~ achievement also means exhibiting Educational success would be independence in university, reaching one's having a home and career. accomplishments in school, as well as

~ watching one's children be academically Educational success is when we successful. promote education and the

importance of education to children and youth.

Educational success is Success is reaching your goals. graduating from elementary, Academic achievement is also a part of ~ going into junior high, educational success. Being educationally Success is working through hardship Educationalgraduating success grade was 12, alsogoing related off to to successful includes graduating, going to a university and college, and and overcoming barriers to reach having persistence and work ethic. post-secondary institution, and having a job Individualsgetting who a arecareer educationally and a job. your potential and fulfilling your or career. In addition,aspirations. academic successful work hard~ towards their goals achievement also means exhibiting Educational success would be ~ and passions, while at the same time independence in university, reaching one's Success means you’re working hard breakinghaving norms a andhome creating and career. change. accomplishmentsat what you dream in school, of or as what well you as see Furthermore, having~ persistence and work watchingand one's just children keep pushing be academically for it. Educational success is when we ethic meant that individuals could work successful. ~ throughpromote barriers, education keep up andwith the the importance of education to Being successful is breaking new demands of society, move forward in life, children and youth. ground and attempting what has not and never give up. been done yet.

Working Together to Support First Nation, Metis and Inuit Success 13 Success is reaching your goals.

~ Educational success was also related to Success is working through hardship having persistence and work ethic. and overcoming barriers to reach Individuals who are educationally your potential and fulfilling your aspirations. successful work hard towards their goals and passions, while at the same time ~ Success means you’re working hard breaking norms and creating change. at what you dream of or what you see Furthermore, having persistence and work and just keep pushing for it. ethic meant that individuals could work ~ through barriers, keep up with the Being successful is breaking new demands of society, move forward in life, ground and attempting what has not and never give up. been done yet.

13 Youth Community Circle

Educational success is a lifelong process; you learn something new every day.

~ Education of life is very valuable.

Educational success is a lifelong process; you learn something new every day. ~ Education of life is very valuable. Tradition and culture are important components of educational success. Educational success is often a combination of academic success and life experience/traditional success. It is staying connected to your culture and language while learning academically.

Recommendation from the Youth Engagement Session: Access, Resources, Success Stories Shared at Youth Voices Forum TraditionRelationships, and Opportunities, culture are important Welcome componentsand Support of (ARROWS) educational success. Educational success is often a combination of academic success and life experience/traditional success. It is staying connected to your culture and language while learning academically.

Success Stories Shared at Youth Voices Forum

14 14 Working Together to Support First Nation, Metis and Inuit Success

14 Youth Community Circle

Educational success is a combination of both, especially based on who we are as Aboriginal people. In terms of achieving the things that you desire like a home or career, you need education success. But you can’t be successful without life education. So they go hand in hand.

Educational success is a combination of both, especially based on who we are Community-Based Participatory Research Workshop Activity as Aboriginal people. In terms of achieving the things that you desire like a home or career, you need education success. But you can’t be successful without life education. So they go hand in hand.

Community-Based Participatory Research Workshop Activity

It is both, traditional and school ways. People learn from both books and life.

To be successful in today's society, you need to be knowledgeable in both worlds.

Educational success is a combination of both, especially based on who we are 15 Itas is Aboriginal both, traditional people. and In terms school of ways. achievingWorking People Together the learn things to Supportfrom that both First you Nation, books desire Metis and like and life. aInuit Success 15

homeTo or be career, successful you needin today's education society, success. you need But to you be can’tknowledgeable be successful in bothwithout

life education. Soworlds. they go hand in hand.

15 Community-Based Participatory Research Workshop Activity

It is both, traditional and school ways. People learn from both books and life.

To be successful in today's society, you need to be knowledgeable in both

worlds.

15 Youth Community Circle

Educational success is being able to pass down traditional knowledge and learn our culture.

CommunityForum Participants-Based Participatory and Elder ResearchIdentify WorkshopCommunity Activity Issues to Help Support Youth

16 16 Working Together to Support First Nation, Metis and Inuit Success Youth Community Circle

Youth Leadership

FNMI youth shared their perspective on what youth leadership means and their answers were very interesting. Their discussions did not focus on individualistic qualities or actions; rather FNMI youth described leader’s qualities and skills in a more collective way.

Themes of Youth Leadership

Encourages a Sense of Belonging Ac&ve Voice Personal Quali&es

Youth Leadership

17 Working Together to Support First Nation, Metis and Inuit Success 17 Youth Community Circle

Leadership means being strong, having a voice, being a Youth leadership is evidenced by having an active role model, being happy and voice and using this voice for the good. A leader positive, being someone to look takes action when needed, speaks up for the up to or to confide in, and concerns of community members, and helps FNMI being someone others can youth succeed in their endeavors any way they can. trust. Youth leaders demonstrate initiative and stand up ~ for what they believe in. Teachers, coaches, and team captains were just some of the figures that A leader is a role model that youth identified as being leaders. has a strong voice and uses that voice in the right way and just puts others before themselves.

Leadership means being I see leadership as the passing strong,Leadership having meansa voice, being being a Youth leadership is evidenced by having an active Youth leadership isdown evidenced of skills, by tools,having knowledge, an active strong,role model, having being a voice, happy being and a voice and using this voice for the good. A leader Leaders encourage a sense of belonging. They teachings, and ensuring that positive,role model, being being someone happy to and look voice and using this voice for the good. A leader actively bring everyone together andtakes provide action when needed,the next speaks generation up for has the those positive,up to or being to confide someone in, toand look takes action when needed, speaks up for the knowledge, skills, and tools that youthconcerns need ofto communitytools members, that they and need helps to beFNMI upbeing to orsomeone to confide others in, andcan youthconcerns succeed of community in their endeavors members, anyand wayhelps they FNMI can. succeed.being Leaders someone are others supportive can of others; they successful. trust. youth succeed in their endeavors any way they can. lead by exampletrust. and care for the wellYouth-being leaders of all demonstrate initiative and stand up Youth leaders demonstrate initiative~ and stand up individuals in the~ community. for what they believe in. Teachers, coaches, and ~ for what they believe in. Teachers, coaches, and team captains were justFor some myself, of the I had figures a lot thatof A leader is a role model that team captains were just some of the figures that youth identified asmentors being leaders. growing up, but I liked Ahas leader a strong is a rolevoice model and uses that youth identified as beingcertain leaders. stuff they did with thathas voice a strong in the voice right and way uses and people, how they got involved, that justvoice puts in the others right before way and that’s what I recognized. So I just putsthemselves. others before took the teachings from them themselves. and I instilled it in myself.

I see leadership as the passing I see leadership as the passing down of skills, tools, knowledge,18 down of skills, tools, knowledge, 18 LWorkingeaders Together encourage to Support a Firstsense Nation, of Metisbelonging. and Inuit Success They teachings, and ensuring that activelyLeaders bringencourage everyone a sense together of belonging.and provide They theteachings, next generation and ensuring has those that knowledge,actively bring skills, everyone and tools together that andyouth provide need to thetools next that generation they need has to those be succeed.knowledge, Leaders skills, are and supportive tools that ofyouth others; need they to tools thatsuccessful. they need to be leadsucceed. by example Leaders and are caresupportive for the of well others;-being they of all successful. ~ individualslead by example in the and community. care for the well-being of all ~ individuals in the community. For myself, I had a lot of mentorsFor myself, growing I had up, buta lot I ofliked mentorscertain growing stuff they up, did but with I liked people,certain how stuff they they got did involved, with

people,that’s what how Ithey recognized. got involved, So I that’stook the what teachings I recognized. from them So I tookand the I instilled teachings it infro myself.m them and I instilled it in myself.

18 18 Youth Community Circle

Being a leader requires individuals to encompass a variety of personal qualities, including being strong-willed and exhibiting positivity in all aspects of life. A leader is charismatic, confident, and can adapt to changes within themselves and their surroundings.

Youth listening to Keynote Speaker Michael Redhead Champagne Being a leader requires individuals to encompass a variety of personal qualities, including being strong-willed and exhibiting positivity in all aspects of life. A leader is charismatic, confident, and can adapt to changes within themselves and their surroundings.

Youth listening to Keynote Speaker Michael Redhead Champagne

Youth Community Circle Member Leads Discussion on

Ways to Encourage Youth Leadership

I think about leadership for myself as the charisma that people carry. I think about leadership as leaders who can walk into a room and just be able to capture that audience by their presence alone.

I think about leadership for myself as the charisma that people carry. I think 19 about leadership as leaders whoWorking can walk Together into to aSupport room First and Nation, just Metis be able and Inuit to Success 19 capture that audience by their presence alone.

19 Youth Community Circle

A leader has to have the ability to adapt and to have the ability to take the good out of every situation. They see the positive side of everything, rather than focusing on the negative.

A leader has to have the ability to adapt and to have the ability to take the

good out of every situation. They see the positive side of everything, rather than focusing on the negative. Youth Community Circle Member Talks About The Cultural, Economic, Political and Social (CEPS) Youth Leadership Development Program

Youth Participating in Youth Leadership Empowerment

Workshop

Youth Participating in Youth Leadership Empowerment Workshop

20 20 Working Together to Support First Nation, Metis and Inuit Success

Youth Community Circle

YouthYouth ListeningListening During During the the Photovoice Photovoice Workshop Workshop

Youth Listening During the Photovoice Workshop

Leadership has to be value-driven. I think that in all cultures we all live by these sets of values and beliefs, and I think that’s something a leader should be grounded in, the values and beliefs they have, and practice them and live by them day-today. Leadership has to be value-driven. I think that in all cultures we all live by these sets of values and beliefs, and I think that’s something a leader should be grounded in, the values and beliefs they have, and practice them and live Leadership has to be value-driven. I think that in all cultures we all live by by them day-to-day. 21 these sets of values and beliefs, andWorking I think Together that’s to Support something First Nation, a leader Metis andshould Inuit Success 21 be grounded in, the values and beliefs they have, and practice them and live by them day-to-day.

21 Youth Community Circle

22 22 Working Together to Support First Nation, Metis and Inuit Success Youth Community Circle

POLICY RECOMMENDATIONS

e identified five core policy, and program areas that FNMI youth felt are Wnecessary to support educational success and youth leadership. The five core areas are:

1. Program development, implementation, and evaluation.

2. Improvements in education and employment.

3. Amplified youth voices and empowerment.

4. Partnerships through inclusion and collaboration.

5. Implementation of the Truth and Reconciliation Commission’s Calls to Action.

The core policy and program areas that FNMI youth identified were consistent with the literature that was reviewed (please refer to reference section). For example, the Office of the Auditor General, Manitoba (2016) highlighted recommendations for planning, monitoring and public reporting of programs, funding, and transition supports. In addition, the report Best Practices in Aboriginal Education: Review of the Literature (Raham, 2009) summarized findings that recommended culturally based instruction; home and community partnerships; teacher education and support; monitoring and assessment of school programs and program reporting.

The recommendations contained in this policy framework are relevant to many educational institutions, Indigenous organizations, and all levels of government; however, we would like to make special mention of the following (see Table 1):

23 Working Together to Support First Nation, Metis and Inuit Success 23 Youth Community Circle

Table 1: Educational Institutions, Indigenous Organizations, and Levels of Government

Federal Government Indigenous and Northern Affairs Canada (INAC)

Provincial Government of Manitoba Manitoba Indigenous and Municipal Affairs

Manitoba Education and Training

Provincial organizations Manitoba School Boards Association

Indigenous organizations Assembly of First Nations

Assembly of Manitoba Chiefs

Indigenous Peoples Assembly of Canada

Manitoba First Nations Education Resource Centre

Manitoba Keewatinowi Okimakanak

Manitoba Métis Federation

National Association of Friendship Centres

Southern Chiefs Organization

Community organizations Chief and Councils and their affiliated educational authorities

24 24 Working Together to Support First Nation, Metis and Inuit Success Youth Community Circle

Core Area 1: Program Development, Implementation and Evaluation

Youth discussed a need for more effective programming to increase their educational success and youth leadership. The four key program areas identified included (1) culture, (2) counseling, (3) sports, and (4) life skills. In particular, youth felt that learning about their culture through cultural programming would be beneficial to their development of educational success and leadership. The cultural programs should incorporate Elders' teachings and include family members. In addition, more support programs within communities are necessary; for example, having access to counseling services and having safe places to go to when they are experiencing difficulties. FNMI youth also want access to sports, recreational activities, and training such as life skills.

The effectiveness of existing programs is not typically monitored or evaluated. With proper and regular monitoring and evaluation, communities would know which programs are benefitting youth and which programs should be eliminated or modified.

We recommend that:

Federal and Provincial Governments coordinate with Indigenous organizations to develop policies requiring the establishment of programs for FNMI youth on- and off-reserve; including an action plan for evaluating, monitoring and reporting on the progress of the programs.

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Key policy and program actions:

• Indigenous organizations, Chiefs and Councils, and the Provincial Government establish a task force led by FNMI youth to provide advice regarding policies and programs that support educational success and youth leadership.

• INAC and provincial bodies create an action plan for programming that supports educational success and leadership for on-reserve, off-reserve, and non-status FNMI youth.

• INAC designate funding for training around monitoring and evaluation of programs. We further recommend INAC establish a policy that requires program directors to evaluate, monitor and report on the progress of programs.

• Chiefs and Councils and their affiliated educational authorities, Indigenous organizations and provincial bodies offer and partake in best practices training for monitoring and evaluation of programs.

• Chiefs and Councils and their affiliated educational authorities, Indigenous organizations and provincial bodies begin monitoring and evaluating new and existing programs immediately.

• Chiefs and Councils and their affiliated educational authorities designate an individual or team to oversee specific funding allocation for program development, implementation, monitoring, and evaluation.

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Core Area 2: Improvements to Education and Employment

Many youths who leave their community and the comfort of their home for secondary and/or post-secondary studies or training often feel lost in their new environment. FNMI youth would like to have the opportunity to complete secondary and post-secondary studies in their home community. For this to become a reality, additional funding and initiatives are needed in three key areas: (1) infrastructure, (2) training, and (3) programming. More secondary and post- secondary institutions in underserved areas will enable FMNI youth to complete studies at home. Furthermore, more support and incentives are required to increase teacher retention on reserves and in small communities.

FNMI youth would like to see more transition programs to help youth that attend school outside their community successfully adjust to their new school and surroundings. Youth discussed ideas relating to having more financial support for their education. With additional financial support, FNMI youth would be able to thrive in school without the stress of financial instability.

Furthermore, in many communities, there are few opportunities for individuals to work in fields they specialized in during school. This makes it difficult for many youths to return or stay in their community following the completion of their higher education. Often youth have no choice but to look for work in urban areas, away from their homes and families.

We recommend that:

Federal and Provincial Governments to collaborate with communities to create local policies addressing teacher retention, culturally appropriate teaching and transition planning; and monitoring of allocated education funds for the advancement of FNMI education and employment.

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Key policy and program actions:

• Federal and Provincial Governments, educational authorities and employers actively work together to develop dual credit programs at the community level that allow students to take college, apprenticeship or work-placed training programs that count towards both their Manitoba High School Diploma and a post-secondary or apprenticeship certificate.

• INAC create a unified action plan and provide necessary funds to address teacher retention on reserves. This plan should have the flexibility to be modified by Chiefs and Councils and their affiliated educational authorities and provincial bodies to meet the needs of each particular community. We recommend first collecting data that will identify these specific needs.

• INAC coordinate with Chiefs and Councils and their affiliated educational authorities, provincial bodies, and Indigenous organizations to develop a policy requiring professional development for teachers and school staff aimed at FNMI culturally appropriate teaching practices.

• INAC adopt policies and allocate funding to ensure access to transition programs and services. We further recommend INAC collaborate with Indigenous organizations, Chiefs and Councils and their affiliated educational authorities, and provincial bodies to develop an action plan for creating transition programs in secondary and post-secondary school for FNMI youth leaving their communities.

• INAC implement stricter guidelines for the allocation of education funds and require annual reporting of expenditures from community leaders to ensure all necessary aspects of education and employment are appropriately funded. By following stricter guidelines for allocating funds and reporting expenditures, funding of education and employment programs could be tracked and annually assessed.

• INAC and Chiefs and Councils create an economic development plan that would result in the creation of jobs in FNMI communities, including skilled jobs for individuals with post-secondary education.

28 28 Working Together to Support First Nation, Metis and Inuit Success Youth Community Circle

• INAC and Chiefs and Councils develop an education action plan that supports training for career advancement for graduates of post- secondary education on- and off-reserve.

• Indigenous organizations and Chiefs and Councils and their affiliated educational authorities create and offer career and additional academic training for FNMI youth to develop a stronger skill set when entering higher education or the workforce.

• Chiefs and Councils and their affiliated educational authorities and provincial bodies create a local educational authority support team for FNMI educational success. The role of the support team members would include tracking academic achievement, identifying needs of students, and providing support.

• Establishment of a task force led by FNMI youth to provide advice regarding programs and services to improve educational success and employment. The task force would act as a liaison between students and Chiefs and Councils and their affiliated educational authorities and provincial bodies.

29 Working Together to Support First Nation, Metis and Inuit Success 29 Youth Community Circle

Core Area 3: Amplified Youth Voices and Empowerment

Youth empowerment and/or engagement; specifically giving youth a voice in decisions that directly affect them. Many youths want to voice their opinions; however, they do not have the available outlets to do so. Youth want and need the appropriate platforms to feel empowered. The creation of more opportunities for youth consultation is necessary to empower youth to contribute to decisions and policies affecting them.

We recommend that:

Federal and Provincial Government bodies and Indigenous organizations collaborate to create opportunities for youth to share their voice and feel empowered by contributing to policy-making; including an action plan for

youth representation in formal decision-making.

Key policy and program actions:

• INAC develop an FNMI youth task force for the promotion of youth inclusion in policy making. We further recommend INAC encourage other organizations to create their own youth task force for the promotion of youth inclusion and voice empowerment.

• Chiefs and Councils and their affiliated educational authorities and provincial bodies establish regular open floor meetings for youth to voice their opinions, ideas, and concerns about their community to leadership.

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• Indigenous organizations hold open conferences/forums for FNMI youth to develop leadership skills, build relationships and networks with other FNMI youth. We further recommend an FNMI youth annual summit (such as Leaders of Today in Nova Scotia) be developed in Manitoba to connect youth with Manitoba leadership.

• INAC create a youth involvement policy, requiring FNMI youth to be consulted with about the development of programs that serve them. We further recommend that INAC, Chiefs and Councils and affiliated educational authorities, Indigenous organizations and provincial bodies create an FNMI youth role in formal decision-making structures such as appropriate representation on certain boards where decisions indirectly or directly affect youth.

• INAC allocate specific funding for FNMI youth capacity building and community-based participatory research that supports educational success and youth leadership.

• Indigenous organizations coordinate with Chiefs and Councils and their affiliated educational authorities and provincial bodies to create a research action plan to determine what types of capacity building and community-based participatory research youth want. We further recommend all leadership bodies to provide FNMI youth with capacity building and community-based participatory research opportunities.

• Indigenous organizations, Chiefs and Councils and their affiliated educational authorities, and provincial bodies initiate a youth program committee who provides input on the design, implementation, and evaluation of programs that serve youth. We further recommend an initiative be created that gives opportunities for youth to contribute to the wellness of their community through planning community social events or participating in community plans.

31 Working Together to Support First Nation, Metis and Inuit Success 31 Youth Community Circle

Core Area 4: Partnerships through Inclusion and Collaboration

Youth consistently mentioned that building relationships, social connections and working together was important to their success. It is important for youth to be in contact with other youth and more experienced individuals within the community to learn from and work towards success. Inclusion and collaboration mean that all circles (e.g., parents, Elders, youth, leadership, students, and teachers) within the community are consulted and are able to contribute to all community matters. This would mean that all community members have the right to give their opinions, be included in decision-making at the community level, and work together to achieve success within the community. Youth feel that this full inclusion and collaboration is also needed for the community to excel as a whole and to implement the aforementioned core areas of support (i.e., program development, implementation and evaluation; improvements to education and employment; amplified youth voices and empowerment; partnerships through inclusion and collaboration; and implementation of the Truth and Reconciliation Commission’s Calls to Action). If full inclusion and collaboration is implemented in communities, especially input from youth and Elders, youth feel that FNMI youth success will be effectively promoted.

Lastly, youth mentioned a lack of volunteers for all community programs to run successfully and that an increase in volunteers as well as a plan to ensure adequate coordination would be beneficial for the community and their own success.

We recommend that:

Federal and Provincial Governments coordinate with communities to promote inclusivity and collaboration; including the development of unified youth task forces at all levels.

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Key policy and program actions:

• INAC create a youth task force to liaise with FNMI youth and learn what they want and need to be successful individuals and leaders. We further recommend that the INAC youth task force organizes events for FNMI youth to share their ideas.

• Chiefs and Councils, Indigenous organization youth councils or sub- committees and other provincial youth councils collaborate with INAC to create an open communication system. This system would allow for all FNMI youth councils and committees to build relationships and social connections and effectively work together to voice youth concerns.

• Chiefs and Councils and their affiliated educational authorities, provincial bodies and Indigenous organizations, develop a volunteer action plan to increase the number of community volunteers. The action plan should also appropriately allocate volunteer time to ensure adequate help and supports are given to all programs.

• INAC coordinate with Chiefs and Councils and their affiliated educational authorities, provincial bodies and Indigenous organizations that serve FNMI youth to develop an action plan to increase Elder involvement in schools and programs. We further recommend INAC provide additional funds for communities to effectively implement action plans to involve Elders in schools and youth programs.

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Core Area 5: Implementation of the Truth and Reconciliation Commission’s Calls to Action

The Truth and Reconciliation Commission (TRC) outlined specific Calls to Action for the legacy of residential schools in Canada come to reconciliation. While listening to the FNMI youth delegates, the Youth Community Circle noticed many similarities between what supports the FNMI youth identified through discussions and the Truth and Reconciliation Commission's Calls to Action. We felt this was an important finding and one that should be highlighted as its own recommendation. The following key actions were identified in the Truth and Reconciliation Commission's Calls to Action as pertaining to youth.

We recommend that:

All forms of government take necessary action to ensure the Calls to Action outlined by the Truth and Reconciliation Commission are implemented; particularly those that have a direct impact on youth. This should include a report outlining the progress of each action.

Key policy and program actions:

• We call upon the Federal, Provincial, Territorial, and Aboriginal Governments to develop culturally appropriate parenting programs for Aboriginal families (TRC Call to Action #5).

• We call upon the Federal Government to develop with Aboriginal groups a joint strategy to eliminate educational and employment gaps between Aboriginal and non-Aboriginal Canadians (TRC Call to Action #7).

34 34 Working Together to Support First Nation, Metis and Inuit Success Youth Community Circle

• We call upon the Federal Government to eliminate the discrepancy in federal education funding for First Nations children being educated on reserves and those First Nations children being educated off reserves (TRC Call to Action #8).

• We call upon the Federal Government to prepare and publish annual reports comparing funding for the education of First Nations children on and off reserves, as well as educational and income attainments of Aboriginal peoples in Canada compared with non-Aboriginal people (TRC Call to Action #9).

• We call on the Federal Government to draft new Aboriginal education legislation with the full participation and informed consent of Aboriginal peoples. The new legislation would include a commitment to sufficient funding and would incorporate the following principles (TRC Call to Action #10):

 providing sufficient funding to close identified educational achievement gaps within one generation;

 improving education attainment levels and success rates;

 developing culturally appropriate curricula;

 protecting the right to Aboriginal languages, including the teaching of Aboriginal languages as credit courses;

 enabling parental and community responsibility, control, and accountability, similar to what parents enjoy in public school systems;

 enabling parents to fully participate in the education of their children; and

 respecting and honoring Treaty relationships.

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• We call upon the Federal Government to provide adequate funding to end the backlog of First Nations students seeking a post-secondary education (TRC Call to Action #11).

• We call upon the Federal, Provincial, Territorial, and Aboriginal Governments to develop culturally appropriate early childhood education programs for Aboriginal families (TRC Call to Action #12).

• Permanent funding for community-controlled culture- and language revitalization projects (TRC Call to Action #61.ii).

• Permanent funding for community-controlled education and relationship building projects (TRC Call to Action #61.iii).

• We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to:

 provide the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms (TRC Call to Action #62.ii); and

 provide the necessary funding to Aboriginal schools to utilize Indigenous knowledge and teaching methods in classrooms (TRC Call to Action #62.iii).

• We call upon the Council of Ministers of Education, Canada, to maintain an annual commitment to Aboriginal education issues (TRC Call to Action #63) including:

 developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools;

36 36 Working Together to Support First Nation, Metis and Inuit Success Youth Community Circle

 sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history;

 building student capacity for intercultural understanding, empathy, and mutual respect; and

 identifying teacher-training needs relating to the above.

• We call upon the Federal Government, through the Social Sciences and Humanities Research Council, and in collaboration with Aboriginal peoples, post-secondary institutions and educators, and the National Centre for Truth and Reconciliation and its partner institutions, to establish a national research program with multi-year funding to advance understanding of reconciliation (TRC Call to Action #65).

• We call upon the Federal Government to establish multiyear funding for community-based youth organizations to deliver programs on reconciliation and establish a national network to share information and best practices (TRC Call to Action #66).

• We call upon the Federal Government to ensure that national sports policies, programs, and initiatives are inclusive of Aboriginal peoples, including, but not limited to, establishing (TRC Call to Action #90):

 in collaboration with Provincial and Territorial Governments, stable funding for, and access to, community sports programs that reflect the diverse cultures and traditional sporting activities of Aboriginal peoples;

 an elite athlete development program for Aboriginal athletes;

 programs for coaches, trainers, and sports officials that are culturally relevant for Aboriginal peoples; and

 anti-racism awareness and training programs.

37 Working Together to Support First Nation, Metis and Inuit Success 37 Youth Community Circle

• We call upon the Corporate Sector in Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a reconciliation framework and to apply its principles, norms, and standards to corporate policy and core operational activities involving Indigenous peoples and their lands and resources (TRC Call to Action #92). This would include, but not be limited to, the following:

 commit to meaningful consultation, building respectful relationships, and obtaining the free, prior, and informed consent of Indigenous peoples before proceeding with economic development projects; and

 ensure that Aboriginal peoples have equitable access to jobs, training, and education opportunities in the corporate sector and that Aboriginal communities gain long-term sustainable benefits from economic development projects.

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CONCLUDING REMARKS

he primary objective of the Working Together to Support Youth Success Project Twas to gain the FNMI youth perspective on the meaning of educational success and leadership, as well as the key areas that FNMI youth felt, were necessary to support educational success and youth leadership in Manitoba. Based on the information gathered from FNMI youth and subsequent analyses, the Youth Community Circle presents the following concluding remarks:

The FNMI youths’ perspective on educational success and youth leadership is unique and should be considered when action is taken regarding the recommendations mentioned in this report. The recommended changes are necessary to improve FNMI educational success and youth leadership.

Leadership is necessary at multiple levels of governance. There needs to be action taken in the areas of program development, implementation and evaluation; improvements in education and employment; amplified youth voices and empowerment; partnerships through inclusion and collaboration; and implementation of the Truth and Reconciliation Commission’s Calls to Action. Table 2 further summarizes the policy recommendations under these themes.

On behalf of the Youth Community Circle, we would like to say how truly grateful we are to be a part of this project. This experience has expanded our outlook on educational success and youth leadership and showed us that there is no universal meaning for either. The positive feedback and inspiring words we received from FNMI youth and the general public made this experience that much more fulfilling. We can honestly say we are completing this project with a greater sense of empowerment and confidence as we move forward in life. We are hopeful that with the implementation of the policy recommendations, positive change will occur in the areas of FNMI educational success and youth leadership.

We hope this project has empowered all FNMI youth and showed them they do have a voice and that their voices matter. Once again, thank you to all those involved throughout this entire project.

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Table 2: Summary of Key Recommendations

Key Support Recommendation

Program Development, Federal and Provincial Governments Implementation, and coordinate with Indigenous organizations to Evaluation develop policies requiring the establishment of programs for FNMI youth on- and off-reserve; including an action plan for evaluating, monitoring and reporting on the progress of the programs.

Improvements to Education Federal and Provincial Governments to and Employment collaborate with communities to create local policies addressing teacher retention, culturally appropriate teaching and transition planning; and monitoring of allocated education funds for the advancement of FNMI education and employment.

Amplified Youth Voices and Federal and Provincial Government bodies and Empowerment Indigenous organizations collaborate to create opportunities for youth to share their voice and feel empowered by contributing to policy- making; including an action plan for youth representation in formal decision-making.

Partnerships through Inclusion Federal and Provincial Governments and Collaboration coordinate with communities to promote inclusivity and collaboration; including the development of unified youth task forces at all levels.

Implementation of the Truth All forms of government take necessary action and Reconciliation to ensure the Calls to Action outlined by the Commission’s Calls to Action Truth and Reconciliation Commission are implemented; particularly those that have a direct impact on youth. This should include a report outlining the progress of each action.

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REFERENCES

Bernard, H. R., Wutich, A., & Ryan, G. (2016). Analyzing qualitative data: Systematic approaches. Second Edition. SAGE Publications.

CYCC Network. (2013). Youth engagement: Empowering youth voices to improve services, programs, and policy. Retrieved from http://www.cyccnetwork.org/files/YouthEngagementSummary.pdf

Office of the Auditor General Manitoba. (2016). Improving educational outcomes for kindergarten to grade 12 Aboriginal students. Retrieved from http://www.oag.mb.ca/wp- content/uploads/2016/01/AB_ED_K_to_12_OAG_2016_WEB.pdf

Raham, H. (2009). Best practices in Aboriginal education: A literature review and analysis for policy directions. Retrieved from http://www.firstpeoplesgroup.com/mnsiurban/PDF/education/Best_Practices_in_Ab original_Education-2009.pdf

Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission of Canada: Calls to Action. Retrieved from http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_Englis h2.pdf

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