Heritage College to make Indigenous education a priority
By Trevor Greenway
Jenny Buckshot Tenasco was just six years old when she was taken from her family in Kitigan Zibi and placed in a residential school in Kenora, Ont., in 1958.
The young Indigenous child spent three days on a train, travelling from Ottawa to Kenora, and said that after spending a year there, her culture had disappeared.
“In that 12 months, my language was taken away,” said Tenasco during the signing of an Indigenous Education Protocol at Heritage College Sept. 19. “It was blocked. It’s still partially blocked. Some words are starting to come back that I remember hearing from my parents and my grandparents, but I’m glad to know that people are sharing the language now and making an effort to use it so the next generation can hear our language also.”
The English CEGEP has made a commitment through Colleges and Institutes Canada (CIC) to “recognize, value and honour the Indigenous Peoples and their cultures” at the school. Seventy-five post-secondary schools across Canada have now signed the Protocol.
“This signing is more than a single symbolic act that represents our institution’s firm commitment to strengthening relationships with their Indigenous Peoples and to advancing truth, respect and equity in education,” said Heritage College executive director Lisa Peldjak. “The Protocol calls on us to recognize Indigenous Peoples and governance, to create welcoming and supportive learning environments, to integrate Indigenous knowledge and perspectives and to work in true partnership with Indigenous communities.”
Joelle Deschambault, the director of member services at CIC, told the Low Down that the Protocol is a commitment to “Indigenize and decolonize our institutions.”
“In the Protocol, there are seven principles that colleges agree to live by, follow and put into action to not only help Indigenous education grow and get stronger and give more access, but also to foster environments that are inclusive, meaningful and respectful with Indigenous communities,” she said. “To really take into account their laws, their way of doing, their way of learning, their way of living, making sure that the students – the Indigenous learners – have the support they need and the commitment they need for higher-standard Indigenous education.”
Deschambault noted the growth of Indigenous communities in Canada and the need for an education strategy to ensure students are represented and have opportunities for post-secondary education.
According to Stats Canada, the Indigenous population grew by 9.4 per cent, compared to 5.3 per cent for the non-indigenous population from 2016 to 2021.
According to the CIC, the gap for post-secondary education between Indigenous and non-indigenous students is widening. Just 16 per cent of Indigenous Peoples hold a university degree compared to 36 per cent of the overall population. However, of the Indigenous students, 23 per cent have obtained a college credential and 11 per cent have completed apprenticeships – figures that surpass those of the general population.
“[Indigenous communities] are the population that is growing the most quickly and they are the ones that need even more access to education,” added Deschambault. “And there’s definitely a discrepancy between the Indigenous population and the rest of the country.”
Among the seven principles are a commitment to making Indigenous education a priority, ensuring the college increases the number of Indigenous employees it hires and implementing the intellectual and cultural traditions of Indigenous peoples through the curriculum.
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