TakingITGlobal

Indigenous students to access programming that is taught from an Indigenous perspective or methodology, and those that do exist are not often accredited to the same degree as mainstream educational programs (Cote-Meek, 2014). Government funding models create further barriers in accessing educational programs for Indigenous young people (Blackstock, 2016). Indigenous nations are the jurisdictional responsibility of the federal government which poses challenges in obtaining adequate funding for educational resources both within and outside of Indigenous communities (Mehta & Teles, 2012). Federally recognized First Nation and Territorial governments receive funds for the provision of educational programming within their communities, while municipalities are funded provincially (Paquette & Fallon, 2010). This results in a considerable difference in the amount of funds provided, with Indigenous students receiving 30 percent less per student than the national average (Drummond & Rosenbluth, 2013). This results in fewer educational programs and educators, lower educational attainment rates, and less resources provided to students (Palmater, 2012). Funding impacts the quality of education students receive which can disproportionately affect Indigenous learners, particularly those experiencing first-hand and intergenerational trauma, poverty, or those with gifts and/or disabilities (Brittain & Blackstock, 2015). While funding may be provided to Indigenous communities for the provision of educational programming, there are fewer funds available to support Indigenous students accessing educational services off reserve (Battiste, 2017). Indigenous governments may receive funds to support post-secondary funding of their community members, however, there is often not enough funds to cover the total costs of tuition, living expenses, and travel costs associated with relocating (Restoule et al., 2013). These funds are also based on statistical data that may be inaccurate or misrepresentative of community demographics (for instance, not all members may be registered and therefore not accounted for in the allotment of funds) (Hardes, 2013). Post-secondary funds can be helpful to students seeking post-secondary, but these funds are not guaranteed and require yearly applications and reporting in order to maintain eligibility (Restoule et al., 2013). Non-status Indigenous peoples are often excluded from accessing federal post-secondary funding. Regardless of status, most Indigenous students are forced to access student loans and bursaries to make up the financial shortfall they experience while attending school, which may pose challenges in supporting their long-term success and ability to return to their communities. Continuous barriers placed on Indigenous communities through settler-colonialism impacts both individual and collective capacity and wellbeing. From a social determinants perspective, the inability to access education, employment, housing, adequate healthcare, nutritional foods, and cultural supports contributes to ill-health (Czyzewski, 2011). The ongoing colonization of Indigenous peoples through legislated assimilation processes perpetuates a tiered social system that negatively impacts all Canadians (Smith, 2010). In order to form environments that are less harmful to Indigenous communities, we need to understand how colonialism continues to enact itself in our everyday lives and seek ways to remove the structures of colonialism itself (Tuck & Yang, 2013). The Truth and Reconciliation Commission of Canada suggests numerous ways in which Candian institutions can engage in processes of truth seeking and atonement for harms perpetuated through colonialism (Truth & Reconciliation Commission of Canada, 2015). Reconciling for colonial violence requires the removal of the sources of that harm; it requires decolonization. Decolonization necessitates deep consideration Future Pathways Summit Report 6

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