As we have seen, Indians
Within the context of the Indian Act, the concept of guardianship takes on a unique meaning as it applies not only to individuals but also to entire communities. The lawyer Renée Dupuis, author of a book on First Nations issues in Canada, summarizes this guardianship regime well: “Revised in 1951, the federal Act clearly constitutes a regime of guardianship of Indians (both individually and collectively) and of the lands reserved for them. Actually, the Indians have a status equivalent to that of a minor child, since they are subject to the control of the government, which has the authority to make decisions on their behalf. All aspects of the lives of individuals and communities are supervised, from an Indian’s birth to his death, from the creation of a band to the cessation of a reserve.”
Note that several First Nations in Canada, including the Cree and Naskapi nations in Québec, are no longer subject to the Indian Act.
The enfranchisement clause was removed from the Indian Act in 1985.
Aboriginal self-government
Thus, a person might say that they’re from the Naskapi First Nation of Kawawachikamach, or the Atikamekw First Nation of Manawan, or the Mohawk First Nation of Akwesasne, etc., identifying both the nation to which they belong and their place of origin or residence.
There are 11 Aboriginal nations recognized in Québec: Abenaki (Waban-Aki), Algonquin (Anishinabeg), Atikamekw Nehirowisiwok, Cree (Eeyou), Huron-Wendat, Inuit, Maliseet (Wolastoqiyik), Mi’gmaq (Micmac), Mohawk (Kanien’kehá:ka), Innu (Montagnais) and Naskapi. Across Canada, there are nearly sixty Aboriginal nations.
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
Autonomy in the Area of Education
The Indian residential school system
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
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 |