IAESC VALUE | RESPONSIBILITY

We have a duty to care for the well-being of students in their quest for knowledge and high-quality education.

RESOURCE Links

There is a lot to learn about Indigenous education in Ontario and around the world. The creation of the Council, for example, follows decades of developments while Indigenous Institutes have histories of community-based learning systems that long pre-date European contact. We welcome additional link suggestions.

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References

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Indigenous Institutes Act, 2017

“…The Government of Ontario affirms that it is committed to reconciliation with Indigenous peoples.

The Government of Ontario acknowledges that the United Nations Declaration on the Rights of Indigenous Peoples, 2007, recognizes the right of Indigenous peoples to establish and control their educational systems and institutions…”

Read more about the Indigenous Institutes Act, 2017
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United Nations Declaration on the rights of Indigenous Peoples (UNDRIP), 2007

“Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources…”

Read more about the United Nations Declaration on the rights of Indigenous Peoples (UNDRIP)
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Royal Commission on Aboriginal Peoples, 1996

“3.5.27: Aboriginally controlled post-secondary educational institutions collaborate to create regional boards and/or a Canada-wide board to (a) establish standards for accrediting programs provided by Aboriginal post-secondary institutions; (b) negotiate mutual recognition of course credits and credentials to facilitate student transfer between Aboriginal institutions and provincial and territorial post-secondary institutions; (c) establish co-operative working…”

Read more about the Royal Commission on Aboriginal Peoples, 1996
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Indian Control of Indian Education, 1972

“….The present school system is culturally alien to native students. Where the Indian contribution is not entirely ignored, it is often cast in an unfavourable light. School curricula in federal and provincial/territorial schools should recognize Indian culture, values, customs, languages and the Indian contribution to Canadian development. Courses in Indian history and culture should promote pride in the Indian child, and respect in the non-Indian student …”

Read more about the Indian Control of Indian Education, 1972