While interviewing a colleague for my essay, she reminded me of Tribal Journeys and how important it was for young people to have authentic experiences.  It is not enough to be digitally engaged or go on virtual canoe trips.  The Tribal Journeys site is full of stories of expeditions, past and present and how to sign up for expeditions in the future.  The focus is on having indigenous young people travel through the Salish Sea in much the same manner as their ancestors did.  Huge canoes have been fashioned and as they move along the coast over about 25 days, they are welcomed at villages.  The site also has a great deal of information of a more general nature, regarding First Nations communities along the Coast of British Columbia and Washington.  Much like the video we watched about the Fraser River journey, Tribal Jounreys gives young people a chance to bond with each other, with Elders and with the land, and in this case, the sea.  It has become apparent to me while writing my essay that the land in many ways dictates the nature of the First Nations communities.  Coastal communities are connected to the sea and the land as well as rivers.  Plains cultures would have different issues.  Knowing the environment is critical to knowing the culture and there won’t ever be a “one-size fits-all” answer to addressing the issues facing First Nations communities.

AFN Virtual Summit on Indigenous Institutions of Higher Learning documents the virtual summit that was held March, 2011, to discuss the issues relevant to First Nations Institutions of higher learning. It was hosted by the First Nations University of Canada in Regina. The report includes many statements from students and educators. It is frequently noted that there is often a general disconnect with the mainstream curriculum and methods and location of delivery. There are, in mainstream institutions, historical barriers, social barriers and financial barriers to attendance and success as is outlined in the report that is quoted, prepared by Katenies Research and Management Services: The Business Case for First Nations Post-Secondary Education, prepared for the Assembly of First Nations, May 28, 2007, pp. 10-11.
In the article, Jesse Robson (page 11) reminds us that there is a general misunderstanding that First Nations students are not paying for their education. He points out that most of the students have student loans and that this is “the furthest thing from a free ride.” (page 11) Blair Stonechild on (page 11) points to the importance of having a “healthy identity,” something that can be challenging for many of the students dealing with the legacy of Residential Schools. Attending an IIHL goes a long way to healing that wound. Shauneen Pete (page 13) states, “we are family, literally ….and that we teach in an intergenerational manner,” that is more in line with her values. She appreciates the support of her elders within this educational system.
Many of the students indicated that they need funding and support for computers for transportation. Overall commitment to stable funding to support programmes continues to be an issue as is stated in the section on “What do IIHL’s need to strengthen their role in the Post-Secondary Education system in Canada?” (page 14) Of course, that’s a challenge in the face of general fiscal restraint from all levels of government. However, it is clear that the students benefit from learning in an environment that supports both the their academic needs as well as their cultural needs as First Nations people in Canada.

Unrepentant , produced in 2008, stresses that the issue of racism and prejudice against First Nations people continues today. While researching infomation regarding my local school system I came across this sobering video regarding residential schools, in particular in Port Alberni but also other areas. It follows the story of a United Church minister, Kevin Annett who chooses to expose the tragedies of the local residential school. He is removed from the church and his family is destroyed all in an attempt to silence him. It is the continuing sage of injustice regarding the schools. This was happening in the face of many lawsuits being filed regarding abuse in residential schools. It’s striking that so many people barely survived school, many of whom are the parents and grandparents of the students in my school district. It is certainly critical that teachers organize the classroom with this in mind. To my mind, school is not supposed to be about survivial. It’s supposed to about learning and sharing and growth. It also strikes me that this is part of the deep-reflection on my own culture and even though I didn’t move here until 1998, I may represent that culture, because I’m a non-aboriginal teacher. The critical point for me is that this happened recently and is ongoing and it is part of the key to student engagement. Annett continues to write on the subject in an attempt to tell the truth in spite of ongoing attempts to discredit him.

Articles in the Vancouver Sun on July 7, and 8 stress, as Mary Ellen Turpel-Lafond says that BC needs a “more co-ordinated” approach to Aboriginal education. In the article, Grand Chief of the AFN, Shawn Atleo is referenced as saying that during his life-time there’s been a great many commissions and reports resulting great amounts of rhetoric and very little progress that might lead to real success for Aboriginal students. Aboriginal education is equally important for First Nations community as it is for all of Canada, given that First Nations youth represent the “fastest growing demographic”. More and more aboriginal youth are entering the workforce and it is essential for Canada’s economic success that they be educated to meet the needs of the growing knowledge based economy. On July 8th, some solutions are offered. It is noted that graduation rates among Aboriginal students continue to lag behind the general population, putting youth at a great disadvantage. They point out that in a “media-rich” global economy increased technical skills are key and that First Nations students are an “underutilized resource”. They state that “renewal must begin with the communities themselves”. They must move beyond the trauma of residential schools and “create a new warrior ethos”. Systemic flaws in the current system contribute to Aboriginal students’ lack of success and the system must respond and evolve to meet their needs. Early access to education, on and off reserves, in addition to stable, equitable funding are critical components of a successful system. First Nations communities, the Federal Government and the Province all need to work together to ensure progress is made on this issue. These articles will help support my work with my own school district and outlines the need for all levels to work in a co-ordinated fashion.