Detailed Recommendations for the 5 Demands of the ISA and the ICSSA, With Appendices a-D, F, I, & K

Detailed Recommendations for the 5 Demands of the ISA and the ICSSA

Contents:

§ Cover letter

§ Key terms

§ Demand #1 – Recommendations





§ Appendices: Appendix A- Indigenous Language Programs at Canadian Universities outside of Quebec. Appendix B- Sources for the Treaty Right to Indigenous Language Instruction and Preservation. Appendix C- Sources for the Treaty Right to Indigenous Post-‐Secondary Education Appendix D- Population Statistics for “Aboriginal Peoples” in Canada Appendix E- McMaster Student Union Policy Paper on Aboriginal Students (see attached document) Appendix F- Sources for Non-Status and Metis Funding Appendix G- Examples of Indigenous Strategic Plans at other Canadian Universities (see attached document) Appendix H- Examples of Indigenous Portals on the Websites of Canadian Universities (see attached document) Appendix I- Sources for the Non-Ceded Status of Omàmiwininì Nation Territory Appendix J- ICSSA’s April 2012 Program of Action (see attached document) Appendix K- Some RCAP recommendations for Indigenous Education

Thursday, February 28th, 2012. Dear Vice President Detellier, Our members have entrusted us to represent them at our meeting with you and your colleagues next Thursday, March 7th. Let us begin by thanking you and your staff for your willingness to sit down with us, and for taking to heart our five demands and the larger message behind them. We trust that this conversation and all our future negotiations will follow the horizontal and circular principles of mutual respect and cooperation that our members so value. Some of these indigenized principles include: kanikonri:io - (a Haudenosaunee word meaning ‘good mind’, a mind endowed with the humility to come together with others to achieve peace, power, and righteousness, while connected in thankfulness with all of Creation) aajiiqatigiingniq - (the Inuit conception of consensus based decision making) pilirigatigiingniq - (Inuktitut for strong collaborative relationships between individuals or groups working together for a common purpose) minu yuochaawaaw - (an Algonquin word that means good relationships) The following document lays out our 65 detailed recommendations for the fulfillment of the demands, and includes a variety of supporting appendices. We would recommend that everyone coming to the table review it prior to the meeting. This document is the culmination of more than a year’s intensive work by our members towards improving the state of Indigenous education at the University of Ottawa, and leading our campus in the direction of decolonization. Decolonization is the process that we all must engage in, Indigenous and settler people alike, to root out the ongoing processes of colonialism that permeate our existences. The preconditions of decolonization include the abandonment of prejudice, the collapse of ethnocentricity, and an end to the dominance of one worldview over another. As Leroy Little Bear so succinctly puts it, “No matter how dominant a worldview is, there are always other ways of interpreting the world”. We speak here on behalf of the 80 students in the Aboriginal and Canadian Studies programs who are members of the Indigenous and Canadian Studies Students’ Association (ICSSA), and the more than 400 Indigenous students in all faculties who are members of the Indigenous Students’ Association (ISA). We look forward to working with you towards the fulfillment of our demands. Gitchi meegwetch / Niawenkowa / Marsee / Qujannamiik / Thank you / Merci Zorga Qaunaq Kiera Brant Central Coordinator, ICSSA. Representative, ISA. William Leonard Felepchuk Mike Randazzo Coordinator of Anglophone Coordinator of University Communications, ICSSA. Affairs, ICSSA.

Key Terms Explanatory Note: We have decided to use the Indigenous-language names of Indigenous nations and languages wherever possible throughout this document. Please refer back to this section for clarification. Indigenous- For our purposes, Indigenous when used outside of the context of Indigenous studies refers to status and non-status First Nations, Metis, and Inuit. Indigenous Studies- the study of all aspects of Indigenous nations and the relationship of non-Indigenous peoples to them. Within the context of Indigenous Studies, “Indigenous nations” refers to status and non-status First Nations, Metis, and Inuit in Canada, American Indians in the USA, Alaska Natives, Indigenous Hawaiians, Maori in Aotearoa (New Zealand), the Aboriginal nations of Australia, the Indigenous nations of Central and South America and the Carribean, and other specific Indigenous nations in Europe, Africa, and Asia recognized as Indigenous by the global Indigenous community. Omàmiwininì Nation- often referred to in English as the Algonquin Anishinabeg Nation. The two closest reserve communities to the University of Ottawa are Kitigan Zibi and Pikwakanagan. Kanien’kehá:ka Nation- often referred to in English as the Mohawk Nation. The closest reserve community to the University of Ottawa is Akwesasne. Omàmiwininìmowin – commonly called Algonquin in English, this is the language of the Omàmiwininì Nation. Kanien’kéha- commonly called Mohawk in English, this is the language of the Kanien’kehá:ka Nation. Symbolic Literacy- The ability to read and interpret political and spiritual thought through the use of pictographs, petroglyphs, notched sticks, wampum belts, and other written communication. Anishinaabemowin- commonly called Ojibwe in English, this is the language of the Anishinaabe Nation. Algonquian- a large linguistic family that includes both Anishinaabemowin and Omàmiwininìmowin, as well as many others. Iroquoian- the linguistic family that includes Kanien’kéha, as well as other languages of the Six Nations Confederacy.

1. That Omàmiwininìmowin and Kanien’kéha be taught every semester, and that this lead to the creation of a minor in both these languages in the Department of Modern Languages and Literatures. The ISA and the ICSSA recommend:

i. the inclusion of Omàmiwininìmowin and Kanien’kéha in the Department of Modern Languages and Literatures in recognition that these are contemporary and thriving languages, and that they therefore should take their place at the University alongside Irish, Welsh, Scottish Gaelic, Breton, Spanish, Italian, Russian, Polish, German, Portuguese, Chinese, Japanese, Yiddish, and Arabic.

ii. the creation at the University of Ottawa of Omàmiwininìmowin and Kanien’kéha classes according to the following sequence:

Session Courses offered Fall 2013 Elementary Omàmiwininìmowin I

Elementary Kanien’kéha I Winter 2014 Elementary Omàmiwininìmowin II

Elementary Kanien’kéha II Fall 2014 Elementary Omàmiwininìmowin I

Elementary Kanien’kéha I Intermediate Omàmiwininìmowin I Intermediate Kanien’kéha I

Winter 2015 Elementary Omàmiwininìmowin II Elementary Kanien’kéha II Intermediate Omàmiwininìmowin II Intermediate Kanien’kéha II

Fall 2015 Elementary Omàmiwininìmowin I Elementary Kanien’kéha I Intermediate Omàmiwininìmowin I Intermediate Kanien’kéha I Advanced Omàmiwininìmowin I Advanced Kanien’kéha I

Winter 2016 Elementary Omàmiwininìmowin II Elementary Kanien’kéha II Intermediate Omàmiwininìmowin II Intermediate Kanien’kéha II Advanced Omàmiwininìmowin II Advanced Kanien’kéha II

iii. the creation of a “Minor in Omàmiwininì Nation Language and Culture” and a “Minor in Kanien’kehá:ka Nation Language and Culture”, at an appropriate date in the above proposed course sequence. The Minor would follow a format similar to other Minors offered by the Department of Modern Languages and Literatures:

iv. the creation of supplementary courses in Omàmiwininì Culture and

Kanien’kehá:ka Culture to fulfill the number of courses required for a Minor, and to provide cultural context to learners of the languages, similar to the existing Minors in Arabic Language and Culture, Italian Language and Culture, and Russian Language and Culture, and others in the Department of Modern Languages and Literatures. Below are some examples of the titles of courses that could be offered: Example Course Titles: Omàmiwininì Oral Literature Omàmiwininì Ecological Thought Omàmiwininì Spirituality Omàmiwininìmowin: Language Endangerment and Cultural Resurgence The Kanien’kehá:ka Political Tradition The History of Kanien’kehá:ka Diplomacy Kanien’kehá:ka Symbolic Literacy Kanien’kehá:ka Anticolonial Resistance: 1812-2013

Minor in Omàmiwininì Nation Language and Culture (30 credits)

Minor in Kanien’kehá:ka Nation Language and Culture (30 credits)

Elementary Omàmiwininìmowin I (3) Elementary Omàmiwininìmowin II (3) Intermediate Omàmiwininìmowin I (3) Intermediate Omàmiwininìmowin II (3) Advanced Omàmiwininìmowin I (3) Advanced Omàmiwininìmowin II (3) Course in Omàmiwininì Culture A (3) Course in Omàmiwininì Culture B (3) Course in Omàmiwininì Culture C (3) Course in Omàmiwininì Culture D (3)

Elementary Kanien’kéha I (3) Elementary Kanien’kéha II (3) Intermediate Kanien’kéha I (3) Intermediate Kanien’kéha II (3) Advanced Kanien’kéha I (3) Advanced Kanien’kéha II (3) Course in Kanien’kehá:ka Culture A (3) Course in Kanien’kehá:ka Culture B (3) Course in Kanien’kehá:ka Culture C (3) Course in Kanien’kehá:ka Culture D (3)

v. that in order to facilitate the transition towards offering the courses and programs recommended above, the administration partner with other Universities and/or regional Indigenous nations to offer courses to our students that might not yet be available at the University of Ottawa.

vi. that the administration offers courses in the cultures and languages of these two regional nations, because the common precedent is for universities to focus on the teaching of Indigenous languages and cultures specific to their respective regions (see Appendix A), and the Omàmiwini and Kanien’kehá:ka are the Indigenous nations in closest proximity to the University of Ottawa.

vii. that the administration offers Omàmiwininìmowin and Kanien’kéha because these

two languages are representative of the widely separate Algonquian and Iroquoian linguistic families and therefore reflect vastly different cultures and worldviews.

viii. that the administration offers Omàmiwininìmowin and Kanien’kéha in order

contribute to the fulfillment of the treaty right of Indigenous nations to Indigenous language instruction and preservation (see Appendix B)

ix. that the administration, in collaboration with the ISA and the ICSSA, contact

regional representatives of the Omàmiwininì and Kanien’kehá:ka Nations in order to engage language instructors that are qualified according to Indigenous criteria.

x. that the administration waive traditional academic degree requirements for

Indigenous language instructors possessed with other relevant experience and expertise, a precedent set by other Canadian universities that offer Indigenous languages.

xi. that the administration collaborate with Indigenous language instructors in order

to offer courses in Omàmiwininìmowin and Kanien’kéha that incorporate dynamic teaching methods focused on oral learning and practical literacy, with the aim of creating new speakers in these languages.

xii. that the University of Ottawa becomes a trailblazer in the field of Indigenous

language education by becoming the first post-secondary institution in Canada to offer courses and a minor specifically in Omàmiwininìmowin. While other universities, such as Carleton University, Trent University, and Algoma University offer Anishinaabemowin, to which Omàmiwininìmowin is closely related, the University of Ottawa would be the first to offer courses in the language and culture of the Omàmiwininì Nation.

2. A substantial increase in scholarships for Indigenous students by the administration of the University of Ottawa, in recognition of the treaty right of Indigenous nations to higher education. The ISA and the ICSSA recommend:

i. the immediate creation of an unlimited number of general “Indigenous Students Bursaries” for self-identified Indigenous students, comparable in amount to other similar bursaries offered in the category of “General Admission Scholarships”.

ii. the immediate creation of a “President’s Scholarship for Indigenous Students”.

iii. the immediate creation of a “Chancellor’s Scholarship for Indigenous

Students”.

iv. a special category in the Undergraduate Research Opportunity Program (UROP) for Indigenous undergraduate students, reserving a certain number of awards each year for Indigenous students, in tandem with initiatives for recruitment of Indigenous students to this program.

v. that the administration continues to consult with the ISA and the ICSSA on the needs of their Indigenous members, in order to find new and innovative ways to render Indigenous post-secondary education at the University of Ottawa more accessible.

vi. that the administration continues to seek outside partners with whom to jointly

fund additional scholarships and bursaries for Indigenous students.

vii. that Indigenous scholarships and bursaries should be funded at a higher amount per student than general student scholarships and bursaries, to account for the gross iniquities facing Indigenous students in accessing post-secondary education. The treaty right to post-secondary education (see Appendix C) has been sorely neglected in Canada and this would allow the University of Ottawa administration to contribute to the strengthening of the treaty relationship.

viii. that of the more than $32 million in awards and scholarships offered to undergraduate students by the administration at the University of Ottawa last year, a portion of that amount proportional with Canada’s Indigenous population be reserved for Indigenous scholarships and bursaries. According to the 2006 census Indigenous people accounted for 3.8% of the national population (see Appendix D). Thus, we recommend that the University of Ottawa reserve at least $1,216,000 for Indigenous scholarships and bursaries in the 2013-2014 academic year.

ix. in recognition of the gross injustice that is the 2% cap on annual increases in

the Post-Secondary Student Support Program (PSSSP), as well as many other factors that violate Indigenous treaty rights to education (see Appendices E and F), that the University of Ottawa lead the way in Indigenous access to post-secondary education by increasing the amount reserved for Indigenous students directly in proportion each year to the growth in the Indigenous percentage of Canada’s population.

x. that should the $1,216,000 offered in 2013-2014 not be spent in full on

Indigenous scholarships and bursaries, that the remaining amount be placed in a special Indigenous Initiatives fund, to be reserved for the improvement of Indigenous resources and programs at the University of Ottawa, to be spent after consulting with the ISA and the ICSSA on the needs of their Indigenous members.

xi. that in correlation with the Indigenous scholarship and bursary programs, and

the Indigenous Initiatives fund, the University of Ottawa set out a comprehensive Indigenous education strategic plan to address the unique difficulties facing Indigenous students in accessing post-secondary education, with the stated aim of increasing Indigenous enrollment from the current approximately 1% of the student community, to a proportional 3.8% or higher. Please consult Appendix G for examples of strategic plans laid out by other Canadian universities.

xii. that following the lead of the ICSSA, the administration endorse

Recommendations 1 through 5, and 9 through 12, of the McMaster Student Union’s Policy Paper on Aboriginal Students (see Appendix E), concerning critical changes to the Federal and Provincial funding programs available to Indigenous post-secondary students in Canada.

xiii. that the administration release a public statement outlining its funding

commitments and responsibilities to Indigenous students, and that this statement specifically and separately address the issues of status First Nations and Inuit covered by the PSSP, and the non-status First Nations and Metis completely excluded from federal post-secondary education funding (see Appendix F). This statement should be included in all information about Indigenous scholarships and bursaries.

3. An Indigenous portal on the University of Ottawa website, including a statement recognizing that our campus is built on non-ceded Omàmiwininì nation territory. The ISA and the ICSSA recommend:

i. the creation of an Indigenous portal on the University of Ottawa website that would amalgamate all resources related to the Indigenous community on campus (see Appendix H for examples from other universities in Canada).

ii. the inclusion of a prominent direct link to the portal from the home page/main

menu of the University of Ottawa website.

iii. the inclusion of a prominent direct link to the portal from the home page/main menu of uoZone.

iv. the inclusion on the portal of an official statement from the University of Ottawa recognizing that our campus is built on non-ceded Omàmiwininì Nation territory (see Appendix I), and this statement be directly linked from the portal’s main page.

v. the inclusion of a succinct excerpt from this statement in the subtitle of the

banner on the main page of the portal, displayed prominently in Omàmiwininìmowin with the English or French versions. An example of such an excerpt: “The University of Ottawa recognizes that our campus is built on the non-ceded traditional territories of the Omàmiwininì (Algonquin) nation.”

vi. the presence of both Omàmiwininìmowin and Kanien’kéha in the layout of the portal, for example through words of welcome.

vii. the inclusion on the portal of all services and activities provided by both the

administration and student bodies (including the ISA, the ICSSA, and others), as well as direct links to the webpages of these various groups.

viii. the inclusion on the portal of a separate list of links to off-campus community

resources and initiatives for Indigenous people in Ottawa, in recognition that many Indigenous students and faculty come from outside our region to study at the University of Ottawa and that these links would prove valuable to our community.

ix. the inclusion of art and design by the Indigenous community of the University

of Ottawa in the layout of the portal.

x. that the administration competitively remunerate any member of the Indigenous community at the University of Ottawa that is commissioned to contribute the art and design recommended in Recommendation 4.vi.

xi. the inclusion of a frequently updated event page/community bulletin board on

the portal.

xii. the inclusion of photos from our campus community in the design of the portal and on its various subsidiary webpages.

xiii. that an ongoing and formalized procedure be put in place to include the ISA

and the ICSSA in the development and maintenance of the portal.

4. A commitment to the recognition of the Omàmiwininì nation in the physical landscape of our campus, for example through the naming of buildings. The ISA and the ICSSA recommend:

i. the naming of a major university building after a prominent member of the Omàmiwininì Nation.

ii. the permanent installment in a prominent public place on campus of a statement of recognition of the non-ceded Omàmiwininì Nation territory on which our university is built (see Appendix I).

iii. the inclusion of Omàmiwininìmowin in prominent public places throughout our

campus alongside English and French. iv. that art and other symbols be installed in various prominent parts of the campus,

expressing the Omàmiwininì presence and the recognition of Omàmiwininì territory.

v. that the administration compensate competitively any artist that is commissioned

to undertake any work recommended in Recommendation 4.iv. vi. that all recognition in the physical landscape of our campus be undertaken only

with the utmost commitment to consultation with representatives of the Omàmiwininì Nation.

vii. that the administration competitively remunerate any representative of the

Omàmiwininì Nation that is engaged to consult with University as recommended in Recommendation 4.vi .

viii. that all recognition in the physical landscape of our campus be introduced and

dedicated through a ceremonial event in collaboration with representatives of the Omàmiwininì Nation

ix. that the administration competitively remunerate any representative of the

Omàmiwininì Nation that is engaged in the organization of the events recommended in Recommendation 4.viii .

x. that all changes to the physical landscape of our campus in recognition of the

Omàmiwininì Nation be undertaken through a permanent and ongoing process of collaboration and input between the administration and both the ISA and the ICSSA.

xi. that as part of the processes of collaboration recommended in Recommendations

4.vi and 4.x, the administration remain amenable to future recommendations from the collaborating groups.

5. The immediate and substantial increase in the allocation of resources to the Aboriginal Studies program in the newly-created Institute of Canadian and Aboriginal Studies in the Faculty of Arts, leading to the creation of a Department of Indigenous Studies. The ISA and the ICSSA recommend:

i. the immediate and substantial increase in the allocation of resources to the Aboriginal Studies program in the newly-created Institute of Canadian and Aboriginal Studies.

ii. an immediate change in the name of the Aboriginal Studies program, to “Indigenous Studies” (see Action Point #1 in the ICSSA’s April 2012 Program of Action, see Appendix J)

iii. the realization of all feasible aspects of the remaining Action Points in the

ICSSA’s April 2012 Program of Action. Many of these action points are echoes of recommendations made by the Royal Commission on Aboriginal Peoples (RCAP) towards improving Indigenous post-secondary educational settings in Canada (see Appendix K).

iv. the creation of a Department of Indigenous Studies in the Faculty of Arts, to

replace the current Aboriginal Studies program, with the equivalent status, funding, resources, faculty, and administrators to other departments in the Faculty.

v. the inclusion in the Department of a wide variety of disciplines including, but

not limited to: methodology, spirituality, oral and written literatures, symbolic literacy, Indigenous histories, constitutional and treaty law, urban Indigenous studies, settler studies, decolonization theory, Indigenous nations outside of Canada, gender and sexuality studies.

vi. the option for Majors within the Department to specialize in specific streams based on the disciplines outlined in Recommendation 5.v (for example, Critical Decolonization and Settler Studies, Arts and Cultural Resurgence, Treaty and Traditional Law etc.)

vii. that more courses offered by the Department be specific to particular

Indigenous Nations, or else deal with specific issues relating to the relationship of settler society to Indigenous Nations. Some examples of course titles could include:

Law:

§ Constitutional Treaty Rights § The Indian Act

§ Gendered Discrimination in Canada’s Indian Policy § The Colonial Project of Indian Residential Schools § Metis Law

Culture:

§ Spiritual Worldview of the Inuit § Ethnobotany of the Algonquian Nations § Comparative Creation Stories and Oral Literature of the Salishan and Haidan

Nations History:

§ The Diplomatic History of the Huron § A Survey of the History of the Mi’kmaq Nation § The History of Rural-Urban Migration in 20th Century Indigenous North America § The American Indian Movement (AIM)

Theoretical:

§ Decolonization of Settler Society § Special Topics in Comparative Approaches to Indigenous Resistance § Special Topics in Queer and Two-Spirit Indigenous Studies § Algonquian Conceptions of Place and Landscape

viii. that the administration adopt as an official priority the hiring of Indigenous faculty and administrators for the Department of Indigenous Studies (see Principle D in the ICSSA’s April 2012 Program of Action, Appendix J).

ix. that all faculty and administrators in the Department undergo anti-oppression,

accessibility, and Indigenous cultural safety trainings in order to best serve the student body of the Department.

x. that monthly academic assemblies be held in the Department in order to steer

its direction.

xi. that members of the Kanien’kehá:ka and Omàmiwininì Nations from outside of the University of Ottawa, such as respected elders, serve on the academic assembly, in order to ensure ongoing accountability to these regional nations.

xii. that the administration competitively remunerate any representative of the

Omàmiwininì and Kanien’kehá:ka Nations that are engaged to serve on the academic assembly as recommend in Recommendation 5.xi.

xiii. that student representatives from the ICSSA serve on the academic assembly (see Action Point #3 in ICSSA’s April 2012 Program of Action, Appendix J).

xiv. that a spacious area of the offices of the Department be given over as a study

hall for students.

xv. that this space include an Indigenous Studies Resource Centre, providing a collection of books and multimedia curated by Department faculty and administrators.

xvi. that this space be managed with the input of the ICSSA in order to best reflect

the needs of our members.

Appendix A-Indigenous Language Programs at Canadian Universities outside of Quebec.

University Province Languages Structure Athabasca University Alberta Cree 4 elective courses

University of Alberta Alberta 9 Algonquian, 12 Athabaskan, 4

Siouan, 3 Eskimo-Aleut, 3 Salishan Languages (27

Indigenous Languages)

Faculty of First Nations Studies, Major or Minor,

and Summer Classes

University of Lethbridge Alberta Blackfoot and Cree Modern Language Linguistic Minor

Capilano University British Columbia Squamish, Salish, Inuktitut, others vary

Squamish Nation Language and Culture

Certificate and/or Linguistics Major/Minor

Simon Fraser University British Columbia Varies year to year, normally West Coast

Language

First Nations Studies and Linguistics Joint Major, or

Minor, or First Nations Language Proficiency

Certificate University of British

Columbia British Columbia həәn̓q̓əәmin̓əәm̓

(Musqueam Salish), Plains Cree,

Kwak’wala, Dakelh Dene, and many

more

First Nations Languages and Linguistics Major

University of Victoria British Columbia Over 65 different Indigenous dialects

and Languages

Aboriginal Language Revitalization or

Indigenous Studies Major or Minor

University of Northern British Columbia

British Columbia Haisla, Tsimshian, Nisga’a, and many

more

First Nations Studies Major and Minor

University of Manitoba

Manitoba Ojibway, Cree Ojibway Minor, Cree Minor

University of Winnipeg

Manitoba Ojibway, Cree Indigenous Studies Major or Minor

Brandon University Manitoba Ojibway, Cree, Dakota, others

Minor in Native Languages

Cape Breton University

New Brunswick Mi’kmaq Mi’kmaq Language and Culture in Major or Minor

Memorial University of Newfoundland

Newfoundland Inuttitut and Innu-aimun, Mi’kmaq,

Cree

Aboriginal Studies Minor

Algoma University Ontario Anishinaabemowin (Ojibwe Language)

Anishinaabemowin Major

Carleton University Ontario Inuktitut Anishinaabemowin

(Ojibwe Language)

Canadian Studies, Linguistics or Indigenous

Studies Major/Minor Lakehead University Ontario Many of the major

dialects of both Ojibwe and Cree

Native Languages Minor

Queen’s University Ontario Inuktitut and Mohawk

World Language Studies Minor

Wilfred Laurier University

Ontario Cayuga and Mohawk Ogwehoweh Language Degree or Ogwehoweh

Language Diploma University of Western

Ontario Ontario Iroquoian Languages

(Mohawk, etc.), Algonquian

Languages (Ojibway, etc.)

First Nations Studies Major

Laurentian University Ontario Cree Indigenous Studies Major or Minor

York University Ontario Cree Indigenous Studies Major or Minor

Nipissing University Ontario Omushkego Etuskanaysewin, Anishnaabemwin

Ojibwe

Native Studies Major or Minor

Trent University Ontario Nishnaabemowin Indigenous Studies Major University of Waterloo Ontario Cree Canadian Studies

McGill University Quebec Cree and Inuktitut Offered as part of their Bachelor of Ed.

University of Saskatchewan

Saskatchewan Cree Cree Language Certificate

First Nations University/University of

Regina

Saskatchewan Cree, Dakota, Dene, Nakota and Saulteaux

Major or Minor in any five languages

Appendix B- Sources for the Treaty Right to Indigenous Language Instruction and Preservation.

i. “First Nations Languages” in Treaty Rights in the Constitution of Canada (2007) by James (Sa’ke’j) Youngblood Henderson, I.P.C., 634-635

ii. “Recommendation 3.5.23, Volume 5, Appendix A, Summary of Recommendations, Volumes 1-5” in Report of the Royal Commission on Aboriginal Peoples (1996). (http://apihtawikosisan.com/wp-content/uploads/2012/12/RCAP-Vol5-ApxA-2.pdf)

iii. “Article 13.1” in United Nations Declaration on the Rights of Indigenous Peoples (2008). (http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf)

iv. “Resolution No. 12/2007”, Assembly of First Nations. (http://64.26.129.156/article.asp?id=3827)

i.

ii. “The Commission recommends that…”

iii.

7

Article 131. Indigenous peoples have the right to revitalize, use, develop and transmit to future generations their histories, languages, oral tradi-tions, philosophies, writing systems and literatures, and to designate and retain their own names for communities, places and persons.

2. States shall take effective measures to ensure that this right is protected and also to ensure that indigenous peoples can understand and be understood in political, legal and administrative proceedings, where necessary through the provision of interpretation or by other appropriate means.

Article 141. 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.

2. Indigenous individuals, particularly children, have the right to all levels and forms of education of the State without discrimina-tion.

3. States shall, in conjunction with indigenous peoples, take effec-tive measures, in order for indigenous individuals, particularly chil-dren, including those living outside their communities, to have access, when possible, to an education in their own culture and pro-vided in their own language.

Article 151. Indigenous peoples have the right to the dignity and diversity of their cultures, traditions, histories and aspirations which shall be appropriately reflected in education and public information.

2. States shall take effective measures, in consultation and coopera-tion with the indigenous peoples concerned, to combat prejudice and eliminate discrimination and to promote tolerance, understand-ing and good relations among indigenous peoples and all other seg-ments of society.

Article 161. Indigenous peoples have the right to establish their own media in their own languages and to have access to all forms of non-indigenous media without discrimination.

VOLUME FIVE, APPENDIX A48

REPORT OF THE ROYAL COMMISSION ON ABOR IGINAL PEOPLES

3.5.18 Provinces and territories require that teacher education programs

-tion include at least one component on teaching Aboriginal subject matter to all students, both Aboriginal and non-Aboriginal;

(b) develop options for pre-service training and profes-sional development of teachers, focused on teach-ing Aboriginal students and addressing Aboriginal education issues; and

(c) collaborate with Aboriginal organizations or com-munity representatives in developing Aboriginal-

3.5.19 Federal, provincial and territorial govern-ments collaborate with Aboriginal governments and organizations to facilitate integrated delivery of adult literacy, basic education, academic upgrading and job training under the control of Aboriginal people through

(a) delegating responsibility for delivery of training un-der current jurisdictions by concluding agreements with Aboriginal governments, their mandated education authorities, or voluntary organizations representing Aboriginal communities of interest;

(b) supporting adaptation of program design, admis-sion criteria, language of instruction, and internal allocation of funds by Aboriginal delivery agents, to accommodate Aboriginal culture and community needs;

(c) acting promptly to conclude agreements for multi-year block funding agreements to enable Aboriginal nation governments, during the transition to self-government, to assume primary responsibility for allocating funds to meet training needs through programs of Aboriginal design.

3.5.20 The government of Canada recognize and

range of education services, including post-secondary education, for members of treaty nations where a

promise of education appears in treaty texts, related documents or oral histories of the parties involved.

3.5.21 The federal government continue to support the costs of post-secondary education for First Nations and Inuit post-secondary students and make additional resources available

(a) to mitigate the impact of increased costs as post-secondary institutions shift to a new policy environ-ment in post-secondary education; and

(b) to meet the anticipated higher level of demand for post-secondary education services.

3.5.22 A scholarship fund be established for Métis and other Aboriginal students who do not have access

present policies, with

-vincial governments and additional contributions from corporate and individual donors;

(b) a planning committee to be established immediately,

(i) composed of Métis and other Aboriginal repre-sentatives, students, and federal and provincial representatives in balanced numbers;

(ii) given a maximum two-year mandate; and

(iii) charged with determining the appropriate vehicle, level of capitalization, program criteria and administrative structure for initiation and administration of the fund; and

(c) provisions for evaluating demand on the fund, its adequacy and its impact on participation and completion rates of Métis and other Aboriginal students in post-secondary studies.

3.5.23 Canada’s post-secondary institutions recog-nize Aboriginal languages on a basis equal to other modern languages, for the purpose of granting credits

-guage requirements, and general course credits.

iv. RESOLUTION NO. 12

Annual General Assembly Resolution No. 12/2007 July 10, 11, & 12, 2007, Halifax, NS

Subject: 2007 National First Nations Language Strategy

Moved By: Chief Bill Cranmer, Namgis First Nation, BC

Seconded By: Chief John Smith, Tlowitsis First Nation, BC

Decision: Carried by consensus.

WHEREAS:

A. In 1998, the Assembly of First Nations (AFN) declared a state of emergency on First Nations languages, and prepared a National Strategy in 2000.

B. From 1996-2001, the Aboriginal Peoples Survey showed that the total number of Aboriginal people who identified by Mother Tongue declined from 23 % to 9% in spite of the fact that the total Aboriginal population surveyed increased by 18%. According to the First Nations Regional Longitudinal Health Survey, half of all First Nations adults understand a First Nations language ‘relatively well’ or ‘fluently’. Among those 55 years and over, the rate rises to 71%, dropping to 39% among those 18-34 years, and to 26% among children 6-11 years old.

C. The AFN conducted its own survey between 1990 and 1993 and found that almost 70% of First Nations communities’ languages are in decline, endangered or critically endangered.

D. In 1998, Statistics Canada issued a special report on Aboriginal languages (based on 1996 data), out of 50 Aboriginal languages in Canada, only three - Inuktitut, Cree and Ojibway - were flourishing with over 20,000 people identifying an Aboriginal mother tongue. However, two of the three Aboriginal linguistic groups in Canada that were previously considered ‘safe’ - Cree and Ojibway - have now shown a significant decline in the “Population reporting an Aboriginal identity by mother tongue.”

E. In 2002, the Government of Canada made a commitment of $172.5 million over 11 years towards the revitalization and preservation of Aboriginal languages and cultures which was viewed by First Nations as an important, though minimal,

commitment to begin addressing the serious needs for First Nations languages.

F. In November 2006, Minister Oda announced that the allocation of $160 million budget originally intended for First Nations languages had been removed from the fiscal framework by the federal government.

G. In December 2006, the National Chief met with Minister Oda to present an interim plan for First Nations Languages in order to get the funding reinstated

H. The Government of Canada rejected this interim plan and has not re-instated the funding to this point

I. The Assembly of First Nations has continued efforts to further develop and update a National First Nation Languages Strategy through meetings of the Chiefs Committee on Languages and through regional dialogue

J. The Chiefs Committee on Languages has presented the 2007 National First Nations Language Strategy for consideration of the Chiefs-in-Assembly.

K. The National Languages Strategy contains the following five major goals:

i.) Increase the number of First Nations people who speak their language by increasing the opportunities to learn their language.

ii.) Increase the opportunities to use First Nations languages by increasing the number of circumstances and situations where First Nations languages can be used.

iii.) Improve the proficiency levels of First Nations citizens in speaking, listening to, reading and writing First Nations languages.

iv.) Increase the rate of which First Nations languages can be enhanced, revitalized and developed so that they can be used in the full range of modern activities.

v.) Foster among First Nations and Non-First Nations a positive attitude towards, and accurate beliefs and positive values about First Nations languages so that tri-lingualism becomes a valued part of Canadian society.

THEREFORE BE IT RESOLVED that:

1. The Chiefs-in-Assembly accept, in principle, the 2007 National First Nations Language Strategy;

2. The Chiefs-in Assembly endorse the critical importance of community-based and community-focused language efforts as a priority for moving forward including the need for leadership, language champions and a clear focus

on immersion programming; 3. The Chiefs-in-Assembly direct the AFN and the Chiefs Committee on

Languages to complete the regional sessions and ensure that regional perspectives are accommodated;

4. The Chiefs-in-Assembly direct that, as part of the further development of the 2007 National Languages Strategy, a full costing be developed that reflects the diverse needs of First Nation communities and regions;

5. The 2007 National First Nations Language Strategy form the basis of ongoing negotiation with the Federal Government, including Canadian Heritage, Indian and Northern Affairs Canada and Health Canada, to re-instate the previous funding and fully resource the implementation of the 2007 National First Nations Language Strategy;

The Chiefs-in-Assembly direct the Chiefs Committee on Languages and the National Chief to provide a progress report on these efforts at the Special Chiefs Assembly in December, 2007.

Appendix C-‐ Sources for the Treaty Right to Indigenous Post-‐Secondary Education

i. “Treaty Education” in Treaty Rights in the Constitution of Canada (2007) by James (Sa’ke’j) Youngblood Henderson, I.P.C., 633-642.

ii. “Recommendation 3.5.20-21, Volume 5, Appendix A, Summary of Recommendations, Volumes 1-5” in Report of the Royal Commission on Aboriginal Peoples (1996). (http://apihtawikosisan.com/wp-content/uploads/2012/12/RCAP-Vol5-ApxA-2.pdf)

iii. “Article 14” in United Nations Declaration on the Rights of Indigenous Peoples (2008). (http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf)

i.

ii. “The Commission recommends that…”

iii.

7

Article 131. Indigenous peoples have the right to revitalize, use, develop and transmit to future generations their histories, languages, oral tradi-tions, philosophies, writing systems and literatures, and to designate and retain their own names for communities, places and persons.

2. States shall take effective measures to ensure that this right is protected and also to ensure that indigenous peoples can understand and be understood in political, legal and administrative proceedings, where necessary through the provision of interpretation or by other appropriate means.

Article 141. 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.

2. Indigenous individuals, particularly children, have the right to all levels and forms of education of the State without discrimina-tion.

3. States shall, in conjunction with indigenous peoples, take effec-tive measures, in order for indigenous individuals, particularly chil-dren, including those living outside their communities, to have access, when possible, to an education in their own culture and pro-vided in their own language.

Article 151. Indigenous peoples have the right to the dignity and diversity of their cultures, traditions, histories and aspirations which shall be appropriately reflected in education and public information.

2. States shall take effective measures, in consultation and coopera-tion with the indigenous peoples concerned, to combat prejudice and eliminate discrimination and to promote tolerance, understand-ing and good relations among indigenous peoples and all other seg-ments of society.

Article 161. Indigenous peoples have the right to establish their own media in their own languages and to have access to all forms of non-indigenous media without discrimination.





















































Appendix D- Population Statistics for “Aboriginal Peoples” in Canada

Aboriginal identity Sex Total - Sex Male Female

Total - Aboriginal and non-Aboriginal identity population 31,241,030 15,326,265 15,914,760

Total Aboriginal identity population 1,172,790 572,090 600,695

North American Indian single response 698,025 338,050 359,975

Métis single response 389,785 193,500 196,280

Inuit single response 50,480 25,025 25,455

Multiple Aboriginal identity responses 7,740 3,690 4,050

Aboriginal responses not included elsewhere 26,760 11,835 14,930

Non-Aboriginal identity population 30,068,240 14,754,175 15,314,065

The total Aboriginal identity population makes up 3.8% of Canada’s total population. "Aboriginal Identity (8), Sex (3) and Age Groups (12) for the Population of Canada, Provinces, Territories, Census Metropolitan Areas and Census Agglomerations, 2006 Census – 20% Sample Data". Census > 2006 Census: Data products > Topic-based tabulations >. Statistics Canada, Government of Canada. 2008-06-12. Retrieved September 18, 2009.

Appendix F – Sources for Non-Status and Metis Funding

i. Absence of Funding for Métis and Non-Status Indigenous Students (http://www.aadnc-aandc.gc.ca/eng/1100100033682/1100100033683)

ii. “Recommendation 3.5.23, Volume 5, Appendix A, Summary of Recommendations, Volumes 1-5” in Report of the Royal Commission on Aboriginal Peoples (1996). (http://apihtawikosisan.com/wp-content/uploads/2012/12/RCAP-Vol5-ApxA-2.pdf)

i. According to Aboriginal Affairs and Northern Development Canada’s Post-Secondary Student Support Program (PSSSP), Métis and Non-Status Aboriginal Students are ineligible for funding: “This program provides financial assistance to Status Indian and Inuit students who are enrolled in eligible post-secondary programs, which includes: community college and CEGEP diploma or certificate programs; undergraduate programs; and advanced or professional degree programs.” (Emphasis added) ii. “The Commission recommends that…”



























Appendix I– Sources for the Non-Ceded Status of Omàmiwininì Nation Territory

i. Royal Proclamation of 1763 ii. Section 25 of the Charter of Rights and Freedoms, Constitution Act, 1982. iii. Excerpt from Platinex Inc. v. Kitchenuhmaykoosib Inninuwug First Nation,

quoted in Aboriginal Law Handbook, 4th Edition (2012) by Kleer, Nancy, et al., 100-101.

iv. Excerpts from Delgamuukw v. British Columbia, quoted in Aboriginal Law Handbook, 4th Edition (2012) by Kleer, Nancy, et al., 100-101.

v. Excerpts from Fractured Homeland (2012) by Bonita Lawrence, 18-21.

i. Explanatory Note: The Royal Proclamation of 1763 declares that land that has not been consensually ceded by Indigenous Nations to the Crown remains Indigenous territory. The Omàmiwininì Nation has never signed any treaties ceding land to the Crown or any other settler government. [emphases added] And whereas it is just and reasonable, and essential to our Interest, and the Security of our Colonies, that the several Nations or Tribes of Indians with whom We are connected, and who live under our Protection, should not be molested or disturbed in the Possession of such Parts of Our Dominions and Territories as, not having been ceded to or purchased by Us, are reserved to them, or any of them, as their Hunting Grounds -- We do therefore, with the Advice of our Privy Council, declare it to be our Royal Will and Pleasure, that no Governor or Commander in Chief in any of our Colonies of Quebec, East Florida. or West Florida, do presume, upon any Pretence whatever, to grant Warrants of Survey, or pass any Patents for Lands beyond the Bounds of their respective Governments. as described in their Commissions: as also that no Governor or Commander in Chief in any of our other Colonies or Plantations in America do presume for the present, and until our further Pleasure be known, to grant Warrants of Survey, or pass Patents for any Lands beyond the Heads or Sources of any of the Rivers which fall into the Atlantic Ocean from the West and North West, or upon any Lands whatever, which, not having been ceded to or purchased by Us as aforesaid, are reserved to the said Indians, or any of them.

And We do further declare it to be Our Royal Will and Pleasure, for the present as aforesaid, to reserve under our Sovereignty, Protection, and Dominion, for the use of the said Indians, all the Lands and Territories not included within the Limits of Our said Three new Governments, or within the Limits of the Territory granted to the Hudson's Bay Company, as also all the Lands and Territories lying to the Westward of the Sources of the Rivers which fall into the Sea from the West and North West as aforesaid.

And We do hereby strictly forbid, on Pain of our Displeasure, all our loving Subjects from making any Purchases or Settlements whatever, or taking Possession of any of the Lands above reserved, without our especial leave and Licence for that Purpose first obtained.

And We do further strictly enjoin and require all Persons whatever who have either wilfully or inadvertently seated themselves upon any Lands within the Countries above described. or upon any other Lands which, not having been ceded to or purchased by Us, are still reserved to the said Indians as aforesaid, forthwith to remove themselves from such Settlements.

And whereas great Frauds and Abuses have been committed in purchasing Lands of the Indians, to the great Prejudice of our Interests. and to the great Dissatisfaction of the said Indians: In order, therefore, to prevent such Irregularities for the future, and to the end that the Indians may be convinced of our Justice and determined Resolution to remove all reasonable Cause of Discontent, We do, with the Advice of our Privy Council strictly enjoin and require, that no private Person do presume to make any purchase from the said Indians of any Lands reserved to the said Indians, within those parts of our Colonies where We have thought proper to allow Settlement: but that, if at any Time any of the Said Indians should be inclined to dispose of the said Lands, the same shall be Purchased only for Us, in our Name, at some public Meeting or Assembly of the said Indians, to be held for that Purpose by the Governor or Commander in Chief of our Colony respectively within which they shall lie: and in case they shall lie within the limits of any Proprietary Government, they shall be purchased only for the Use and in the name of such Proprietaries, conformable to such Directions and Instructions as We or they shall think proper to give for that Purpose: And we do, by the Advice of our Privy Council, declare and enjoin, that the Trade with the said Indians shall be free and open to all our Subjects whatever, provided that every Person who may incline to Trade with the said Indians do take out a Licence for carrying on such Trade from the Governor or Commander in Chief of any of our Colonies respectively where such Person shall reside, and also give Security to observe such Regulations as We shall at any Time think fit, by ourselves or by our Commissaries to be appointed for this Purpose, to direct and appoint for the Benefit of the said Trade:

And we do hereby authorize, enjoin, and require the Governors and Commanders in Chief of all our Colonies respectively, as well those under Our immediate Government as those under the Government and Direction of Proprietaries, to grant such Licences without Fee or Reward, taking especial Care to insert therein a Condition, that such Licence shall be void, and the Security forfeited in case the Person to whom the same is granted shall refuse or neglect to observe such Regulations as We shall think proper to prescribe as aforesaid.

And we do further expressly conjoin and require all Officers whatever, as well Military as those Employed in the Management and Direction of Indian Affairs, within the Territories reserved as aforesaid for the use of the said Indians, to seize and apprehend all Persons whatever, who standing charged with Treason, Misprisions of Treason, Murders, or other Felonies or Misdemeanors, shall fly from Justice and take Refuge in the said Territory, and to send them under a proper guard to the Colony where the Crime was committed, of which they stand accused, in order to take their Trial for the same.

Given at our Court at St. James's the 7th Day of October 1763, in the Third Year of our Reign.

GOD SAVE THE KING

ii. Explanatory Note: Section 25 of the Canandian Charter of Rights and Freedoms, part of the 1982 Constitution, affirms the Royal Proclamation of 1763 in Canadian law as well as the aboriginal rights derived therefrom. “25. The guarantee in this Charter of certain rights and freedoms shall not be construed as to abrogate or derogate from any aboriginal, treaty or other rights or freedoms that pertain to the aboriginal peoples of Canada including (a) any rights or freedoms that have been recognized by the Royal Proclamation of October 7, 1763; and (b) any rights or freedoms that now exist by way of land claims agreements or may be so acquired.” iii. Explanatory Note: The judge in this case provided the following justification for granting an injunction to Kitchenuhmaykoosib Inninuwug First Nation against a mining corporation seeking to extract resources from the Nation’s traditional territories. This short paragraph succinctly articulates the centrality of land to Indigenous nationhood. “It is critical to consider the nature of the potential loss from an Aboriginal perspective. From that perspective, the relationship that Aboriginal peoples have with the land cannot be understated. The land is the very essence of their being. It is their very heart and soul. No amount of money can compensate for its loss. Aboriginal identity, spirituality, laws, traditions, culture, and rights are connected to and arise from this relationship to the land. This is a perspective that is foreign to and often difficult to understand from a non-Aboriginal viewpoint.”

This excerpt is from the injunction proceedings, reported at Platinex Inc. v. Kitchenuhmaykoosib Inninuwug First Nation, 272 D.L.R. at para. 79, 80. Subsequent decisions in this ongoing dispute are discussed in Chapter 30, “Injunctions and Blockades”.

iv. Explanatory Note: In Delgamuukw v. British Columbia, Chief Justice Lamer of the Supreme Court of Canada articulated the following criteria for the legal conception of “Aboriginal title”. The Omàmiwininì Nation fits all of these criteria and it is the duty of settler Canadians living in the Kichi Sibi (Ottawa River) watershed, and by extension their institutions, to recognize and reconcile with this legal reality.

v. Explanatory Note: In Fractured Homeland, Bonita Lawrence addresses the struggle of the Omàmiwininì of Ontario for recognition. Below are excerpts that serve to affirm the Aboriginal title of the Omàmiwininì Nation to the lands and waters of the Kichi Sibi watershed.

Appendix K- Some RCAP recommendations for Indigenous Education “Recommendation 3.5.24, Volume 5, Appendix A, Summary of Recommendations, Volumes 1-5” in Report of the Royal Commission on Aboriginal Peoples (1996). (http://apihtawikosisan.com/wp-content/uploads/2012/12/RCAP-Vol5-ApxA-2.pdf) “The commission recommends that…”

SUMMARY OF RECOMMENDATIONS, VOLUMES 1–5 49


3.5.24 Public post-secondary institutions in the provinces and territories undertake new initiatives or extend current ones to increase the participation, reten-tion and graduation of Aboriginal students by intro-ducing, encouraging or enhancing

(a) a welcoming environment for Aboriginal students;

(b) Aboriginal content and perspectives in course offer-ings across disciplines;

(c) Aboriginal studies and programs as part of the institution’s regular program offerings and included in the institution’s core budget;

(d) Aboriginal appointments to boards of governors;

(e) Aboriginal councils to advise the president of the institution;

(f ) active recruitment of Aboriginal students;

(g) admission policies that encourage access by Aboriginal applicants;

(h) meeting spaces for Aboriginal students;

(i) Aboriginal student unions;

( j) recruitment of Aboriginal faculty members;

(k) support services with Aboriginal counsellors for academic and personal counselling; and

(l) cross-cultural sensitivity training for faculty and staff.

3.5.25 Where there is Aboriginal support for an Aboriginal college within a university, and where numbers warrant, universities act to establish an Aboriginal college to serve as the focal point for the academic, residential, social and cultural lives of Aboriginal students on campus, and to promote Aboriginal scholarship.

3.5.26 Federal, provincial and territorial govern-ments collaborate with Aboriginal governments and organizations to establish and support post-secondary

educational institutions controlled by Aboriginal people, with negotiated allocation of responsibility for

(a) core and program funding commensurate with the services they are expected to provide and compara-ble to the funding provided to provincial or territo-rial institutions delivering similar services;

(b) planning, capital and start-up costs of new colleges and institutes;

(c) improvement of facilities for community learning centres as required for new functions and develop-ment of new facilities where numbers warrant and the community establishes this as a priority; and

modern agreements with respect to education.

3.5.27 Aboriginally controlled post-secondary educational institutions collaborate to create regional boards and/or a Canada-wide board to

(a) establish standards for accrediting programs pro-vided by Aboriginal post-secondary institutions;

(b) negotiate mutual recognition of course credits and credentials to facilitate student transfer between Aboriginal institutions and provincial and territo-rial post-secondary institutions;

(c) establish co-operative working relationships with mainstream accreditation bodies such as the Association of Universities and Colleges of Canada and professional associations such as the Canadian Association of University Teachers; and

(d) pursue other objectives related to the common interests of Aboriginal institutions.

3.5.28 Elders be reinstated to an active role in the education of Aboriginal children and youth in educa-tional systems under Aboriginal control and in provin-cial and territorial schools.

3.5.29 Elders be treated as professionals and com-pensated for their education contribution at a rate and

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Detailed Recommendations for the 5 Demands of the ISA and the ICSSA, With Appendices a-D, F, I, & K

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