Ontario Teacher Secures Certification, Advocates for Indigenous Rights

A teacher from the Tyendinaga Mohawk Territory has achieved a significant victory against the Ontario College of Teachers (OCT), securing recognition of his Indigenous qualifications. On October 17, 2023, Andrew Brant received an email from the OCT informing him that his Multi Session Transition Certificate had been upgraded to a full Certificate of Qualification and Registration. This change affirms his status as a fully qualified teacher in Ontario.

Brant, who has dedicated 16 years to teaching, has been a permanent instructor at the Ohahase Education Centre in Deseronto for seven years, specializing in Mohawk language and Indigenous studies. He holds a Bachelor of Education from Queen’s University and is actively involved in various educational initiatives, including a podcast that addresses cultural, historical, and political issues.

Brant’s journey towards certification began in July when he sought exemption from a math proficiency test (MPT) mandated for all teachers in Ontario. He referenced a statement from the Ontario Minister of Education, Paul Calandra, in his request. However, the OCT promptly denied his appeal, indicating that the requirement was legislated by the Government of Ontario and could not be altered.

Undeterred, Brant took a proactive stance. He filed complaints, contacted the OCT, and meticulously assembled a case highlighting his rights under the Constitutional Act of 1982. This act affirms the rights of Indigenous people to teach their language using their own standards. He also cited relevant international laws and historical commitments, emphasizing the rights guaranteed through treaties.

“The most challenging part was piecing together the case law related to my situation,” Brant explained. “I was holding up a mirror to them, forcing them to follow their own policies and pointing out contradictions.”

Brant views the OCT and similar organizations through a critical lens, describing the education system as “one of the largest colonial institutions in Canada.” His perspective is shaped by the systemic challenges faced by Indigenous educators, who often find their qualifications questioned despite their expertise and dedication.

The OCT had originally scheduled a final ruling on Brant’s exemption request for October 20, but the decision arrived earlier than anticipated. Following an inquiry from the local press, Brant received notification of his certification. “I had no expectation that they’d hand down the decision early,” he remarked. “It shows the power of the media. The OCT is concerned about this kind of information becoming public.”

The weight of uncertainty lifted when he received the news. Initially, Brant felt a sense of relief, but the significance of the ruling soon became clear. “This is a step forward for others who have faced similar barriers,” he noted. “It’s a form of liberation. The OCT had to recognize our knowledge and credentials.”

Despite this personal achievement, Brant stresses that the OCT must acknowledge its previous missteps. “They need to correct their policies and attitudes,” he stated. “Other teacher colleges across the country look to them for standards.”

Brant’s experience serves as a reminder of the ongoing challenges faced by Indigenous educators in Canada, and his advocacy may inspire future changes that benefit both current and aspiring teachers.