September 24, 2025

The Government of British Columbia, the First Nations Education Steering Committee, and the Indigenous Adult and Higher Learning Association are working together to increase the number of First Nations teachers in the province. As part of this initiative, three First Nations have received financial support from BC to partner with postsecondary institutions on educational programs: The Stz’uminus Education Society and Mowachaht-Muchalaht First Nation have each partnered with the University of Victoria to launch a language revitalization certificate program that ladders into a diploma and Bachelor of Education degree; while Bonaparte First Nation, Nicola Valley Institute of Technology, and the University of British Columbia will offer a third-year entry BEd program. In addition to these programs, BC has distributed funds to support the exploration and development of teacher-education programs. “When community sees themselves within the education system, graduation rates increase,” explained BC Minister of Post-secondary Education and Future Skills Jessie Sunner. BC has allocated $5.4M over two years to support these initiatives.

The Roots of Resilience Charter School—Alberta’s newest Indigenous-led charter school—has officially opened its doors in Drayton Valley and welcomed its first 73 students. This K-12 school provides Indigenous and non-Indigenous students with an education that blends First Nation and Métis culture and language with the AB public school curriculum. The school’s location was chosen because it is an overlapping region between different First Nation and Métis peoples’ homelands, explained school founder Charlene Bearhead. The school will incorporate hands-on and land-based learning and Indigenous languages and teachings into its programming, and students will have the opportunity to connect with Indigenous staff. “It’s sentimental because my grandparents never did anything [Métis]. My mom is just learning. I’m just learning. I’m happy that I can actually learn, explore and discover what I can about my culture,” said Grade 11 Student Mackayla Greenlee.

Several postsecondary and K-12 schools have raised flags, planned special ceremonies, and encouraged students and staff to wear orange in recognition of the upcoming National Day for Truth and Reconciliation (NDTR) and in honour of the children who were forced to attend residential schools. Schools and boards such as Brock University, the Greater Essex County District School Board, Lakehead University, Mount Allison University, and Royal Roads University are flying the Every Child Matters flag and/or the Survivor Flag. McMaster University, Selkirk College, Surrey Schools, and the Upper Grand District School Board are among those encouraging their community to purchase and wear orange shirts created by Indigenous creators and businesses, with McMaster and Selkirk both selling shirts designed by Indigenous members of their respective communities.

The Ontario Federation of Indigenous Friendship Centres (OFIFC) has published a new learning-focused framework—they learn—to support the work of friendship centres across the province. The framework uses the story of an individual named Cedar to demonstrate how the model used by friendship centres works. The framework serves as a guide for educational and learning-focused initiatives and directives, including the development of curriculum, classroom and workshop teaching methods, and the sharing of cultural teachings. “We expect that the stories contained in the framework will leave some folks with more questions than answers. That is a good thing,” write the OFIFC framework authors. “The framework is not meant to be prescriptive or universal in its application, it is meant to give us language to talk about Indigenous teaching and learning, Indigenous ways of knowing, with each other. It is an exercise of exploring our own alignment with the learning principles and concepts being examined.”

Simon Fraser University recently celebrated the grand opening of its First Peoples’ Gathering House. This $25M longhouse offers Indigenous students, staff, faculty, and communities a space to connect and practice cultural traditions. The opening included a traditional ceremony and cultural performances from the four host First Nations: xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh Úxwumixw (Squamish), səl̓ilw̓ətaʔɬ (Tsleil-Waututh) and kʷikʷəƛ̓əm (Kwikwetlem). The gathering house was designed through collaboration with these four host First Nations and includes a Great Hall with house posts carved by each host First Nation overlooking it. “This is a place where our Indigenous students, faculty and staff can come and rejuvenate their spirit and connect with each other in ways that we haven’t been able to thus far,” said SFU Indigenous Executive Lead Chris (Syeta’xtn) Lewis.

A flag ban at the Dufferin-Peel Catholic District School Board (DPCDSB) that prevents schools and the board office from flying flags other than the national, provincial/territorial, and school board flags has drawn complaints from parents. Student parent Melanie Cormier stated that, in the past, the Every Child Matters flag would fly at the board’s schools. “To have this one year and then to have it removed the next year, I feel like it’s erasure,” said Cormier, who is Oji-Cree from Bearskin Lake First Nation. CBC reports that attempts to allow alternative flags such as the Every Child Matters flag or the pride flag have been voted down by trustees. In a conversation with APTN News, visual artist Isaac Murdoch asserted that the trustees were infringing on the rights of First Nations to fly flags that represent their people. Indigenous Education Council member Charlene Simone told CBC that the school board has made great progress on several areas of Indigenous education and representation, but that this flag policy feels like going “back in time.”

The First Nations University of Canada has partnered with the University of Zululand (UNIZULU) in South Africa to promote Indigenous education. This partnership offers students and faculty opportunities such as exchanges, joint research, and participation in cultural preservation efforts. FNU President Jacqueline Ottmann explained that the idea arose after meeting the university’s representatives at a conference, where she noted similarities between the two institutions. “[The UNIZULU community] are also very communal and tribal, and their organizational structures are very circular and inclusive,” said Ottmann. “Drum is a big part of their celebration and ceremonies. They have vibrant colours of their regalia. And they are focused on reviving and reclaiming their Indigenous language and more traditions.”

The Esk’etemc First Nation has published an open letter calling on School District 27 to include it and other First Nations in its creation of a plan to address anti-Indigenous racism. The letter asserts that SD 27’s superintendent and board failed to consult with or engage local First Nations while developing the district’s Safer Schools Review of Climate and Culture Response Plan. Among with its criticisms of the plan, Esk’etemc pointed out that the plan does not acknowledge systemic racism, does not clearly articulate how the board will include Indigenous leadership and voices, and fails to reference the Truth and Reconciliation Commissions’ Calls to Action. “This is not the first time we have asked to come to the table. And yet, once again, decisions are being made about us, without us,” wrote the First Nation. “This is not reconciliation. This is not partnership. This is not acceptable.”

Confederation College has permanently installed the Fort William First Nation flag as an acknowledgement that the college is on the First Nation’s territory. Confederation President Michelle Salo told TB News Watch that it was especially important for an educational institute to have the flag on its campus “because we know a lot of the trauma was related to education.” At the flag-raising ceremony, Fort William First Nation Elder Sheila DeCorte provided opening remarks, a prayer, and a song. Bannock was served to attendees afterwards. “I never imagined that this would be happening,” said Michele Soloman, Chief of Fort William First Nation. “If you think back 20 years ago, this was not a conversation that was happening in education anywhere.”

School District 57 has unveiled its new logo, which draws on imagery with place-based meaning and cultural significance. The logo is shaped like a thumbprint with trees, land, rivers, and a salmon. “The thumbprint also shows us how each of us has a unique learning journey and that our individual experiences matter,” explained Grade 12 Student Emily Clarke. “You’ll also notice the circular shape of the logo. A circle means wholeness, unity and connection. It reflects a word in Dakelh, ‘lhulh’uts’ut’en’, which means ‘working together.’” The salmon is intended to both recognize the strength and resilience of students and honour the cultures and stories of the Lheidli T’enneh, McLeod Lake Indian Band, and Simpcw First Nations and their traditional territories. This is reportedly the first new logo that the school district has had in about 50 years.