At this point, it's not great. The indigenization of the curriculum that is taking place within the provincial governments throughout the Métis nation homeland is actually excluding our Métis governments. They're not engaging with our Métis governments in a meaningful way to actually be able to do this.
Our Métis governments are the rightful representatives of section 35 rights-bearing Métis people, no matter where they live in these provinces. They're the ones who are there to advocate on behalf of these people to change these systems so that the systems are representative for these students.
Unfortunately, we see an easy way out for indigenization of curriculum when a pan-indigenous approach is taken. It often does not reflect Métis-specific culture. The Michif language is not taught in many schools, with the exception of some in Saskatchewan—a language program is taking place there that is just starting to get off the ground— but when we do see those Michif programs taught in the younger years in the early learning and child care programs that our governments are putting in place, we're seeing these children thrive.
We have the programs and supports for the students when they get to post-secondary education, but it's in that middle K-to-12 area that they get left behind. They're learning their language and their culture and they're being engaged in these early learning and child care systems and when they go to university, they also have those same supports, but it's that middle piece that's really being missed.
The engagement we're seeing right now is non-existent. That is why we are advocating investments for our Métis governments to be able to develop these programs and these supports on their own and then put them into the systems to support Métis people.