“…I should get a free education?”

What I want to examine in this entry is a section of Canada’s most ancient of policies, a topic that is covered in the Indian Act of 1867 and in the various treaties signed with this country’s first people group; the topic being the education offered to the indigenous people of Canada. The result of these writings is that for those deemed Status Indians by the Ministry of Indian Affairs are able to apply for funding for post-secondary education; this being a topic that sparks discussion in the world of academia, specifically with those who come from a neo-conservative background. For those social work students who plan on working with the Indigenous people, I believe this is a very relevant topic to be aware of before entering the field.

Looking over what Mullaly highlights regarding neo-conservatives, saying they believe that “everyone should provide for his or her own needs through work, savings, and the acquisition of property” (Mullaly, 2007, p. 83) and regarding problems that people “do not deserve help from government or from hard-working, responsible, and honest tax payers” (Mullaly, 2007, p. 83). This is basically word verbatim what I have heard people argue regarding Indigenous funding in post-secondary institutions, which I agree is a valid argument yet still fails to look at the larger picture of societal issues. Let’s look at another man’s view…

Joseph Quesnel argues that interpretation to the original treaties signed need to be reexamined as they are faulty, that the Indigenous are selective in what they emphasize from the treaties, and concludes that payment for one’s own education will result in self-betterment for the Indigenous person (Quesnel, 2009). I have to roll my eyes on his argument’s starting point is on semantics when he does not even cite his own paper appropriately; some direct quotations and links to electronic copies of the treaties would have been helpful on his part, so that the reader can interpret the clause for his or herself. On his second point, he does not present a case where certain treaty specifics were ignored; I do not doubt their existence, but I would like to see the evidence from history. On his conclusion, it is true that character building is hard work, but recommending reimbursed self-funding is not the only way to reach the moral high ground…

While I think that books can be written (and read!) on this topic, this post is meant to instigate personal reflection on a topic that is touchy for a lot of different reasons. Individuals with a conservative view needs to examine such factors like the percentage of Indigenous living below the poverty line and how that effects school, the social status of said people group and the impact that has on self-esteem, and understand the vicious cycle involving those who attended residential schools and are now raising families of their own.

-Kel 

Mullaly, R. (2007). The new structural social work (3^rd Ed.). Don Mills, ON: Oxford University Press.

Quesnel, J. (2009, January 22). Free Aboriginal Education is Not A Treaty Entitlement. Retrieved from http://www.fcpp.org/publication.php/2563