Chief Lonechild and National Chief Atleo to discuss meetings with FNUniv, UofR officials

Media Advisory
FSIN Communications Unit

The FSIN would like to issue the following Media Advisory:

Where: First Nations University of Canada, 1 First Nations Way, Regina SK

When: 1:45 pm, June 15, 2010

FSIN Spokesperson: FSIN Chief Guy Lonechild and Assembly of First Nations National Chief Shawn A-in-chut Atleo

Issue: Chief Lonechild and National Chief Atleo will be available to discuss their meetings with FNUniv and UofR officials.

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For More Information Please Contact:

Mervin Brass, FSIN Communications
Direct: 306.956-1026
Facsimile: 306.665-0115
Email: mervin.brass@fsin.com

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Sean Atleo to meet with students at FNUniv on Tuesday, June 15

Diane Adams of the First Nations University Students’ Association writes:

AFN National Chief Sean Atleo will be at the FNUniv Regina to meet and greet with students tomorrow, June 15. If you are available please feel free to come by…. It will be a short meet-and-greet from 11:00 – 11:30 am, so be on time!! Location exec boardroom.

See you there!

Diane

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Reason #21: Assimilation does not work

Indian Affairs Minister Strahl calls Professor Randy Lundy’s comparison of cutting funding to First Nations University to assimilation policy “ridiculous”. This is the remark of someone at a loss for anything substantive to say in rebuttal.

Professor Lundy’s point is that the alternative to a First Nation university institution is “assimilation”, or perhaps more properly “integration”, into the mainstream institutions. It seems that this has the same failed end goal as residential schools: “assimilation.”

The “mainstream” universities, even those making the most sincere efforts to do really good things in this area – and they must be gratefully acknowledged – are hard pressed to deliver on meaningful results, or to create an inviting environment for Aboriginal students. Indeed, earlier this week the UofR held a consultation discussion on making the university more inviting to Aboriginal students. Students themselves said that the curriculum is empty of meaningful content with respect to Aboriginal peoples, and that it does not create a good place for learning for Aboriginal students. This is not for want of expressions of intent and action on the part of the UofR, which has, for example, created an Aboriginal Student Centre and organizes various events and activities. But that is only part of the overall university environment; the classroom, cultural compenents, genuine respect for students, and real inclusion are important.

Recent studies document the failure of the “mainstream” post-secondary education system for Aboriginal students, not to mention the dismal performance of the K-12 system, both on and off reserve.

Returning to Professor Lundy’s remarks, it should be noted that an even more widespread practice than residential schools in the 1960s was “integration”, which saw the closing of on-reserve day schools and widespread bussing of First Nations students to public (and separate) schools. The well-documented experience of students subjected to this system speaks to the one-sided character of “integration” (i.e. assimilation), similar to the problems that the UofR describes encountering today. The federal government admitted the failure of the integration experiment, and adopted the “Indian Control of Indian Education” policy.

That policy has had its growing pains, and mixed success. On many reserves, the lack of resources and other issues make it difficult to provide students with a good education. There are also communities where the results shine and put the “mainstream” system to shame. There is a need to provide more resources, to evaluate results, make improvements more aggressively, adopt best practices and provide meaningful and effective content to the phrase “Indian Control of Education”.

This is as true for post-secondary education as for K-12 education. Many of the problems faced by reserve schools have been reproduced in the FNUniv, particularly in the past five years: politicized governance, poor management, squandering of limited resources, and diversion of inadequate resources from one purpose to another to meet urgent needs. These practices must be radically reformed. The Federation of Saskatchewan Indian Chiefs in Assembly, the interim Board of Governors, and interim Chief Operating Officer, have shown that they recognize this. Institutional practices must be professionalized.

But the solution is not to close the institution and return to the failed policies of assimilation which have characterized the Indian Department throughout its history.

Minister Strahl appears not be aware of the long history of deadly folly within his Department of Indian Affairs, and as George Santayana said, “those who cannot remember the past are doomed to repeat it.”

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Chiefs agree to new FNUC structure

From an article by Jason Warick and James Wood in the StarPhoenix of March 9, 2010.

The four-year “shared management and stewardship model” cobbled together by FNUC’s interim board of governors was approved unanimously by the chiefs of the Federation of Saskatchewan Indian Nations (FSIN) at an assembly Tuesday morning at the Saskatoon Inn.

The University of Regina will control FNUC’s finances and some other duties. FNUC will keep its interim, slimmed-down and de-politicized board of governors on for another year to help implement the new model.

Read the full article in the StarPhoenix.

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Proposed Model for New Relationship between FNUniv and the University of Regina

A message from UofR president Vianne Timmons

March 8, 2010

In my last message I discussed the challenges facing First Nations University of Canada (FNUniv) and the anxiety that this has caused FNUniv faculty, staff and students over the past several weeks. At this time, I would like to update you on the developments related to FNUniv and specifically on the efforts of the working group which was formed to develop a model for a new relationship between the University of Regina and FNUniv.

The working group, consisting of representatives from both governments, the Federation of Saskatchewan Indian Nations (FSIN), the University of Regina and FNUniv, has spent the past two weeks developing a concept model and paper outlining this new relationship. The group began by developing a set of principles that were used to guide its work – an important step which contributed greatly to the process of developing a new model.

A proposed model has been developed by the working group and discussion has now shifted to seeking approval for the draft model. I met with the U of R Board of Governors late last week to discuss the model. The FSIN Assembly will be briefed on the draft model early this week.

We will have a better understanding in the coming days if the proposed model will be supported by each of the key parties. That being said, this will only be the first step in the process. If the draft model and concept paper are supported by each of the parties it will then be turned over to legal counsels for each of the parties, who will be entrusted with the task of developing a Memorandum of Understanding that will formalize the new model.

I have stated many times over the past few weeks that we must never lose sight of the principles upon which FNUniv was established, and I truly believe all partners respected those principles as they worked to develop a new model for FNUniv. I would like to express my sincere appreciation to the members of the working group for their dedication to First Nations education in Saskatchewan, and I remain hopeful that FNUniv can emerge from this latest challenge to build a positive future for its students, faculty and staff.

I will keep you updated on further developments with respect to FNUniv and the new partnership model.

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Three segments from The Morning Edition, one month later

One month ago, on February 4, 2010, three audio segments produced in the early days of the crisis at First Nations University aired on CBC Saskatchewan’s The Morning Edition. Listen to them again below:

• The First Nations University of Canada was a dream of Eber Hampton’s. But corruption has turned Eber Hampton’s dream into a nightmare.

  Right click to Download Feb 4, 2010 — The Morning Edition
  [mp3 file: runs 15:48]

• The province had decided to cut funding to the FNUC. Hear why from Minsiter Rob Norris.

  Right click to Download Feb 4, 2010 — The Morning Edition
  [mp3 file: runs 11:44]

• FNUC students are waking up this morning knowing their institution is in even greater jeopardy.

  Right click to Download Feb 4, 2010 — The Morning Edition — Extra
  [mp3 file: runs 7:02]

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Speech from the Throne, March 3, 2010

From the federal government’s Throne Speech as reported in the National Post of March 3, 2010:

Our Government will also work hand-in-hand with Aboriginal communities and provinces and territories to reform and strengthen education, and to support student success and provide greater hope and opportunity.

Read more in the National Post.

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Letter #25: Linda Goulet

February 26, 2010

Dear Minister Strahl,

As a Canadian citizen, I was touched and heartened by Prime Minister Harper’s words of apology for the imposition of residential schools on the Indigenous peoples of this country. I felt that the apology was good first step to righting past wrongs and healing the hurt done. The people responsible for the residential schools believed they knew what was best for Indigenous children and their parents but history has shown how wrong their approach was. All Canadians are living with the legacy of that misguided policy of education.

Like many others, I was hoping that the apology would be followed by positive actions to move forward in Indigenous education. You can imagine my shock and dismay when you announced that your department would no longer fund First Nations University. Rather than moving forward, this is a step backward. It has almost been 40 years since the federal government adopted “Indian Control of Indian Education”. This policy was the first major statement in Canada that First Nations peoples should not only be teachers and administrators, but that First Nations peoples had the right and authority to control their own educational systems.

First Nations University was a direct outcome of the vision and actions of First Nations Elders, Chiefs and professionals who worked so hard to establish a post-secondary institution built on First Nations values, beliefs and philosophy. In its thirty four year history, First Nations University has developed a world class reputation for its innovative programming and academic excellence. In the recent past, questions have been raised regarding some of the administrative processes that were reported extensively in the media. During this time, the academic and professional integrity of our programming was never compromised.

We all want accountability and transparency in all institutions. When the auditor general of Canada finds administrative problems with how taxpayers dollars are spent and the changes are not immediately acted upon, we as citizens cannot withhold our tax dollars. At the last Assembly of the Federation of Saskatchewan Indian Nations the Chiefs passed a resolution that addressed all the changes called for by the federal and provincial governments. The senior administrative staff has changed. These governance and administrative changes have been made. Why has funding not been restored, even conditionally on certain promised changes being enacted?

With the changing demographics in our province and country, we need academically established institutions to meet the educational needs of First Nations students and to educate non-Indigenous students about the history and culture of the First Nations peoples. We currently have over 1,100 University of Regina students registered in our classes. They would not be here if other institutions had the capacity to provide the academic programming that is delivered by our institution.

Respectfully,

Dr. Linda M Goulet
Associate Professor
Department of Indigenous Education
First Nations University of Canada

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Letter #22: Della Anaquod

Ralph Goodale, M.P. Wascana
310 University Park Drive
Regina, Saskatchewan
S4V 0Y8

Dear Ralph,

I am writing to express my great concern and decisions of Minister Strahl of Indian and Northern Affairs Canada regarding First Nations University of Canada and his recent letter to the editor, which appeared in the Globe and Mail on Thursday February 18, 2010. I am requesting your intervention in this matter.

To my knowledge the First Nations University of Canada has not been found to have violated anyone’s academic freedom. This one outstanding case has been settled in the favour of the First Nations University of Canada. As well, no one at any point has raised any concerns over the academic qualifications of the faculty of the First Nations University of Canada or the overall academic integrity of the institution itself.

The issues that have been raised have been in regards to the perceived possibility of the First Nations leadership somehow impinging on the academic freedom or integrity of this institution. Certainly wild accusations have been thrown around over the years but nothing has been proven in a court of law.

In his letter to the editor Minister Strahl stated that, “The decision not to renew funding for this institution was based on many attempts to help make its governance accountable and its spending transparent. Unfortunately, these efforts proved to be unsuccessful …”

In my opinion this statement is flatly untrue. You will recall the Minister Strahl had made the decision to withdraw federal funding on Monday February 8. 2010. By that point the Legislative Assembly of the Federation of Saskatchewan Indian Nations had dissolved the former Board of Governors and put in place a new board with no political representation.

Clearly Minister Strahl is being misleading when he states that the decision was made because the efforts to achieve governance accountability were unsuccessful. When he made the decision on February 8, 2010 Minister Strahl knew that the Legislative Assembly of the Federation of Saskatchewan Indian Nations had made this substantive change to the governance structure of the First Nations University of Canada. It is beneath the honour of the Crown that a Minister of the Crown to put forth such an untruth in a national newspaper.

The spending of the First Nations University of Canada has been reviewed on a substantive annual basis by Indian and Northern Affairs Canada. If Minister Strahl was exercising his due diligence he should have been aware of the particulars of the spending of the First Nations University of Canada. At the time of this decision he ought to have known that Meyers Norris Penny LLP are preparing an audit of the First Nations University of Canada. Clearly he is pre-judging the results of this report.

It is my considered opinion that the hurried decision of the federal government to withdraw funding was intended to kill First Nations University of Canada regardless of the existing facts. In his letter of February 18, 2010 Minister Strahl, “… I continue to remain an active participant in these discussions …”

As Minister of Indian and Northern Affairs Canada that the honour of the Crown must be upheld in these discussions. As well the duty to consult and accommodate must be maintained in these discussions. In particular, if a decision has already been made then Minister Strahl is not upholding the honour of the Crown or fulfilling the duty to consult and accommodate. He has an obligation to uphold his fiduciary responsibility to the First Nations. I am particularly troubled by his assertion that, “While no decision has been made on how funds will be reallocated, I can confirm that they will be used to support first nations [sic] learners …”

I’m not sure whom he is referring to by ‘first nations learners’. However First Nations post secondary students in Saskatchewan should be troubled by that statement as it gives them no assurance whatsoever. The First Nations University of Canada has contributed immensely to Canadian academia, First Nations’ economic development, Saskatchewan socio-economic prosperity and will continue to do so.

As well, the First Nations University of Canada has taught thousands of non-First Nations students from the University of Regina and other institutions. That has contributed significantly to bridging cross-cultural differences in this province. By this point I trust Minister Strahl and the Government of Saskatchewan appreciate the great attachment the over 130,000 Saskatchewan First Nations citizens have for this institution.

It is essential to appreciate the historical context that led to the founding of the First Nations University of Canada in 1976. There had been little success by First Nations learners in mainstream post-secondary, secondary and elementary institutions, among other things. This led the Assembly of First Nations of Canada to put forward the landmark Indian Control of Indian Education position paper in 1972.

The positions articulated in Indian Control of Indian Education were adopted as federal policy in 1973. The First Nations University of Canada was the first concrete expression of Indian Control of Indian Education at the post secondary level. The recent effort of the federal government to kill the First Nations University of Canada is an abandonment of the long established federal policy of Indian Control of Indian Education. This abandonment of long established federal policy was done with out fulfilling the duty to consult and accommodate First Nations. The First Nations University of Canada is an institution of the First Nations of Canada. Clearly the First Nations of Canada have not been consulted.

It is deeply troubling that the estimated 40,000 children in the current K – 12 Saskatchewan system will not complete high school, using the current 76% drop out rate for up to age 16. Age 16 is used because INAC responsibility ends at that age because these children can become emancipated at that age, so the drop-out rate is much higher when one includes the 17 and 18 year olds. These same children are being taught using the provincial curriculum and being taught by teachers who received their education from the provincial institutions, so its my prediction we will still see the extremes of the socio-economic stratification of the First Nations and the general Saskatchewan population.

The First Nations University of Canada gives hope for a higher education in a culturally nurturing environment for countless First Nations’ youth. At the Legislative Assembly of the Federation of Saskatchewan Indian Nations on February 4, 2010 seventeen-year-old Amelia Badger expressed her desire to attend the First Nations University of Canada. The actions of the federal government are quite clearly intended to dash her dreams and those of countless other First Nations’ youth.

The First Nations University of Canada provides quality academic programming. That was never at issue but rather the administrative side was. Clearly the actions of the federal government do not justify the punishment being dealt out to First Nations University of Canada students and faculty.

This rush to judgement reflected by the many public statements by Ministers of Crown violate the principle of sub judice that requires not commenting on matters before the court. It should be remembered the former Chief Financial Officer Murray Westerlund has launched a lawsuit against the First Nations University of Canada. A fair interpretation is that the many comments by Ministers Rob Norris and Chuck Strahl clearly accept as fact the allegations that have apparently been made by Murray Westerlund.

So it makes me wonder what else the governments are doing to kill this institution and how many closed door meetings; so where is the accountability and transparency, where is the duty to consult? The needs of the First Nations peoples of Canada for post secondary education have not been met or accommodated. In general, First Nations post secondary graduation rates are at half of the Canadian population in the same cohort. The immense cost to the Canadian economy and society cannot be overstated if this capital investment is not continued.

In my opinion, in the drive for governance changes and transparency, these intentional decisions of the Federal and Provincial government were made to kill First Nations University of Canada, which would be one way to for federal off-loading whereby the province acquires those same federal dollars for their provincial institutions.

Sincerely,
Della Anaquod, Alumna 1991, First Nations University of Canada

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Reason #18: The Indigenous Teacher Education Program

Background

The First Nations University of Canada, formerly the Saskatchewan Indian Federated College, was established in 1976. Off-campus programming in Indigenous teacher education commenced in the fall of 1977 to facilitate Indian Control of Indian Education. The on-campus program was established in 1988.

Initially, there were five community-based programs and these included: James Smith, Lac La Ronge, Pelican Narrows, Montreal Lake and Sturgeon Lake. Students who were in these programs completed their Standard “A” Teaching Certificate off-campus, and then they came on campus to finish their B.Ed. degree.

Other Off-Campus programs that have been offered since then include: Beardy’s First Nations, Peepeekisis First Nations, Yorkton Tribal Council/Cowessess First Nations Teacher Education Program, Mikisew Cree (Fort Chippewyan, Alberta), Wollaston Lake, Black Lake, and Red Earth/Shoal Lake. Off-campus programming continues to be a part of our mandate. AKTEP (Asiniw-Kisik Teacher Education Program) began in Fall 2001. Students enrolled in this program are from Kawacatoose First Nations. In September 2003, the Pelican Narrows Indian Education program was officially announced. An agreement between the Meadow Lake Tribal Council, the North West Regional College, and Northern Campus, resulted in an Indigenous Education program being established at Meadow Lake in 2005. In September 2006, twenty five students were accepted into the Kistapinanihk Education program established at Northern Campus to accommodate students from northern communities who preferred to live closer to their home communities. The students in this program come from various northern First Nations communities including: Canoe Lake, Red Earth, Beardy’s, Pelican Narrows, Black Lake, Cumberland House, Pelican Lake, Sturgeon Lake, Yellowquill, Montreal Lake, James Smith, Fond Du Lac, Mistawasis, Sandy Bay, Little Red. The off-campus programming reflects the commitment of the department to continue to provide educational leadership in First Nations education.

Programs

Indigenous Education offers a four-year B.ED Elementary, and a two-year BEAD Elementary program. Indigenous Education launched a new program in Secondary Education in September 2001. The Indigenous Education program places special emphasis on the development of First Nations content. Foundational knowledge in the areas of curriculum and instruction, professional studies, and educational research, from a First Nations perspective, is provided. A unique aspect of the program is the band school placement. In the third year of their program students are placed in a band-controlled school for their field practicum. This aspect of the programming provides opportunities for the department to establish further partnerships with First Nations communities. The department is currently offering a major in Indian/Native Studies Education and in Visual Arts. The Secondary First Nations Language Minor was implemented in 2003.

Other program developments within the Indigenous Education department include the revision of the First Nations Language Certificate Program, which was first developed in 1994. The Certificate of Extended Studies In Aboriginal Education, and the Certificate of Extended Studies In First Nations Languages were developed in 2005. These certificate programs are Additional Qualification Certificates that have been approved by BTEC (Board of Teacher Education and Certification) and are designed for teachers who want to increase their knowledge of First Nations education.

Our mission is to deliver high quality teacher education programs that produce effective educators knowledgeable in First Nations education. Students can access other specializations through the Faculty of Education, such as Mathematics, English, or Science, and they will still be benefiting from the First Nations culture and pedagogy emphasized by our program.

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