Thank you very much, Mr. Chair.
Thank you, Ambassador, for joining us.
I represent about 7,000 Tibetan Canadians in my riding of Parkdale—High Park. I'm also the chair of the Parliamentary Friends of Tibet and have a background in human rights law. That's the orientation from which I come to this issue.
I'm glad you acknowledged my Tibetan constituents. The Tibetan Canadian community is vibrant and strong in this country. I know groups like the Canada-Tibet Committee and Sherap Therchin have been in contact with you. I echo your assessment of the community, because they've taught me a lot about the injustices that they're perceiving on the ground.
I'd also salute you for making the decision to go, notwithstanding the veneer that would have been presented to you and the stage-managed approach with which the Chinese would have approached your visit into the TAR. In my meeting with His Holiness the Dalai Lama in 2018, he told me much the same, that notwithstanding what you may be presented with, it's important that the world see Tibetans in their territory for who they are and that they know the world has not forgotten them. Thank you for participating in that, Ambassador Barton.
That being said, I am suspicious about what you saw. I know you went in with your eyes wide open in terms of what you were seeing.
The first thing I want to ask you about is the linguistic point that's been raised by others, including by Mr. Bergeron. You know that there are provisions on the ground and laws about the education of people. We know there's an ethnic autonomy law in China that says schools and other educational organizations recruiting mostly ethnic minority students should, whenever possible, use textbooks in their own languages and use these languages as the medium of instruction. That's a quote from China's regional ethnic autonomy law.
Tell us a bit more about what you saw at that school in particular. I appreciate calligraphy is one thing, but actually having substantive courses being taught in Tibetan is quite the other. What is the status of linguistic protection from your assessment and your time on the ground?