Indigenous and Northern Affairs Committee on March 29th, 2023

[The Chair, Liberal, Jenica Atwin]

Thank you, Mr. McLeod.

We'll now go to Madame Gill.

You have six minutes.

[Marilène Gill, Bloc, Manicouagan, QC]

Thank you, Madam Chair.

I, too, want to thank the witnesses for being here today.

I was going to ask a question about student success, but Ms. Philipp took the words right out of my mouth. Before becoming a member of Parliament, I was a CEGEP teacher. I remember a conversation I had with a student once. She told me that she felt as though all teachers cared about was performance. In other words, students had to have good grades as quickly as possible, while competing with one another. I'm not saying I support that, but that was the overall impression the student had of the education system.

That makes me wonder what we mean by “success”.

You gave a definition earlier, Ms. Philipp, and Mr. Rattray talked about it as well. This is for both of you, as well as Ms. Bobiwash. Do you think we should define the term “success” differently?

[Lois Philipp]

You want me to redefine “success”. Was that the question?

[Marilène Gill, Bloc, Manicouagan, QC]

The committee's study is about successful outcomes for indigenous students and their educational success. I'd like you to talk about what you consider to be a successful outcome, as someone who has so much experience teaching indigenous youth.

How should we define the term “success”? How should we be measuring success?

[Lois Philipp]

Thank you.

When I have kids in my office, I often ask their parents to tell me what their gifts are, as a place to understand that the relationship between community and families needs to be integral as a starting place.

Success is so many different things. If you're a good person or if you have the skills to respond in your community in a good way, those are all the metrics of success that I need.

We have students who struggle with literacy and numeracy skills, but what they bring to our community is what we need. We need doctors, we need lawyers and we need health care professionals and teachers, but we also need those people who are community members who will take care of us, who will....

I think Michael will agree that in Fort Providence over the last eight months, we have experienced some incredible loss. The beauty of the community is how we come together in that loss and how we acknowledge our losses. For me, that's success.

Success is not about graduating at 16, 17 or 18, but about making sure that you have the skills to be a good person, living in both worlds.

I don't know if that is something you can take away, but I think that as indigenous peoples, we have the opportunity to lead in so many ways.

Marsi.

[The Chair, Liberal, Jenica Atwin]

Ms. Bobiwash or Mr. Rattray, would you like to weigh in?

[Helen Bobiwash]

Thank you.

It's a really good question. Thank you for asking it.

The participating first nations in the Anishinabek Nation Education Agreement are actually talking about that right now, and what student success and well-being mean to them as an education system.

Within the Anishinabek Nation, we have a preamble we open meetings with. “We are all one family” is the English translation. In Anishinabek, it's “Ngo dwe waangizig Anishinaabe”. It really encompasses that concept that we are all here in this one family together, and we all have a purpose in our family. Just as Lois said, we all have different gifts that we can give, and that's fundamental to success. It's being recognized as part of the family, and that relationship and that sense of belonging that David also talked about.

I also want to bring up the word “child”, which in Anishinaabemowin is binjoojiihns. Binoojiihnsaag is “our children”. It literally translates to “raising the spirits”. I think that's what schools really do. They have a big role in raising the spirits of our students and allowing them to flourish and realize the gifts they've been given, share them with the world and feel good about it.

David was spot-on when he talked about that sense of trauma that we've experienced, both personally and intergenerationally. If we can lift the spirits of our students so that they feel good about themselves and about their family and about where they are at this point in time with the resources they have, that to me is the start of success.

[The Chair, Liberal, Jenica Atwin]

Mr. Rattray, if you'd like to add something, you have about 30 seconds.

[David Rattray]

I totally agree with was said. The essence of success for indigenous students, I believe, is the ability to help them deal with their trauma and to help them understand that they're living in two worlds and how to navigate those two worlds.

Méduh. Thank you.

[The Chair, Liberal, Jenica Atwin]

Thank you, Mrs. Gill.

Ms. Idlout, you have six minutes.

[Lori Idlout, NDP, Nunavut, NU]

[Member spoke in Inuktitut, interpreted as follows:]

Thank you, Madam Chair.

Thank you to all the witnesses who have come to speak to us today, because they are speaking the absolute truth.

I'd like to speak in Inuktitut, but for the questions I have, I don't know them in Inuktitut, so I'm going to ask them in English.

[English]

I very much appreciate all of your interventions. You've made it very clear to us that the impacts of colonial policies remain and that our students are still experiencing intergenerational trauma.

I love how you're all trying to make sure that as parliamentarians we're seeing these realities and that in order for our students to become healthy, productive adults, we can't judge that only on academic success. We also have to focus on their well-being, on the way that I think first nations, Métis and Inuit used to raise our children.

We used to raise them to make sure they have love and kindness and are wanting to help to protect the environment and the wildlife, that they mattered and that we show respect at all times. With the residential school system teaching indigenous peoples anger, pain and abuse—to force them to suffer such abuse—it's no wonder that we continue to see the impacts of intergenerational trauma. I still experience it myself.

To ensure we are moving towards producing healthy, productive indigenous peoples, I wonder if you agree that maybe we need to be incorporating an education system that talks about love and forgiveness from the indigenous peoples' teachings, rather than only trying to ensure there's academic success. The reason love and forgiveness are so important is that our parents and our grandparents were robbed of them, but how can they teach them if they were robbed of them? That's my question. Do we need to talk more about what indigenous peoples went through and try to make sure we're working towards love and forgiveness in our education system?

Maybe all three could answer. I'd appreciate it.

[Lois Philipp]

Okay. I was going go to say, “Go ask someone else first.”

I think that needs to be the cornerstone. The cornerstone of all education needs to be the understanding that within first nations communities we were born of trauma. Every generation since contact has been born into trauma, so how do we move out of that in a way that is collective, in a way that is built on understanding and without judgment, understanding that this is where we are, and how do we move forward?

There are many times when I've had students who have needed a nap and a meal. That's what they needed. They did not need that English test. They did not need that math test. They needed understanding that this was where they were. If we can respond to needs as they arise, in a gentle way, without judgment, then we have the ability to move forward.

[The Chair, Liberal, Jenica Atwin]

Go ahead, Mr. Rattray.

[David Rattray]

The whole thing about emotional intelligence is very important. It has to involve the community. It has to involve the staff. It's the whole idea around, “How do we help youth who are hurting heal?” When we do that, teachers don't have to “fix the kid”. However, we have to create an environment in which their pain is accepted. We need all the strategies around creating a belonging environment.

One day I went to school. I was teaching and I was very tired. I said to the kids, “If you fool around, I'll rip your tongues out today. If you don't believe me, try me.” The second-toughest girl I've ever worked with in my life said, “David's having a bad day.” She came up and gave me the biggest hug you can imagine. All the girls came up and gave me hugs. Some of the guys hugged me, and some gave me high-fives. How long can you stay upset?

I've never seen that in a discipline policy. These kids intuitively know how to support each other. We have to create the environment for that to happen.

Méduh.

[The Chair, Liberal, Jenica Atwin]

Thank you.

Go ahead, Ms. Bobiwash.

[Helen Bobiwash]

Meegwetch.

The Anishinabek Education System was formed by the first nations to make sure their children are not experiencing the traumas their parents and grandparents did in Indian residential schools. Our mission is this.

[Witness spoke in Anishinaabemowin and provided the following text:]

Ni-wiiji'aamin ni-gikinoo'amaaganaanig ji-bimosewaad, Anishinaabewaadiziwin-gikendaasowin miikana.

That translates to “We support our students in following an Anishinaabe Aadziwin learning path.” That “Anishinaabe Aadziwin” is the way of life. It involves that love, kindness and respect for each other—not just people, but also creation and all of the lands and beings we share Mother Earth with. That's fundamental to giving the students that sense of relationship to then be able to succeed.

Once they have that sense of safety, they can achieve anything.

[The Chair, Liberal, Jenica Atwin]

Thank you, Ms. Idlout. Thank you to our witnesses. That will conclude our panel.

I want to thank you so much. You have enriched our study today with your testimony. Any kiddo would be lucky to have you as a teacher.

We're going to briefly suspend as we set up for our second panel.

[The Chair, Liberal, Jenica Atwin]

We'll begin our second panel.

We have Ms. Lisa Smith, interim adviser to the president, Native Women's Association of Canada, and Mr. Michael Furdyk, director of innovation, Connected North, by video conference. Hopefully, we'll have Ms. Karen Restoule, advisory board member, by video conference shortly.

We will begin with Ms. Smith. You'll have five minutes for your opening remarks.

Thank you very much.

[Lisa J. Smith, Interim Adviser to the President, Native Women's Association of Canada]

Hello.

I am the interim adviser to the president of NWAC and I just want the honourable committee to know how honoured I am to be here.

Education is an important issue for the president of NWAC. Closing the gap in education is a top priority for NWAC.

Unfortunately, the legacy of residential schools continues to impact our youth. Madam Chair, that is why all services, educational or otherwise, must be trauma informed.

NWAC believes that indigenous women, girls, transgender and gender-diverse peoples need to be provided the opportunity to control their education. To do so, investments need to be made to improve facilities and services, while also recognizing the authority of indigenous people in determining their education.

Indigenous peoples are self-determining. Canada is in the process of implementing the United Nations Declaration on the Rights of Indigenous Peoples; let us remember that article 14.1 of the declaration states:

Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.

Indigenous education is built on the values and practices informed by indigenous cultures, languages and histories. Passing down indigenous ways of being provides supports and resources to indigenous youth to reach their full potential.

In addition, Madam Chair, we cannot discuss educational rates without discussing indigenous language revitalization. Indigenous languages contain our world views, our cultures and our identities, which oftentimes are intersecting. NWAC believes indigenous language fluency creates strong cultural connections, connections that are tied to greater self-esteem, improved health and better academic outcomes.

NWAC has its own action plan in implementing the 231 calls for justice of the final report on the inquiry into missing and murdered women and girls, or MMIWG. A part of this work will help uplift an educational initiative of the national inquiry. That initiative is called “Their Voices Will Guide Us”. It's a resource for educators at all levels to use to introduce the value of indigenous women's and girls' lives into the classroom and into the minds and hearts of young people. It will prepare educators to use a decolonizing and trauma-informed approach in their teaching.

In Canada, education is provided by provincial and territorial governments, but for first nations kids on reserve, education is paid for by the federal government. Despite the federal government funding these programs, first nations communities are given less money for schools.

Structural barriers to accessing education, such as costs, have an immense impact on indigenous girls. It has been found that indigenous girls are more likely to attend underfunded schools that lack the basic resources, leading many to leave their communities to receive an education. These barriers create greater risks of poverty, poor health and unemployment in the future. Additionally, Madam Chair, indigenous women also cited personal reasons, such as pregnancy and access to child care, as reasons for dropping out of school. Wraparound services are essential in this conversation, Madam Chair.

Northern indigenous students often have to travel significant distances from their homes, families and lands to access education. Indigenous youth who travel south for education often experience the ongoing mental, emotional and financial stress associated with being away from home.

In sum, NWAC's research on indigenous education has found that the most substantial barriers to education are costs, structural constraints, geography and a sense of pride and connection to their culture.

NWAC values indigenous youth as the leaders of tomorrow, with unique voices that must be heard and empowered when leading change.

I would like to thank the committee now for undertaking a study to examine the existing funding and governance structure of the education system. It's greatly appreciated. I'm honoured to be here.

Thank you.

[The Chair, Liberal, Jenica Atwin]

Thank you very much, Ms. Smith.

We'll now go to Mr. Furdyk for five minutes.

[Michael Furdyk, Director of Innovation, Connected North]

Thank you very much to the committee for welcoming Karen and I here to speak with you today about this important topic.

My name is Michael Furdyk. I'm the co-founder and director of innovation at TakingITGlobal, a charity I co-founded in 1999, which operates the Connected North program. I'm based in Toronto, the traditional territory of the Anishinabe, including the Mississaugas of the Credit, the Haudenosaunee and the Wendat peoples.

To improve high school graduation rates and successful outcomes for indigenous students, our focus must be on equitable access to learning resources and opportunities that are inspiring, culturally relevant and customized to their unique learning goals. Harnessing the power of technology is also an essential component for creating accessible opportunities.

Given the challenges of reaching students in some of Canada's most remote and isolated communities, which you've heard from many of the panellists to date, many students lack access to the educational resources, mental wellness programming and future pathways guidance readily available to K-12 students in the south. Graduation rates can only be increased if students are inspired and engaged in the classroom from the beginning of their educational experience. That's the goal of Connected North.

A program operated by our registered charity, TakingITGlobal, Connected North uses a technology-driven, classroom-based approach to connect first nations, Inuit and Métis students and teachers living in remote communities across Canada to live virtual learning experiences and opportunities not available to them locally. Previously, students would have been unlikely to access experiences like post-secondary campus tours, museum visits, hands-on coding programs and conversations with indigenous professionals from diverse sectors. Through Connected North, they can now participate from the comfort of their home community.

The program started in just one school, but now operates in 150 schools, serving over 30,000 K-12 students and more than 500 active teachers. During the school year to date, we've delivered over 200,000 minutes of live interactive digital learning. All sessions are customized to meet the unique needs of every school, teacher and classroom, with a focus on delivery by indigenous educators, mentors and role models such as MP Idlout, who recently spoke to students.

It looks like Karen has joined us as well.

Karen, I'll give you a minute to talk a bit about the history of Connected North.

[Karen Restoule, Advisory Board Member, Connected North]

Very good.

Can everyone hear me?

Can I maybe get some smiles or a sound check? Are we good?

[The Chair, Liberal, Jenica Atwin]

I'm so sorry. We need a proper headset for our interpreters. I'm wondering if you have the one that was sent to you.

[Karen Restoule]

I currently have all the approved equipment. I ran the test this morning. I'm featuring a Blue Yeti here. As you can see, it's been approved. I was told that I have the proper equipment.

I'm ready to proceed.

[The Chair, Liberal, Jenica Atwin]

Let me just confer for one second.

Okay. We're all good. Thank you so much. Please continue.