Self Governence

 

Indigenous peoples practiced their own forms of government for thousands of years before the arrival of European and other settlers in what is today Canada. These forms of government reflected the economic, social and geographic diversity of Indigenous peoples, as well as their cultural practices and spiritual beliefs.  
The struggle for self-government has been ongoing for a long time. Prior to 1973, the Government of Canada refused to even entertain the concept of Indigenous self-government. It was the Supreme Court of Canada's ruling in Calder that caused a shift in policy.


Christou says that for self- government of Indigenous control of education to become a reality, we must have well prepared teachers who are able to work within their communities to develop curriculum and pedagogy that best meet the local needs.  (Morcomet al 2017).
I started to question how can I help support self governance of Indigenous communities?  One way is by becoming more informed about the two education agreements that involve over 35 indigenous communities.  

The Education Agreement in Nova Scotia and the Anishinabek Nation Education Agreement in Ontario.Another way is by having discussions with colleagues and peers about self governance. Of of my favourite quotes that I came across in the Federal Policy Guide while doing my research was the answer to Why do Aboriginal Peoples Want to Self Government?...  



As a teacher are you willing to work with and along side knowledge keepers, indigenous leaders and elders to make the much needed change for the education of all indigenous students in Canada?

" Perhaps a more accurate question would be “Why do Aboriginal Peoples want self-government back?” Long, long before European contact, Aboriginal Peoples had their own established political systems and institutions – they were self-governing. And Aboriginal Peoples have been trying to get back the right to govern themselves and preserve their cultural identities since the British North America Act in 1867." 


Federal Policy Guide: Aboriginal Self-Government – The Government of Canada’s Approach to Implementation of the Inherent Right and the Negotiation of Aboriginal Self-Government. (2015) 

Morcom, L. A., Freeman, K. & Davis, J. (2017). Rising like the thunderbird: The reclamation of Indigenous teacher education. In T. Christou (Ed.), Canadian Teacher Education: A Curriculum History (pp. 23-40). New York: Routledge. Permanent Link - http://proxy.queensu.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1574385&site=ehost-live&ebv=EB&ppid=pp_23

 Image.  Available at https://www.rcaanc-cirnac.gc.ca/eng/1502376429223/1542741448397

For self-government and Indigenous control of education to become a reality, we must have well prepared teachers who are able to work within their communities to develop curriculum and pedagogy that best meet local needs. Teachers and admin- istrators have effectively accomplished this in the development of educa- tional systems under SGAs such as the Mi’kmaq Kinamatnewey. 72 Sadly, aggressive assimilation has taken a toll on educational practices in some Indigenous communities. To achieve self-government, “the capacity that has been lost over the generations needs to be restored, so that Aboriginal families and communities can reassert their rightful place in educat- ing their children and in Canadian society.” 73 Indigenous education sui generis means not only including Indigenous content and pedagogy, but also having the freedom to choose how education will be conducted and having the capacity to carry out the development of appropriate educa- tional opportunities.

For self-government and Indigenous control of education to become a reality, we must have well prepared teachers who are able to work within their communities to develop curriculum and pedagogy that best meet local needs. Teachers and admin- istrators have effectively accomplished this in the development of educa- tional systems under SGAs such as the Mi’kmaq Kinamatnewey. 72 Sadly, aggressive assimilation has taken a toll on educational practices in some Indigenous communities. To achieve self-government, “the capacity that has been lost over the generations needs to be restored, so that Aboriginal families and communities can reassert their rightful place in educat- ing their children and in Canadian society.” 73 Indigenous education sui generis means not only including Indigenous content and pedagogy, but also having the freedom to choose how education will be conducted and having the capacity to carry out the development of appropriate educa- tional opportunities.

For self-government and Indigenous control of education to become a reality, we must have well prepared teachers who are able to work within their communities to develop curriculum and pedagogy that best meet local needs. Teachers and admin- istrators have effectively accomplished this in the development of educa- tional systems under SGAs such as the Mi’kmaq Kinamatnewey. 72 Sadly, aggressive assimilation has taken a toll on educational practices in some Indigenous communities. To achieve self-government, “the capacity that has been lost over the generations needs to be restored, so that Aboriginal families and communities can reassert their rightful place in educat- ing their children and in Canadian society.” 73 Indigenous education sui generis means not only including Indigenous content and pedagogy, but also having the freedom to choose how education will be conducted and having the capacity to carry out the development of appropriate educa- tional opportunities.

or self-government and Indigenous control of education to become a reality, we must have well prepared teachers who are able to work within their communities to develop curriculum and pedagogy that best meet local needs. Teachers and admin- istrators have effectively accomplished this in the development of educa- tional systems under SGAs such as the Mi’kmaq Kinamatnewey. 72 Sadly, aggressive assimilation has taken a toll on educational practices in some Indigenous communities. To achieve self-government, “the capacity that has been lost over the generations needs to be restored, so that Aboriginal families and communities can reassert their rightful place in educat- ing their children and in Canadian society.” 73 Indigenous education sui generis means not only including Indigenous content and pedagogy, but also having the freedom to choose how education will be conducted and having the capacity to carry out the development of appropriate educa- tional opportunities.

or self-government and Indigenous control of education to become a reality, we must have well prepared teachers who are able to work within their communities to develop curriculum and pedagogy that best meet local needs. Teachers and admin- istrators have effectively accomplished this in the development of educa- tional systems under SGAs such as the Mi’kmaq Kinamatnewey. 72 Sadly, aggressive assimilation has taken a toll on educational practices in some Indigenous communities. To achieve self-government, “the capacity that has been lost over the generations needs to be restored, so that Aboriginal families and communities can reassert their rightful place in educat- ing their children and in Canadian society.” 73 Indigenous education sui generis means not only including Indigenous content and pedagogy, but also having the freedom to choose how education will be conducted and having the capacity to carry out the development of appropriate educa- tional opportunities.

or self-government and Indigenous control of education to become a reality, we must have well prepared teachers who are able to work within their communities to develop curriculum and pedagogy that best meet local needs. Teachers and admin- istrators have effectively accomplished this in the development of educa- tional systems under SGAs such as the Mi’kmaq Kinamatnewey. 72 Sadly, aggressive assimilation has taken a toll on educational practices in some Indigenous communities. To achieve self-government, “the capacity that has been lost over the generations needs to be restored, so that Aboriginal families and communities can reassert their rightful place in educat- ing their children and in Canadian society.” 73 Indigenous education sui generis means not only including Indigenous content and pedagogy, but also having the freedom to choose how education will be conducted and having the capacity to carry out the development of appropriate educa- tional opportunities.

For self-government and Indigenous control of education to become a reality, we must have well prepared teachers who are able to work within their communities to develop curriculum and pedagogy that best meet local needs. Teachers and admin- istrators have effectively accomplished this in the development of educa- tional systems under SGAs such as the Mi’kmaq Kinamatnewey. 72 Sadly, aggressive assimilation has taken a toll on educational practices in some Indigenous communities. To achieve self-government, “the capacity that has been lost over the generations needs to be restored, so that Aboriginal families and communities can reassert their rightful place in educat- ing their children and in Canadian society.” 73 Indigenous education sui generis means not only including Indigenous content and pedagogy, but also having the freedom to choose how education will be conducted and having the capacity to carry out the development of appropriate educa- tional opportunities. 74

For self-government and Indigenous control of education to become a reality, we must have well prepared teachers who are able to work within their communities to develop curriculum and pedagogy that best meet local needs. Teachers and admin- istrators have effectively accomplished this in the development of educa- tional systems under SGAs such as the Mi’kmaq Kinamatnewey. 72 Sadly, aggressive assimilation has taken a toll on educational practices in some Indigenous communities. To achieve self-government, “the capacity that has been lost over the generations needs to be restored, so that Aboriginal families and communities can reassert their rightful place in educat- ing their children and in Canadian society.” 73 Indigenous education sui generis means not only including Indigenous content and pedagogy, but also having the freedom to choose how education will be conducted and having the capacity to carry out the development of appropriate educa- tional opportunities. 74

For self-government and Indigenous control of education to become a reality, we must have well prepared teachers who are able to work within their communities to develop curriculum and pedagogy that best meet local needs. Teachers and admin- istrators have effectively accomplished this in the development of educa- tional systems under SGAs such as the Mi’kmaq Kinamatnewey. 72 Sadly, aggressive assimilation has taken a toll on educational practices in some Indigenous communities. To achieve self-government, “the capacity that has been lost over the generations needs to be restored, so that Aboriginal families and communities can reassert their rightful place in educat- ing their children and in Canadian society.” 73 Indigenous education sui generis means not only including Indigenous content and pedagogy, but also having the freedom to choose how education will be conducted and having the capacity to carry out the development of appropriate educa- tional opportunities.

For self-government and Indigenous control of education to become a reality, we must have well prepared teachers who are able to work within their communities to develop curriculum and pedagogy that best meet local needs. Teachers and admin- istrators have effectively accomplished this in the development of educa- tional systems under SGAs such as the Mi’kmaq Kinamatnewey. 72 Sadly, aggressive assimilation has taken a toll on educational practices in some Indigenous communities. To achieve self-government, “the capacity that has been lost over the generations needs to be restored, so that Aboriginal families and communities can reassert their rightful place in educat- ing their children and in Canadian society.” 73 Indigenous education sui generis means not only including Indigenous content and pedagogy, but also having the freedom to choose how education will be conducted and having the capacity to carry out the development of appropriate educa- tional opportunities.