 |
||||||||||||||||||||||||
|
||||||||||||||||||||||||
 |
||||||||||||||||||||||||
|
||||||||||||||||||||||||
 |
||||||||||||||||||||||||
|
||||||||||||||||||||||||
 |
||||||||||||||||||||||||
 |
||||||||||||||||||||||||
|
 |
|
|
| August 24th, 2005 |
|
Toronto, August 24th, 2005: The Chiefs of Ontario are proud to announce the release of "The New Agenda: A Manifesto for First Nations Education in Ontario". The Manifesto consists of eighteen research and discussion papers
on key areas of First Nations education in Ontario. Ontario Regional Chief Angus Toulouse is attending the “Our
Children, Our Future, Our Way” Education Conference in Toronto
at the Delta Chelsea Hotel, Churchill Room. At 11:45 am on Thursday
August 24th the Regional Chief will formally announce the completion
of the Manifesto, and will be available to respond to questions.
The Manifesto announcement will follow the release of a report
commissioned by the Canadian Race Relations Foundation entitled “Aboriginal
Institutions of Higher Education – A Struggle for the Education
of Aboriginal Students, Control of Indigenous Knowledge and Recognition
of Aboriginal Institutions”. |
|
| Background First Nations in Ontario There are 134 First Nations communities in Ontario. These communities comprise thirteen distinct Nations of people, each with their own languages, customs and territories. These Nations are the Algonquin, Mississauga, Ojibway, Mohawk, Onoyota’a:ka, Tuscarora, Cree, Cayuga, Seneca, Onondaga, Odawa, Pottowatomi and Delaware. Although the focus of political activity by First Nations communities is primarily centred within provincial boundaries, the traditional territories and activities of the nations extend beyond provincial and international boundaries. The Manifesto - Background The New Agenda – A Manifesto for First Nations Education in Ontario was envisioned by the Ontario First Nations Chiefs-in-Assembly as a means of providing a foundation for change in First Nations education. The project was mandated by AOCC Resolution 03/18. First Nations in Ontario are seeking a return to the full recognition and respect for the jurisdiction of their governments over education. First Nations require the capacity to protect and advance their societies values, traditions and cultures. Education is recognized as a fundamental means to pass on cultural norms and values and the continuation of societies. The Royal Commission on Aboriginal Peoples noted that the destiny of a people is intricately bound to how its children are educated. The revitalization and use of First Nations languages is fundamental to this goal. First Nations view education as a lifelong holistic process. First Nations have a right to comprehensive education programming and First Nations controlled institutions at all levels which includes, but is not limited to, daycare, pre-school/early learning programs, elementary, secondary, language immersion, special education, teacher education post-secondary, upgrading, vocational, training, and adult education; that right is not externally circumscribed. The greatest concern of First Nations is that they are only operating their schools and administeringprograms: control is still attached to the federal government. What First Nations Desire in Education: First Nations rightfully seek adequate resources to be able to operate effective education systems which will meet the dual goals stated in Indian Control of Indian Education of preserving their identities while preparing their citizens to live and work in a modern world. The federal government has a fiduciary responsibility to provide adequate funding for education based on need. First Nations structures, institutions and governance in education are protected and affirmed under Section 35 of the Constitution Act, 1982. |
|
|
