Good afternoon, Mr. Chair. Good afternoon, ladies and gentlemen.
My name is Gisèle St-Amand and I'm the Director General of the Commission scolaire de langue française de l'Île-du-Prince-Édouard. I have been working in education for 43 years, including 20 years as director general or as a senior administrator.
I am telling you what I do because I want you to know that I'm not here as a lawyer or a journalist or as a political partisan but rather as a francophone who currently lives in a minority community and who spent 20 years in Quebec. My two children are anglophones entitled to English-language education in Quebec and francophones entitled to French-language education in the rest of Canada.
So, I am here to plead in favour of restoring the Court Challenges Program, because the battle is not over, not all the goods in section 23 of the Charter have been delivered, and I am not the first to tell you this.
I want to thank you very much for allowing me to speak. Initially, I sent a brief, which I am certainly not going to read or repeat. I think that you received it, because I was told that it would be translated into English.
I am here today because, as an educator, my mission is always the same, it is to build a better world. That is why I am here today.
I benefited from all the epic battles waged to obtain the right, pleasure and joy of speaking French and of sharing the same pleasure and joy with my children. Consequently, I am working to ensure that all other children of francophones with French-language education rights will have this right.
Too much energy has been deployed and work done to remain quiet today, to not accept an invitation to come and tell you just how much we condemn what the government has done by taking away our means of going before the courts. Not everyone has this right: this right belongs to those with money. That is why this funding program allowed everyone to be treated like everyone else.
I have come here to plead on my own behalf, naturally, but let me say it from the start, I have come here to talk to you about the children of Prince Edward Island, the children who are now in school.
You are sitting on very comfortable chairs. I have students in Prince Edward Island today who don't have the same comfortable chairs we do, who didn't have a comfortable school bus this morning and who today don't have a comfortable school in the generally recognized sense.
For example, there is a school—and we have already filed a statement of claim with the lower courts to ensure that the Government of Prince Edward Island will respect our constitutional rights—that is located in a building along with a bar.
You will see in my brief that on Thursday and Friday evenings people start coming to the bar around 3:00 p.m. So, the following morning, when I arrive at school with my children, the building does not smell like a school. There are cigarette butts in front of the building that also don't belong to the school children.
So, I am making my case on behalf of the Arsenault-Cameron decision, for example, which stated that the francophone minority in Prince Edward Island was entitled to three inalienable and non-negotiable things: a high-quality education, equality of education and management for and by francophones.
I just told you about a school where we do not have the right to hire a caretaker. I just told you about a school we do not have the right to use in the evening without first making a reservation, and ensuring that no one else is using the building, before we can use it. We do not have a voice, nor the right to make decisions, nor certainly a veto right, in that school.
We have already filed a statement of claim before the court; we want the same rights in that school as those applicable to majority schools in Prince Edward Island.
I want to take a few more minutes to tell you about our funding, in Prince Edward Island. The Commission scolaire de langue française de l'Île-du-Prince-Édouard, my current employer, is responsible for an area that goes from east to West.
We rise with the sun and we go to bed under the same star in the evening. As a result, at the Commission scolaire de langue française de l'Île-du-Prince-Édouard, all our schools are quite distant from one another. I have come to tell you today that our funding does not and will not allow us, no matter how creative we are, to provide the high-quality education mentioned in the Arsenault-Cameron decision.
For the students of Prince Edward Island, I want—and I think the government of my country, a country I am extremely proud of—wants the same thing: an education equivalent to that received by the majority. I can tell you right away that three of our six schools in Prince Edward Island were won because we were able to fight thanks to the Court Challenges Program. You should also know that, without that assistance, I fear that charter rights will be a thing of the past for some francophone communities in Prince Edward Island. We don't have the means to go before the courts, because our funding is public, meaning that a school board is funded by the government.
In conclusion, we have parents who were prepared to go before the courts to ensure that their constitutional rights were respected. These parents, who live in Rustico, on the north shore of Prince Edward Island, truly hoped to see their constitutional rights respected, to ensure that they could give their children what you give yours.
The Commission scolaire de langue française de l'Île-du-Prince-Édouard, although it sits at the same table as the two English school boards in Prince Edward Island, receives funding calculated according to the formula for the majority, meaning that none—and I repeat none—of the realities our school board faces are taken into consideration during the funding allocation. So there are a lot of services that anglophone students receive that we cannot provide our students. So, put yourself in the shoes of these children's parents: if you had the choice, which school would you send your kids to?
Like my colleagues who preceded me said, I fear that we cannot provide the quality mentioned in the Arsenault-Cameron decision, or the equivalency mentioned by Judge McQuaid, speaking for the P.E.I. Superior Court, when he said that an educational system of lower quality than that made available to the majority would be incompatible with the tenor of section 23. A judge of the P.E.I. Superior Court said that. I have no idea what political party he supports. I ask you to believe that I have come here as an educator, purely and simply to defend the future of francophone children on Prince Edward Island.
It is often said—and I always like hearing this—that Canada is the world's conscience. Each time I hear that, I feel proud. I must immediately tell you that we are suffering from a crisis of conscience and that we must examine our conscience in Canada. I am pleading my case before the government members here. I want the program that used to exist to be restored or I want the program to exist in another form. However, I beg you, on behalf of the children and the francophones of Prince Edward Island, give us the chance to go before the courts each time—and it happens often—our constitutional rights are not respected.
Our country, the Canada of tomorrow, will resemble the children we raise. Let's raise the best children. Let's raise children who are entitled to a strong, proud Canada, filled with the values that I instilled in my children, in other words, a Canada that is open and that respects all groups, as they are, no matter who they are.
Thank you, Mr. Chair.