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- The bill requires that education services leading to a recognized high school diploma be delivered by First Nations in one of three ways: by administering a school on reserve; stration of a school to a First Nation Education Aut through an agreement with a provincial school board.
www.publications.gc.ca/collections/collection_2014/bdp-lop/ls/41-2-c33-eng.pdfBill C-33: First Nations Control of First Nations Education Act
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Study with Quizlet and memorise flashcards containing terms like Constitution Act 1867, Educational Clause from Treaty 6, First Nations Education Act Exceptions and others.
Study with Quizlet and memorise flashcards containing terms like Aboriginal, indigenous, Symbolism and others.
Listening to and learning from the lived experiences of First Nations, Inuit and Métis in Canada is essential to advancing reconciliation. Hear firsthand from community members and leaders what reconciliation means to them.
- Early First Nations: The Six Main Geographical Groups. Before the arrival of Europeans, First Nations in what is now Canada were able to satisfy all of their material and spiritual needs through the resources of the natural world around them.
- History of First Nations – Newcomer Relations. First Encounters – Military and Commercial Alliances. (First Contact to 1763) Indigenous peoples occupied North America for thousands of years before European explorers first arrived on the eastern shores of the continent in the 11th century.
- A Changing Relationship – From Allies to Wards. (1763–1862) Until the late 18th century, the relationship between First Nations and the British Crown was still very much based on commercial and military interests.
- Legislated Assimilation – Development of the. (1820–1927) "Civilizing the Indian" As First Nations' military role in the colony waned, British administrators began to look at new approaches to their relationship.
- Early Colonial-Indigenous Relationships and Policies
- Settlement and Post-Confederation Policies
- Indian Status
- Indigenous Suffrage
- Residential Schools
- Treaties, Reserves and Land Claims
- The Indian Act and Amendments
- Section 35 and The Canadian Constitution
- Indigenous Initiatives Toward Self-Government
European states claimed lands around the world by right of "discovery," and declared Indigenouspeople living there to be subject to the colonizing power. However, the Europeans who first came to North America depended on the more numerous and better-adapted Indigenous people for survival, which led to trading and military alliances. During the peri...
The characteristic features of government policy after Confederation were the imposition by European governments of treaties, reserves and paternalistic social policies, all intended to promote Indigenous assimilation to the general population. As land was needed for settlement in UpperCanada, treaties were made to "extinguish" Indigenousrights to ...
The establishment of common property in reserves and band funds, special legislation and treaty rights led to the development of the legal concept of Indian Status. Some persons of Indigenous ancestry — Métis and Non-Status Indians — never qualified for status or lost it in a variety of ways. In April 2016, however, the SupremeCourt ruled unanimous...
StatusIndians were disqualified from voting until 1960, unless they met certain criteria. If men with status met the criteria set down in AnAct to Encourage the Gradual Civilization of the Indian tribes in this Province (1857), and later, An Act respecting Civilization and Enfranchisement ofcertain Indians (1859), they could voluntarily relinquish ...
Residentialschools were government-sponsored religious schools that were established to assimilate Indigenous children into Euro-Canadian culture. They functioned generally from 1880 to 1996. (Grollier Hall, which closed in 1997, was not a state-run residential school in that year.) The schools disrupted lives and communities, causing long-term pro...
After Confederation, administrative responsibility for Indigenous people was allocated to the central government in Ottawa. This did not affect the general direction of Indigenous policy, which remained largely unchanged until at least the mid-20th century. As the Dominion ofCanada prepared for the settlement and development of new territories, the...
The administrative arm of Indigenous policy continued with little change after Confederation. The Indian Department became a federal office in 1868 and has continued under various titles until the present day. Legislation governing FirstNations people was consolidated into the Indian Actin 1876. The diversity among Indigenous people and the regions...
Since the WhitePaper, Indigenous political activity has greatly increased awareness of problems and goals among the general public and the Indigenous population itself. Most Indigenous political organizations with whom governments deal obtain their support and validity from a strong community base. An experienced leadership has emerged capable of m...
Self-administration has had a place in Indigenous affairs, particularly since the 1960s when aspects of band governance, including the administration of some federally funded programs, began to be taken over by FirstNations. Dissatisfaction remained, however, with these delegated powers. In response to this dissatisfaction, the House of Commons Spe...
The Indian Act created Residential Schools and forced a new form of education on First Nations peoples. The decades long strategy of 130 government-funded Residential Schools was to kill the Indian in the child.
Feb 7, 2014 · The Government of Canada and the AFN are committed to improving K-12 education outcomes for First Nation students, and providing First Nations children on-reserve with a high quality education, just like every other Canadian.
