“It is the legal and moral imperative and the right of Indigenous peoples to be participants in the education of their children and that what they say is respected” (Staahtsisttayaaki [Fox], at a meeting of the CASS First Nations, Métis, and Inuit Education Committee, March 20, 2023).

From the perspective of First Nations, treaties are built on respectful, cooperative and nation-to-nation relationships between First Nations and the Crown on behalf of present and future generations. Treaties outline the rights, obligations and benefits of the signing parties to each other. (The Alberta Teachers’ Association, 2018, p. 1)

WHEREAS the Government of Alberta is committed to ensuring that all students and teachers have knowledge and understanding of First Nations cultures and ways of knowing, residential schools and their legacy, Treaties and First Nations experiences and perspectives, cultures and contributions in historical and contemporary context. (Alberta Government, 2022, p. 1)

Superintendent Bill Shade, Stoney Education Authority

In Episode 1 (White, 2023), Bill Shade, Superintendent, Stoney Education Authority, talked about the importance of keeping Treaty forefront in any ESA negotiation. First Nations communities have identified how vital it is to make Treaty rights one of the first points of any agreement. Doing so is a key step in ensuring that current students and students of the future have their treaty rights acknowledged and honoured. He emphasized that it is up to all parties to keep Treaty in place and do their part.

The Guide to Relationships and Learning With the Indigenous Peoples of Alberta (CASS, n.d.-b) is a resource available to system education leaders seeking guidance about how to build respectful and reciprocal relationships with Indigenous peoples. During a CASS webinar hosted on May 24, 2023, A Virtual Circle With Elders: Guide to Relationships and Learning With the Indigenous Peoples of Alberta (CASS, 2023d), Crystal Clark, Indigenous Education Consultant of Nehiwayak/Denesuline and Métis ancestry, and one of the key developers of the Guide described the birch tree image featured throughout the Guide as representing our connection to one another through land, life, and breath. Each section of the Guide is highlighted as a leaf from the birch tree.

One of the birch tree leaves in the Guide (see Figure 2), is dedicated to Treaties & Agreements  and includes key information about Treaties and Treaty relationships, Inuit Land Claim Agreements and Métis Land Agreements. Treaty negotiations included both sides recognizing the importance of education for the well-being of First Nations. The horrific legacy of residential schools did not live up to the promises made during Treaty negotiations nor in any way honour education as imagined, practised, and valued by First Nations.

Figure 2

Treaties and Agreements

Note. This is one of eight birch tree leaves, from Guide to Relationships and Learning With the Indigenous Peoples of Alberta, by College of Alberta School Superintendents, n.d.-b, p. 5 (https://cass.ab.ca/indigenous-education/). Copyright by College of Alberta Superintendents.

Education Service Agreements must begin with Treaty to establish a Board-to-Board, School Authority-to-School Authority spirit. As system education leaders move into ESA discussions and negotiations, it is important to become educated about Treaty. The Treaties & Agreements Leaf in the CASS (n.d.-b) Guide, Stepping Stones: Numbered Treaties Within Alberta (Alberta Teachers’ Association [ATA], 2018), and We Are All Treaty People (ATA, n.d.) are good places to begin. While doing research about Treaty is a key step, it is also imperative for provincial school authorities to ask the First Nations with whom they are working what the meaning, spirit and intent of Treaty education means to them and their community.

Tsuut’ina Story of Practice

As part of the work of ESAs, the Government of Alberta Education Service Agreement Standard webpage (Alberta Government, n.d.) has highlighted a collaborative planning tool to support system education leaders: Successful Practices in First Nations, Métis and Inuit Education: Collaborative Frameworks Building Relationships Companion Resource (Alberta Government, 2012). The collaborative framework was created as part of a multiyear effort in the province of Alberta and published in 2012. The work took place following the release of Every Child Learns. Every Child Succeeds. Report and Recommendations, Alberta’s Commission on Learning (Alberta Government, 2003) and the Government of Alberta’s acknowledgment that the education concept must be expanded by making Indigenous communities true partners. This included establishing and sustaining respectful relationships with Elders, Knowledge Keepers, and Indigenous communities.

The visual representation of the collaborative model, Figure 3, is surrounded by Indigenous languages, carrying the spirit of the careful, respectful, and ground-breaking work that took place at that time. Figure 4 provides an enhanced view of the centre of the model.

Figure 3

Collaborative Model

Note. From Successful Practices in FNMI Education: Collaborative Frameworks—Building Relationships Companion Resource, by Alberta Education, 2012, p. 5 (https://open.alberta.ca/dataset/78004d41-06e6-4fb4-b1b3-9dcd6d9e2e0a/resource/b5ff5822-8fc4-4d50-b2b2-6d9265dac631/download/2012-successful-practicies-in-first-nations-metis-and-inuit-education.pdf). Copyright 2012 by Alberta Education.

Figure 4

Collaborative Model Centre

Note. From Successful Practices in FNMI Education: Collaborative Frameworks—Building Relationships Companion Resource, by Alberta Education, 2012, p. 7 (https://open.alberta.ca/dataset/78004d41-06e6-4fb4-b1b3-9dcd6d9e2e0a/resource/b5ff5822-8fc4-4d50-b2b2-6d9265dac631/download/2012-successful-practicies-in-first-nations-metis-and-inuit-education.pdf). Copyright 2012 by Alberta Education.

Debbie Mineault, Director, First Nations, Métis and Inuit Education, Northland School Division (2020), was involved in the creation of the framework and accompanying province-wide engagement sessions in her role with Alberta Education’s First Nations, Métis and Inuit Division in the Collaboration and System Supports Branch.  She described the significance of the framework image in this way:

We worked alongside First Nations school authorities to bring the spirit of culture and language as the intellect (knowledge) for establishing common ground. It is those voices wrapped around every topic/issue/heading. It is a spiral design to and from the students as a living document for collaboration between governments, nations and Canadian society. An intellect to affirm the heart of the matter –  Indigenous students. The tool was effective in building trust and validation by FNMI communities. Similar to Walking Together, the FNMI Collaborative Framework was intended to be an interactive digital tool to reinforce the paradigm shift [from teacher-centered instruction to more learner centered instructional focus for Indigenous student success] and promote recognition, respect for diversity and acknowledgement of FNMI Elders, Knowledge Keepers, cultural advisors, Indigenous educators and scholars. Driver for change was to recognize the need for historical healing, values, beliefs, attitudes and a pedagogy to dive deeper in outcome based and experiential learning about Indigenous lands, philosophies, cultural protocols, sense of belonging, sense of place and traditional ways of knowing, doing and being in the school system. The design is about Indigenous resilience, resurgence and nationhood to assist with decolonization, colonialism, and marginalization of Indigenous peoples. I think it needs to be reawakened… (Debbie Mineault, personal communication, May 19, 2023)

Reference to this image, highlighted in Figures 3 and 4, is, as Debbie suggested, intended to reawaken the spirit of the innovative, collaborative, and respectful work that has taken place with Indigenous peoples in this province over time and to honour that work in the efforts that continue.

“It is important to understand the family and the community and the Elders and what their priorities are for the children” (Staahtsisttayaaki [Fox], at a meeting of the CASS First Nations, Métis, and Inuit Education Committee, March 20, 2023).

“I believe if both parties really want this and it’s for the kids, we will have more success moving forward. If we think about the kids, if we start there, the agreements are going to be positive” (Auger, at a meeting of the CASS First Nations, Métis, and Inuit Education Committee, March 20, 2023).

First Nations, Métis and Inuit peoples have long understood learning and education as a lifelong striving for balance and wholeness among the physical, emotional, intellectual and spiritual dimensions, with each community having its own unique goals and vision for the educational success of its children. (Alberta Government, 2012, p. 2)

“Learning from place is who we are, and if we take that effort in a way that we think about our children and grandchildren, there will be a future for them” (the late Elder Narcisse Blood, American Indigenous Research Association Second Annual Conference, 2014, Salish Kootenai College, Plenary Keynote; Ryan First Diver, 2015, 58:35 )

It is imperative for provincial schools to ask, and then listen, to what families, Elders and the community want for their children. Each community is unique and has their own values and priorities that are found on the land and in the language and teachings of the community. It is important also to listen to young people’s hopes and dreams. Keeping young people’s success forefront in every dimension of ESAs is essential.

Each decision related to ESAs must be guided by what will benefit students. In Episode 2 (White, 2023), Bill Shade, Superintendent, Stoney Education Authority, underscored the importance of making sure decisions are in the best interest of the students who are sitting in desks in classrooms. It is easy to lose sight of young people and focus on other factors related to ESAs. Bill made clear that if everybody keeps focussed on what is happening in their classrooms and makes every decision for the benefit of those students, that will guide us.

Recognizing and Learning the Uniqueness of Each Community

Superintendent Bill Shade, Stoney Education Authority

In Episode 3 (White, 2023), Superintendent Bill Shade talked about how vital it is to recognize that each community is unique and do some research in order to learn about the community with whom you will be working. This includes learning who the Elders are, the history of the community,  where those communities have come from, and how they got to where they are today. He underscored how important it is to understand that even though communities may be part of the same Nation, they are each unique.

Tsuut’ina Story of Practice