This work requires being face-to-face, being together, making relatives. That’s what we’re doing, making relatives. HR [human resources] to HR, finance to finance, everyone knowing who to connect with for children, creating ethical space. We meet together and oh, the laughs! There is always laughter when we come together. We’re creating a way of being in the work. (L. Pritchard, personal communication, March 28, 2023)

It is much more than a tuition agreement. What will help with the dialogue is not treating [ESA] negotiations as events but sustaining relationships over time. Our Board met with their Board last spring and are doing so again this spring. (De Ruyck, at a meeting of the CASS First Nations, Métis, and Inuit Education Committee, March 20, 2023)

“It’s the relationship that is key. Coming in with an open heart and a willingness to work together are key pieces to moving forward, ensuring that we have that relationship in place” (Auger, at a meeting of the CASS First Nations, Métis, and Inuit Education Committee, March 20, 2023).

Tsuut’ina and Rocky View Story of Practice

Building and Sustaining Respectful Relationships

Just as it is important to acknowledge and build on the work the school jurisdictions have done together before beginning ESA discussions, in Episode 7 (White, 2023), Superintendent Bill Shade also advised districts to keep the first meeting informal. He talked about how important it is for both parties to have an opportunity to visit with one another, with no formal agenda. This might include meeting at a coffee shop or sharing a meal together. He emphasized that, the initial part of it is just building that relationship, and it has to be a trusting relationship. Once a trusting relationship has begun, it is much easier to hear one another and believe that each party is working together for the benefit of each student.

Building Mutual Respect/Understanding

It is important to get to know one another and move slowly, talking small steps. In Episode 8 (White, 2023), Superintendent Bill Shade talked about taking time to develop a relationship as key to making sure ESA discussions go smoothly and remain focussed on young people. It takes time to make sure everyone is on the same page, comfortable asking questions when they are unsure, and able to trust that they are genuinely trying to help each other. Without that mutual respect and understanding, discussions can be easily derailed.

Establishing and sustaining reciprocal, respectful relationships is vital. The Relationships section in the CASS Guide to Relationships and Learning with the Indigenous Peoples of Alberta (CASS, n.d.-b) introduces the importance of relationships and offers teachings about relationships and relationality.

Tsuut’ina and CBE Story of Practice

Establishing Collective Vision/Building Mutual Understanding

It is a constant conversation and requires staying in touch with all the First Nations. It isn’t something that just starts and stops, but carries on for time immemorial. And with elections you are re-starting with people who have different understandings, expectations, viewpoints. Two things that have worked really well for us, every time we have a conversation with new folks, we affirm and confirm the vision collectively … if we don’t affirm and reaffirm that collective vision, the conversation gets pointed around one thing and it may start to steer the whole agreement away from that collective vision. The other thing that takes a lot of time … it’s not about what is written, it’s about developing mutual understanding about what that writing means. We can put something down on paper and both parties can sign but if each party walks away believing it means something different, it is a relationship breaker, not a relationship builder. We have to spend a lot of time – what do you assume this means? what do I assume this means? – so we can develop that joint understanding. It’s really about the conversation and the relationship, not the end result. (Irvine, at a meeting of the CASS First Nations, Métis, and Inuit Education Committee, March 20, 2023)

It is critical to have the conversation. You have to make sure that the kids who go to your schools feel welcome and safe and that you provide as many opportunities as possible for them to be successful in your schools. (Auger, at a meeting of the CASS First Nations, Métis, and Inuit Education Committee, March 20, 2023)

“Lifelong learning and learning aimed to balance all dimensions of the person are intermeshed. At each stage of life, learning should develop the whole human being. Intellectual, spiritual, emotional and physical learning depends upon successful development at previous stages” (Government of Canada, n.d., para. 14).

Establishing a collective vision for young people’s learning begins with listening to what the First Nations community values and wants for their children.

Establishing a collective vision for young people is a critical part of the work of ESAs. In Episode 9 (White, 2023), Superintendent Bill Shade talked about the importance his community places on young people learning their language, and also, how to function and succeed off reserve. What that means, he explained, is that you are trying to do two things with students where, for the most part, you don’t have that with off-reserve schools. Challenges related to time, resources, and funding become a necessary part of the conversation.

Tsuut’ina and CBE Story of Practice

Determining Learning Opportunities

How can First Nations kids come into your schools and be successful? As a starting point, that’s what is important when we think about what is in the agreement … the program of studies, the opportunities for learning within that program, treaty education, land-based learning. Creating those opportunities for kids will be beneficial. We always go back to language as well. We understand the challenges, it’s not always easy to find that language teacher with the fluency with our languages, however, if we prioritize it in the ESA, then it becomes a priority and we work together. Maybe it’s working directly with that Nation to bring in that class or that teacher. (Auger, at a meeting of the CASS First Nations, Métis, and Inuit Education Committee, March 20, 2023)

Tsuut’ina and CCSD Story of Practice

Potential areas of dispute can involve funding, transportation, reporting … many times if there is going to be a dispute, it’s about the money that is flowing to the district. There needs to be some discussion about the role of Indigenous Services Canada. (Auger, at a meeting of the CASS First Nations, Métis, and Inuit Education Committee, March 20, 2023)

In Episode 10 (White, 2023), Superintendent Bill Shade has said it is important to establish a process, upfront, for dealing with disagreements or disputes. Doing so requires an open conversation. The ongoing work of ESAs is challenging and may put a strain on the relationship over time. Bill advised those working together to not rush the process. In the case of a dispute, he suggested having something in place ahead of time allows everyone to take a breath and preserve the relationship, keeping the focus on students. He shared a process he has followed including taking a step back initially and, then, both parties engaging in thoughtful reflection and careful listening in order to maintain the relationship they worked so hard to build. He also shared a story about how an Elder recognized the way two districts were working together and gifted both superintendents with an eagle feather in ceremony. The great honour of receiving an eagle feather kept them grounded and focussed on students as they faced additional challenges and rocky roads.

Funding

While the Truth and Reconcilation Call to Action #8 calls on government to eliminate the gap in funding between on and off-reserve schools, that gap still exists. In Episode 11 (White, 2023), Superintendent Bill Shade shared a story of working with a provincial school over time to secure additional funding for language instruction and cultural events. This was not easily achieved but spoke to the strength of the relationship. Funding remains one of the most significant challenges related to ESAs. This is related to, for example, funding discrepancies, the reality of First Nations dealing with the federal government and provincial schools dealing with the provincial government. Bill acknowledged that it is something people don’t like talking about, but has to be made known. A key part of his message was the importance of First Nations and provincial schools coming together to face and discuss these challenges and realities. He emphasized that doing so, however, is going to take time.