POLICY STATEMENT MALISEET/MICMAC EDUCATION NEW BRUNSWICK

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1 l. POLICY STATEMENT ON MALISEET/MICMAC EDUCATION IN NEW BRUNSWICK February 1991

2 There is a longing in the heart of my people to reach out and grasp that which is needed for our survival. There is a longing among the young of my nation to secure for themselves and their people the skills that will provide them with a sense of worth and purpose. They will be our new warriors. Their training will be much longer and more demanding than it was in the olden days. The long years of study will demand more determination; separation from home and family will demand endurance. But they will emerge with their hand held forward to grasp the place in society that is rightfully theirs. THE LATE CHIEF DAN GEORGE

3 TABLE OF CONTENTS 1 Statement by the Minister 2 Background Government's Commitment to the Provision of Quality Education Maliseet/Micmac Education in New Brunswick Enrollment of Maliseet and Micmac Students in Provincial Schools Government Response to "Indian Education: Everyone's Concern" Comments and Recommendations of the Provincial Indian Education Curriculum Development Advisory Committee 3 Aboriginal Education Policy General Statement Guiding Principles Review of Policy 4 Application of Policy 5 Conclusion 6 Appendix Policy Applies to Provincial Schools Legal and Historical Obligations of the Canadian Government The Future of the Aboriginal Youth Meeting the Challenge Implementation Guidelines for the Policy on Maliseet/Micmac Education in New Brunswick

4 1 Statement of the Minister ABORIGINAL EDUCATION IN NEW BRUNSWICK The Department of Education is committed to ensuring that all students attending provincial schools receive an excellent education. The goal of providing quality education to all students requires the Department to consider the academic, social, cultural and physical needs of the students within the education system. An effective education system within a pluralistic society requires that teachers respond knowledgeably to the variety of their students' learning styles and community backgrounds. The curriculum, teaching methods, classroom organization and management techniques teachers choose need to be tailor-made for each student, as well as to serve the interests of the group as a whole. This policy statement on Maliseet/Micmac Education promotes a partnership among Aboriginal people, school boards and the Department of Education in the delivery of programs and the development of curriculum. We are confident that this partnership will continue to grow and flourish in our future generations. The policy statement confirms a commitment to Maliseet and Micmac children to have the opportunity to benefit from an education which meets their needs. Aboriginal people, especially parents, should have an opportunity to help guide and shape the education of their children. Furthermore, Aboriginal young people must develop a sense of responsibility and a determination to contribute to the prosperity and the well-being of the First Nation communities and New Brunswick. Finally, all students, Aboriginal and non-aboriginal, should have an opportunity to learn about the history of the Maliseet and Micmac peoples and their contributions to New Brunswick. Minister of Education February 1991

1 2 Background In the early 1950's, the Provincial government, in conjunction with the Department of Indian Affairs, introduced a policy of integrating Aboriginal students within the provincial

5 1 2 Background In the early 1950's, the Provincial government, in conjunction with the Department of Indian Affairs, introduced a policy of integrating Aboriginal students within the provincial schools. A general tuition agreement was signed by the two parties providing for the payment of a fixed tuition amount for each Aboriginal child attending provincial schools. As a result of this agreement between the Department of Indian Affairs and the Department of Education, a significant number of Maliseet and Micmac students now attend provincial schools in New Brunswick. To date, the educational experiences of the Aboriginal students within the provincial schools have not been successful compared to those of their non-aboriginal counterparts. The Maliseet and Micmac students have the highest dropout rate in the province and continue to have low educational attainment. A number of studies have attempted to identify the factors which explain the lack of success by the majority of Aboriginal students. These studies have made recommendations regarding policy development as well as program planning and implementation. In the area of policy development, several reports on Aboriginal education in New Brunswick have made recommendations to the Department concerning the need to formulate and adopt a policy on Maliseet/Micmac education. For example, the report submitted by former Indian Education Consultant Malcolm Saulis in July 1984 entitled "Indian Education: Everyone's Concern" recommended that the "provincial government establish a policy statement on Indian Education." This report was compiled by the Minister's Study Group on Aboriginal Education in the Province of New Brunswick. The study group visited the reserves across the province and held meetings with the First Nation governments as well as interested community members. Committee members listened to the people's concerns and views on the education of their children. The recommendations of the report were based on the concerns and views expressed by the Maliseet and Micmac people. The Provincial Indian Education Curriculum Development Advisory Committee (PIECDAC) has also made a recommendation for the Department to adopt a policy on Aboriginal Education. The PIECDAC was formed by the Department in response to the growing interest in First Nation language and culture education as well as the need to improve education in general for Aboriginal students in the provincial schools. The Committee conducted a survey on Maliseet/Micmac education and subsequently submitted a report entitled "Indian Education in New Brunswick Schools - Recommendations for Future Development" (August 1987). Information was obtained from the school principals, Maliseet and Micmac education workers, Aboriginal education counsellors, teachers and tutors. Finallv ' ' the superintendents provided an overview of Aboriginal education in their districts.

6 The discussions with the Maliseet and Micmac people and the information gathered from the different meetings and survey questionnaires administered by the committees have formed the basis for this Policy Statement. 3 Aboriginal Education Policy Aboriginal contributions to the development of our society, both past and present, are recognized and respected by the Department of Education. The Maliseet and Micmac people of the province are historically unique people and occupy a rightful place in our society today. The Maliseet and Micmac societies have distinct histories, cultures and lifestyles which contribute to the educational challenge. They are proud of their heritage and want to learn in order that they can assume responsibility and continue to make a positive contribution to society. Thus, the main aim of Aboriginal Education is to develop the knowledge, the skills and the positive attitudes of Maliseet and Micmac students so that they will be self-confident, capable and committed to setting goals, to making informed choices and ultimately improving their lives and the lives of both Aboriginal and non-aboriginal communities throughout New Brunswick. The following principles therefore guide the development of education programs for and about Maliseet and Micmac peoples by the Department of Education: That the Department of Education recognize the importance of partnerships and strong working relationships among schools, Aboriginal people and the Department. Through partnerships, the quality of education provided to Maliseet and Micmac students in New Brunswick schools can be enhanced. That Maliseet and Micmac peoples be given the opportunity to participate fully in the education system at all levels. This includes the employment of Maliseet and Micmac professionals by the Department, district offices and individual schools. That the education system recognize that Maliseet and Micmac students are the children of people whose cultures are different from those of the people who established the school system. These differences, which may include learning styles, language and world views, should be reflected in curriculum, programs and teaching methods in the schools attended by Maliseet and Micmac children. That Maliseet and Micmac histories, culture and lifestyles should be included in the studies taken by New Brunswick students. The education system needs to provide opportunities for students in provincial schools to 2 :

7 3 recognize and appreciate Maliseet and Micmac cultures and their many contributions to our province and society. That Maliseet and Micmac parents need to be involved in school activities. Aboriginal parents should be given opportunities to help guide and influence the education of their children. That efforts to improve the success of Maliseet and Micmac students in school are most effective at the school district - First Nation level. The establishment of local education committees to address students' needs and parents' concerns is advised. That the education system establish both short-term and long-term goals to meet the needs of Maliseet and Micmac students in provincial schools. That the Department of Education and school districts provide direction and leadership in the development and implementation of Aboriginal Education programs which meet the needs of Maliseet and Micmac people. That all curriculum and materials present Aboriginal people accurately in historical and contemporary terms. The above principles require the Department of Education to develop, implement and monitor programs and initiatives in the following broad areas: Maliseet and Micmac participation in the education system. Curriculum and instructional resources. Training for teachers and administrators, pre-service and in-service. Research and evaluation. Liaison and coordination with other education agencies. This policy will be subject to review by the Department of Education at least every five years and revisions will be made in consultation with those directly concerned. These will include, but not necessarily be limited to Provincial Indian Education Curriculum Development Advisory Committee Maliseet/Micmac Education Consultation Committee

8 4 4 Application of Policy School District - First Nation Education Committee First Nation Education Personnel School District Personnel Concerned Parents It should be emphasized that the Policy Statement on Maliseet/Micmac Education applies only to provincial schools and not to ''band" operated or federally administered schools located within First Nation territories. The federal and First Nation governments are responsible for the development and implementation of the educational program within First Nation boundaries. It should also be emphasized that nothing in the policy and program initiatives of the Department of Education assumes or diminishes in any way the legal and historical obligations that the Government of Canada has to Aboriginal people. 5 Conclusion The Policy Statement on Aboriginal Education is a commitment to provide Maliseet and Micmac students with enhanced opportunities to learn, to grow, to succeed, and to become confident and responsible individuals, proud of their Maliseet/Micmac heritage. The Department will continue to help Aboriginal people and school boards throughout the province to address the challenges involved in preparing Maliseet and Micmac youth for the future.

9 Appendix Implementation Guidelines for the Policy on Maliseet/Micmac Education m New Brunswick

10 Table of Contents 1 Maliseet/Micmac Participation in the Education System First Nation Participation to Influence the Education System First Nation Participation Within the Various Levels of the Education System 2 Curriculum and Instructional Resources Maliseet/Micmac Content Developmental Work on Curriculum and Instructional Resources 3 Training for Teachers and Administrators Pre-Service, Cross-Cultural Training In-Service Sessions Orientation Programs 4 Research and Evaluation Collection of Data for the Development and Implementation of Maliseet/Micmac Education Programs Evaluation of Programs and Initiatives 5 Liaison and Coordination Establishing and Maintaining Contacts Informing the General Public and the Education Community

11 1 Implementation Guidelines 1 Maliseet and Micmac Participation in the Education System Excellence in Aboriginal education can be achieved through the sharing of responsibilities, through strong community partnerships that involve Maliseet and Micmac people, school boards and the Department of Education. Aboriginal parents and community members must accept responsibility for representing the educational interests of their young people. Schools offering education to Maliseet and Micmac students must accept responsibility for providing education opportunities that will meet their individual needs and for providing them with particular experiences that will foster a desire for learning. The Department of Education accepts responsibility for helping Aboriginal people and schools throughout the province to prepare Maliseet and Micmac students to succeed in meeting the challenges of the future. The Department of Education will encourage First Nation participation in the education system by taking the following steps: Working with the school boards, First Nation organizations and postsecondary institutions to help Aboriginal people to influence the education system at all levels. Including Maliseet and Micmac people on all appropriate department and ministerial advisory and policy committees which include representation from outside the Department. Developing and adopting an affirmative action hiring policy. The Department will support and assist school districts in developing Employment Equity strategies which will increase the number of Aboriginal people in the education system. Working with the school boards, teacher training institutions and the NBTA to assist Aboriginal people in becoming professional educators at all levels. Ensuring programs in Maliseet/Micmac education funded by the Department of Education will contain provisions for the employment of Maliseet and Micmac people. Encouraging and assisting the development of local school district - First Nation education committees.

12 2 2 Curriculum and Instructional Resources Provincial schools offering educational opportunities to Maliseet and Micmac students will strive to meet and enrich the students' abilities, interests and talents. Schools must stress what is vital and important in Aboriginal lifestyles to enhance the self-esteem and motivation of Aboriginal students. It is essential that subjects taught to all New Brunswick students should include aspects of Maliseet and Micmac heritages, views and values so that Aboriginal and non-aboriginal students can reach a better understanding of each other. Thus, New Brunswick students will better appreciate the diversity and strength of the Aboriginal contributions to the development of our society, past and present. The Department of Education will guide provincial schools toward meeting the particular and diverse needs of Maliseet and Micmac students and will With advice and direction from the Provincial Indian Education Curriculum Development Advisory Committee, develop curriculum for Aboriginal Education. Cooperate with First Nation organizations and individuals in the development of curriculum and materials. Ensure that Maliseet and Micmac people are consulted on relevant curriculum and materials. Include Maliseet and Micmac content in curriculum for all students in the province. Use curriculum and materials which concentrate on positive images of Aboriginal people, in particular the Maliseet and Micmac people and which reinforce and complement their beliefs and values. Use curriculum and materials which include both historical and contemporary issues and which also reflect the legal, cultural, historical, political, social, economic and regional diversity of Aboriginal people. Develop and implement programs for Maliseet and Micmac students where needs are identified. Develop and implement Maliseet and Micmac language programs where student numbers warrant and where a qualified teacher is available.

13 3 Develop and implement instructional resources with Maliseet and Micmac content. Ensure that recommended instructional resources are evaluated for stereotyping, bias, racism, omission, and inaccuracies. Ensure that school boards assist Maliseet and Micmac students who need special or additional instruction in English as a Second Language. 3 Training for Teachers and Administrators The delivery of Aboriginal education must consider the cultures, lifestyles and special abilities of Maliseet and Micmac students and the particular communities in which they live. Educators are models and mentors for all students. They should be aware of and understand just how their students live and think so that they can better assist them to reach their potential. The participation of First Nation education workers, Aboriginal school counsellors, Aboriginal teachers and teacher aides and Aboriginal elders is an essential part of improving the learning opportunities for Maliseet and Micmac students. The Department of Education will attempt to meet the educational needs of Maliseet and Micmac students by: Advocating cross-cultural training (including ESL) as an integral part of the pre-service education for all teachers in New Brunswick. Supporting the availability of courses about Maliseet and Micmac people for teachers-in-training, in order to provide them with an accurate knowledge of the history and cultures of Maliseet and Micmac people in historical and contemporary contexts. Developing in-service sessions on Maliseet/Micmac education, particularly in the areas of Maliseet and Micmac awareness, e.g., conditions experienced by the First Nations and issues confronting Aboriginal societies. Cross-cultural education. Materials evaluation.

14 4 Methods of teaching Maliseet and Micmac children and teaching about Native people. Maliseet and Micmac participation in the education system. Teaching English as a Second Language/Dialect. Providing in-seivice for Department of Education and school district personnel to strengthen their awareness of Maliseet and Micmac cultures and lifestyles so that they can better assist Maliseet and Micmac students. Providing assistance in the development of Aboriginal Education Orientation Programs to improve and maintain communication and mutual understanding between a provincial school or school district and the Aboriginal communities it serves. Providing assistance to school boards for the appropriate assessment of achievement of Maliseet and Micmac students. 4 Research and Evaluation The Department recognizes that research and evaluation is a major component in the process of developing, implementing and modifying programs and initiatives. The required data and information will be secured by Research projects and studies on the development and implementation of Maliseet/Micmac education programs. Keeping up-to-date on the research that is being carried out by other agencies in the province and elsewhere. Evaluating the progress of the Department's programs and initiatives. 5 Liaison and Coordination The Department acknowledges the importance of establishing and maintaining communication with organizations, institutions and individuals involved in Aboriginal education across Canada. Formal and informal links will be established and maintained With Maliseet and Micmac First Nations. With the other provincial education departments and ministries in order to share developments in Aboriginal education. With First Nation Education Directors and the Superintendent of Education for the Department of Indian Affairs, Atlantic Region.

Position Statements. Index of Association Position Statements

Position Statements. Index of Association Position Statements ts Association position statements address key issues for Pre-K-12 education and describe the shared beliefs that direct united action by boards of education/conseil scolaire fransaskois and their Association.