Policy Manual

F-150-AR: Supporting Reconciliation and First Nations, Métis and Inuit Students’ Success

References:

• F-150 Supporting Reconciliation and First Nations, Métis and Inuit Students’ Success
• F-150-BR Supporting Reconciliation and First Nations, Métis and Inuit Students’ Success
• Education Act Section 33 (2)
• Guiding Framework for the Design and Development of Kindergarten to Grade 12 Provincial Curriculum
• Truth and Reconciliation Commission of Canada Calls to Action
• Professional Practice Standards for Teachers, School Leaders and Superintendents.
  
  

1. Definitions 
   1. Aboriginal is used in the context of the Indigenous peoples of a particular country. Section 35(2) of Canada’s Constitution Act, 1982 states “Aboriginal peoples of Canada includes the Indian (status and non-status), Inuit and Métis peoples of Canada.”  The term “aboriginal” is usually used as a term in government policy.
   2. Colonization refers to the period of European colonization from Columbus (1492) to present day in the Americas, Oceania, Asia and Africa. Colonizers impose their institutions and belief systems in the already inhabited lands, which negatively impacts the social, cultural, spiritual and political structures and practices of the Indigenous peoples. This results in the intergenerational loss of language, culture and relationships on children, families and communities. 
   3. Elder is a highly respected member of a First Nations, Métis or Inuit community who is recognized and identified by members of the community as carrying important wisdom, oral traditions and knowledge of their culture. 
   4. First Nations refers to a distinct nation or group of Indigenous people with their own languages, traditions, protocols, spiritual and cultural practices. Each group has their own traditional government with hereditary leaders or leaders chosen by the people of the group.
   5. First Nations, Métis and Inuit is used to refer to the diversity of Indigenous peoples. This diversity is represented in part through the different languages, communities and groups of the Indigenous peoples in Alberta.
   6. Indigenous is used internationally to refer to the descendants of the original inhabitants of an area. There are three groups of Indigenous peoples in Canada: First Nations, Métis and Inuit.
   7. Intergenerational Trauma happens when the transfer of knowledge, language, culture and values from one generation to the next is broken; for example, the impact of Indian Residential Schools. Intergenerational trauma reverberates through individuals, families and communities resulting in a legacy of loss that persists across multiple generations.
   8. Inuit means “the people” in the Inuktitut language. Inuit communities are spread across the vast region of Canada referred to as “Inuit Nunangat”, an Inuit term that includes land, water, and ice. Inuit have an oral history with distinct traditions, languages, beliefs, songs, art and culture. 
   9. Knowledge Keeper is a member of a First Nations, Métis or Inuit community who is recognized by Elders and their community as being knowledgeable about cultural practices, customs, history, values and language. Knowledge Keepers are sometimes referred to as “cultural advisors”. 
   10. Métis means a person who self identifies as Métis and is recognized by a Métis community. The Métis are one of three distinct indigenous peoples in Canada recognized under the 1982 Canadian constitution. Métis are distinct from other Indigenous peoples, and have their own history, culture, language, flag, songs, dance and stories.
   11. Reconciliation is the process and goal of creating societal change through a fundamental shift in thinking and attitudes. Reconciliation involves learning about historical and contemporary First Nations, Métis and Inuit perspectives and experiences that are grounded in experiential truth, including residential schools and treaties. Fundamental to reconciliation are mutually respectful relationships between Indigenous and non-Indigenous peoples.
   12. Traditional Protocol is the presentation of tobacco or a gift to an Elder or Knowledge Keeper. Protocol represents a verbal contract between two parties, as the Elder or Knowledge Keeper is agreeing to the request and the person offering protocol is committing to respect the process. The use of protocol is dependent on the cultural practices of the Elder, Knowledge Keeper and the community. 
   13. Treaty 6 is an agreement signed in 1876 between Crown representatives and First Nations leaders that outlines the rights, obligations and benefits of the signing parties to each other. This commitment was acknowledged through a ceremonial and sacred agreement that incorporated the spirit and intent for treaties to last “as long as the sun shines, the grass grows and rivers flow.” According to the Confederacy of Treaty 6 First Nations, the total area of the Treaty stretches from western Alberta, through Saskatchewan and into Manitoba; and includes 50 First Nations. Provisions in Treaty 6 recognize the medicine chest as well as the right to education. St. Albert Public Schools is located on Treaty 6 territory.
2. Division schools and workplaces work towards creating and maintaining learning and working environments that support First Nations, Métis, or Inuit Education and truth and reconciliation by taking action in the following areas:
   1. Welcoming, caring, safe and respectful learning environments 
      1. Support school and worksite staff in creating learning and working environments that instill a sense of belonging for all learners and that are more respectful of First Nations, Métis and Inuit people.
      2. Promote strategies that encourage First Nations, Métis and Inuit students to 
      3. Participate in the full range of school activities including extracurricular and leadership roles.
      4. Promote respectful and welcoming environments so all schools and facilities re positioned to encourage involvement of families of First Nations, Métis and Inuit students and/or community members. 
   2. Respectful and inclusive curricular projects and initiatives
      1. Actively identify opportunities to integrate First Nations, Métis and Inuit histories, cultures and perspectives in the delivery of curriculum in the classroom across the full spectrum of subjects and from K-12.
      2. Consult with Elders and First Nations, Métis and Inuit Knowledge Keepers to bring relevant local perspectives to instructional planning.
      3. Share successful reconciliation initiatives with the broader community.
   3. Culturally responsive pedagogy and assessment
      1. Provide professional learning that offers teachers opportunities to enhance their knowledge and understanding of First Nations, Métis and Inuit cultures, histories, perspectives, contributions, traditions, languages, pedagogies and values.
      2. Provide professional learning that builds understanding of decolonization and indigenization.
      3. Involve Elders, knowledge keepers and community members in supporting staff in their journey to embed First Nations, Métis and Inuit content and processes in their program delivery in accurate, culturally sensitive and appropriate ways. 
      4. Build capacity in the area of culturally responsive instructional and assessment practices.
      5. Build understanding of cultural bias in assessment practices.
   4. Valuing First Nations, Métis and Inuit expertise 
      1. Partner with First Nations, Métis and Inuit organizations and learning institutions. 
      2. Consult with Elders, knowledge keepers and community members.
   5. Promoting First Nations, Métis and Inuit languages
      1. Recognize the central role of language in supporting identity, culture and worldviews.
      2. Be proactive in promoting indigenous languages in schools. 
      3. Promote the development of resources in First Nations, Métis and Inuit languages.
   6. Fostering commitment to First Nations, Métis and Inuit education for all learners
      1. Promote and support the embedding of First Nations, Métis and Inuit cultures, histories, perspectives and contributions to both historical and contemporary Canada.
      2. Encourage opportunities for all students to experience First Nations, Métis and Inuit cultures.
   7. Research 
      1. Build awareness of education research by First Nations, Métis and Inuit educators and researchers.
      2. Partner with First Nations, Métis and Inuit communities and organizations in ethically based and respectful research processes.
      3. Implement research based practices that strengthen First Nations, Métis and Inuit student engagement and learning.