Self-Government: An Alternative to Guardianship

As we have seen, Indians had only one way of keeping their identity: government guardianship. The only other possibility was to apply for enfranchisement and be assimilated. This regressive provision of the Act, which treated Indians like children, was abolished in 1985, as was the provision that permitted discrimination on the basis of sex by removing the Indian status of Indian women who married non-Indian men.

Aboriginal self-government, now under discussion, represents a new path, providing hope that Indians would be able to survive, develop and thrive as communities. At long last, this represents the opportunity for First Nations to be in charge of their own destiny and to preserve their collective dignity. The creation of Aboriginal governments is all the more justified in that the Aboriginal peoples of Canada were granted the status of peoples in the Canadian Constitution. For its part, even though it did not recognize the 1982 constitutional agreement, the National Assembly of Québec passed a motion in 1985 stating that Aboriginal peoples were nations; this meant that self-government agreements had to be entered into. The motion went on to affirm that not only were assimilation policies no longer valid, but they were also prohibited.

Despite the persistence of federal guardianship, fortunately long gone are the days when Indian Affairs agents acted like “kings and masters” on the reserves. Significant steps toward autonomy and self-government have been taken. In the early 1970s, the National Indian Brotherhood chose the area of education to spearhead the “take charge” movement, publishing Indian Control of Indian Education. Today, elementary and secondary education is almost entirely administered by band councils, as are health and social services, recreation, housing, public security and economic development, which are covered by self-government agreements. Since the signing of the James Bay and Northern Quebec Agreement and the Northeastern Quebec Agreement, the Cree and Naskapi have no longer been governed by the Indian Act, but are governed by the CreeNaskapi (of Quebec) Act, which gives them much more autonomy.

A group of First Nations police cadets receive their diplomas during a ceremony at the Institut de police du Québec (now the Institut national de Police du Québec) in June 2000.

Photo credit:  Pierre Lepage

Autonomy in the Area of Education

The Indian residential school system ended in 1969. In the mid-1970s, the Department of Indian Affairs and Northern Development administered approximately 30 elementary schools in Aboriginal communities. Secondary and post-secondary students were required to enrol in the Québec public school system, and the federal government entered into financing agreements with the institutions concerned (MEQ 1998, 4).

The school bus in Kangiqsualujjuaq, Nunavik.

Photo credit:  Tourisme Québec, Heiko Wittenborn

In the space of 20 years, the Aboriginal school system changed radically, initially as a result of the “take charge” movement launched in 1972 by the National Indian Brotherhood. In 1973, the Department of Indian Affairs and Northern Development endorsed and committed itself to this effort. In Québec, the signing of the James Bay and Northern Quebec Agreement in 1975 and the Northeastern Quebec Agreement in 1978 led to the creation of two school boards, one for the Cree and the other for the Inuit. The Naskapis, for their part, administered their schools within the Central Québec School Board. In 1997–1998, nine school establishments were administered by the Cree School Board, 14 were administered by the Kativik School Board and one was administered by the Naskapis. Funding was received from the federal and provincial governments. Elsewhere, Aboriginal communities gradually took charge of federal schools, with the funding provided entirely by Indian Affairs. In 1985, communities were consolidated under the Québec First Nations Education Council, which provided certain services to member communities. In Innu communities, with the exception of Mashteuiatsh, the education mandate was entrusted to the Institut Tshakapesh.

The number of Aboriginal schools therefore doubled in 20 years. “Thus, most Aboriginal people now have access to elementary and secondary schools in their own communities.” (ibid. 7) However, despite this undeniable progress, student dropout and failure rates are of particular concern.

Schools on Reserves and in Aboriginal Villages in Québec from 1977 to 1997

Year Federal Schools Aboriginal Schools Total
1977 – 1978 29 29
1987 – 1988 9 37 46
1997 – 1998 1 61 62

(Source: Ministère de l’Éducation, Education Statistics Bulletin. Portrait of the Aboriginal School Population of Québec, 1998. Data taken from Table 4, p. 5)

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