A Vision Towards Indigenous Education Sovereignty in Northwestern Ontario

Abstract

To support the calls for Indigenous education sovereignty by the National Indian Brotherhood (1972) and the Assembly of First Nations, (1988), in this paper we explore Indigenous education as envisioned by six educators and knowledge holders in northwestern Ontario. Educators from six different schools and programs who took part in a national project called the National Centre for Collaboration in Indigenous education shared their descriptions and visions of Indigenous education. Findings reveal Indigenous pedagogies that align with Lee and McCarty’s (2017) theoretical framework of culturally sustaining and revitalizing pedagogies to promote and support Indigenous education sovereignty. Their visions include pedagogies grounded in the need for equitable education; Indigenous-led instruction for land-based teachings, traditional practices and languages; and, community-based accountabilities. Their visions illustrate that a deeper understanding of the localized and nationhood contexts of Indigenous sovereignty over education is missing and needed in the ongoing movement towards educational sovereignty.
 Keywords: Indigenous sovereignty; Indigenous education; culturally sustaining and revitalizing pedagogies

kiwētotētan: ininiw kiskinomākēwin a framework for decolonial education

“…Pre-contact Indigenous Nations were vibrant with their own legal, government, and education systems. Within northern Manitoba, northern Saskatchewan and northwestern Ontario, education was focussed on helping students to find out who they are, their gifts and determining their own purpose (Courchene et al, 2021, p. 221;Oskineegish & Desmoulins, 2020;Michell et al, 2021;Ugwuegbula, 2020). Indigenous education was and still is community-led and holistic in nature including the spiritual, emotional, physical, and mental development of the child rather than just the academic (Fast et al, 2021;Hansen, 2018;Michell, 2018, p. 32;Ledoux, 2006;RCAP, 1996, p. 404).…”

“…Teachings are tied to the land following the natural cycles and the teachers are Elders, Knowledge Holders and extended family members (Courchene et al, 2021, pp. 221-223;Hansen, 2018;Michell, 2018, p. 21;Michell et al, 2021;Oskineegish & Desmoulins, 2020).…”

“…Paramount to Indigenous education are teachers knowledgeable in the languages, teachings, cycles of the land, and spiritual/emotional healing practices (Hansen, 2018;Michell, 2018, p. 20-21, 32-33;Oskineegish & Desmoulins, 2020). Most teachers in schools on reserve do not speak their native language, and the use of the local language is restricted to language courses within the school (Nicholas, 2009).…”

“…Elders and Knowledge Holders who have spent their life immersed in the language, land, and ceremony and have done the work to heal themselves are currently invited as guests in our current educational system to share these important teachings (Michell, 2018, pp. 32-33;Oskineegish & Desmoulins, 2020).…”