[Witness spoke in Mi'kmaq and provided the following text:]
Weli ulawg, iganpugultijig Ugjit N’nueiel Lugwowagann.
Nin John Martin tel’wisi. N’nu Sagamaw ugjit Gesgapegiagewag.
[Witness provided the following translation:]
Good evening to all members of the Standing Commitee on Indigenous Affairs.
My name is John Martin. I am the chief of the M'Kmaq of Gesgapegiag.
[English]
I just want to thank you for the opportunity to speak to you tonight.
I'm speaking about the first nations educational regional agreement. It's a historic agreement for us and a significant one. It's significant because it took 15 years of research on this formula. The work's all been done by first nations people. It's a funding model that has been entirely conducted and developed by and for first nations. It's based on the real needs of our students.
While the agreement certainly has room for improvement, it is a step forward toward what we have been advocating for since 1972, which is Indian control of Indian education. As the saying goes, “It takes two to dance.”
Actually, in the context of colonial governance, it takes three to dance. Provinces hold provincial jurisdiction in education, particularly when it comes to legislation and certification of education in their provincial programs.
This last point is a crucial point in the Quebec context. Despite our aboriginal rights, self-governance and self-determination in education, which we fully implement today as a result of the agreement, the province continues to arbitrarily impose the Charter of the French Language onto first nations education—mainly our students outside the community, who go to school outside the community.
The Quebec charter gravely affects our efforts to revitalize our languages by demoting them to third-level language status. It creates administrative hurdles for our students to access post-secondary education in Quebec and to receive an education in the language of their choice. It hinders critical professional services for students in the language of their choice. It also endangers the professionals who come to our communities where we speak only English.
To conclude this, the success of students' efforts is not just a one-way avenue. There's a responsibility on both the federal and provincial governments. There's an important role to play in this. Both governments have the responsibility to undo the damage done over the past 150 years. This can be done through real reconciliation and accommodation within the legislation and policies that are developed and that currently create barriers and hinder the present and future efforts to provide a quality education while respecting first nations values, traditions and languages.
We ask you to help us put an end to the existing barriers to graduation rates and increase successful outcomes for our students.
Wela'lioq.
I'd like to take the opportunity, as well, to acknowledge all the women present here today, as well as all the women in our community. A majority of our people leading the community are, in fact, women.
Thank you.