Indigenous Education Needs Reform: Chiefs’ Role Under Scrutiny

The ongoing governance issues at the First Nations University of Canada highlight a persistent challenge within Indigenous education systems. These problems stem from the intertwining of political power and administrative responsibilities among Indigenous leaders, particularly chiefs. The situation reflects broader historical and systemic issues that have persisted over decades, affecting the efficacy and future direction of educational institutions in Indian Country.

In the 1970s, the Federation of Sovereign Indigenous Nations established three key educational institutions, intending for chiefs to set policy while allowing day-to-day administration to be handled internally. This model was designed to empower leaders to create a vision for their institutions. Yet, decades later, the same chiefs still dominate the boards of the Saskatchewan Indigenous Cultural Centre, the First Nations University of Canada, and the Saskatchewan Indigenous Institute of Technologies, raising concerns about the effectiveness of such governance.

The historical context is critical for understanding this situation. When treaties were signed, the chiefs solidified their roles within their communities, gaining political legitimacy. However, over time, their authority was undermined by Indian agents and external influences, relegating chiefs and councils to ceremonial roles. Notable figures such as John B. Tootoosis and Walter Dieter worked to empower First Nations by helping them elect their own leadership, emphasizing the need for genuine representation and authority.

Today, the role of chiefs has evolved into a complex reality where they often function as administrators rather than leaders. An elder once noted that as chiefs increasingly took on administrative duties, they risked becoming akin to Indian agents themselves. This shift has placed them in a position where they manage resources and make decisions on behalf of their communities, yet they lack true authority, which remains with the government. Consequently, this dynamic can lead to internal conflict and stagnation within communities, further complicating progress.

The Federation of Sovereign Indigenous Nations must confront this trend towards neocolonialism within its institutions. A reevaluation of who sits on boards is essential. Replacing chiefs with individuals who possess relevant experience and expertise could revitalize the governance of educational institutions. This reform could create a more effective system that prioritizes the educational needs of Indigenous students.

In 2009, both federal and provincial governments mandated changes to the board of the First Nations University of Canada to secure funding. However, in 2022, the FSIN reversed this decision, allowing chiefs back on the board without consulting funding agencies. Such shifts in governance can impact the university’s ability to operate effectively.

Historical lessons emphasize the importance of diverse perspectives in decision-making. Traditional governance models relied on input from elders, caregivers, and community members, fostering a democratic environment where ideas could be freely exchanged. The current climate, where funding is tightly controlled by the government, has diminished the level of protest and advocacy that once characterized Indigenous leadership.

Looking to the past may offer insights into how to navigate the future. Strengthening democratic processes and ensuring that the voices of all community members are heard could lead to meaningful change. As Doug Cuthand, an Indigenous affairs columnist for the Saskatoon StarPhoenix and the Regina Leader-Post, points out, the current structure may be impeding progress rather than facilitating it.

Reforming the governance of Indigenous educational institutions requires a critical look at historical practices and a commitment to empowering leaders who are dedicated to serving their communities effectively. Only then can the education system truly reflect the needs and aspirations of Indigenous peoples.