Page 15 - Restorative Journey: Indigenous Educational Wellness

Under the guise of education, individuals acting in the role of “teacher” implemented systemic assimilation policies in Federal Indian Day Schools across the country
with little to no structure for culpability. There was no regulating body in place to set professional and ethical standards for teachers in Ontario.
There is a discrepancy regarding on-reserve schools. Schools in Ontario are considered provincial schools, while many schools located on the province’s “Indian reserves” formerly maintained federal status. This lack of clarity and consistency regarding the jurisdiction of Ministry of Education guidelines may have further impaired the delivery of on-reserve education standards. Currently, “on-reserve” schools can be listed under a variety of designations including First Nations or Band-run schools, Inuit or Métis schools, and a few that continue as federal schools.
The last closing date for a Federal Indian Day School in Ontario listed in Schedule
K of the Federal Indian Day School Class Action lawsuit is September 1, 1997,7 a date that coincides with the establishment of the College. This means that despite the discrepancy in jurisdiction, most teachers in First Nations communities would now
be required to be licenced by the College. Clear guidelines defined by the Ontario College of Teachers Act, 19968 better protect the safety of learners and the integrity
of the profession.
As we reframe the discourse of Indigenous educational wellness, we co-create a vision for intergenerational healing, and replace deprivation of identity with rich cultural teachings based on Indigenous pedagogies.
Our journey begins.
Figure 4: The Ethical Standard of Respect, painting by Elizabeth Doxtater
7Federal Indian Day School Class Action
8Ontario College of Teachers Act, 1996, S.O. 1996, c 12
Commemoration • Education • Healing/Wellness 7