Standing Committee on Indigenous and Northern Affairs

Comité permanent des affaires autochtones et du Nord

For immediate release

Ottawa, May 8, 2024 -

Today, Mr. John Aldag, Chair of the House of Commons Standing Committee on Indigenous and Northern Affairs and Member of Parliament for Cloverdale - Langley City was pleased to table the committee’s report, “Braiding Learning with Healing: A Pathway to Improving Graduation Rates and Successful Outcomes for Indigenous Students.” Witnesses shared inspiring Indigenous successes in education, as well as innovative approaches that are being implemented to address the learning gap for Indigenous students. Witnesses also emphasized the need for increased financial and other support so that Indigenous students can flourish.

Over the course of seven meetings, the committee heard from 42 witnesses, and also received 15 briefs. The use of Indigenous languages during its hearings was a testament to the resilience and resurgence of Indigenous language and culture, which is intrinsic to Indigenous education.

Sébastien Lemire, committee member and Bloc Québécois Member of Parliament for Abitibi—Témiscamingue noted, “Kiuna's testimony was decisive in the culturally adapted approach that must be prioritized. This speaks to the crucial importance of placing Indigenous culture at the heart of education to ensure the success and fulfillment of youth, thereby ensuring their success and identity pride. The Bloc Québécois fully subscribes to this, recognizing the crucial importance of this approach for the future of Indigenous communities in Quebec and the importance of ensuring its sustainability. Additionally, we are proud of the collaboration between Cégep de l'Abitibi-Témiscamingue and Dawson College in promoting this educational commitment.”

Lori Idlout, committee member and New Democratic Party Member of Parliament for Nunavut noted, “First Nations, Inuit and Métis children were taken from their parents in the name of education. The government's response to witness testimonies must be one towards action. Residential school denialism demands that all Canadians learn this history in all school curriculums.”

In its unanimous report, the committee makes 25 recommendations, which include convening a national conversation on the state of Indigenous education with First Nations, Inuit and Métis partners and provincial and territorial governments, as well as reviewing education funding models. The committee thanks and is grateful to all those who took the time to share their knowledge and experience.

This report can be viewed online on the committee’s website.