Ancestral Lands
4.1 The District recognizes that it is situated on the ancestral and treaty land of Mississaugas of Scugog Island First Nation and the Chippewas of Georgina Island, two Anishinaabek Ojibwe Nations. The Durham District School Board acknowledges that many Indigenous Nations have long-standing relationships, both historic and modern, with the territories upon which our school board and schools are located. Today this area is home to many Indigenous peoples from across Turtle Island. We acknowledge that the Durham region forms a part of the traditional and treaty territory of the Mississaugas of Scugog Island First Nation, the Mississauaga Peoples and the treaty territory of the Chippewas of Georgina Island First Nation. It is on these ancestral land treaty lands that we teach, learn and live. These Nations hold legal and specific rights in their respective territories. This area has been and continues to be home for Indigenous peoples and non-Indigenous peoples.
The District is committed to fostering and maintaining healthy reciprocal relationships with urban First Nations, Métis and Inuit community members, Métis Nation of Ontario, Mississaugas of Scugog Island First Nation, Chippewas of Georgina Island First Nation and the Anishinabek Education System.
Distinct Rights and Consultation
4.2 The District recognizes that Indigenous rights are distinct.
4.3 These distinct Indigenous rights are recognized in numerous international covenants and conventions and also in pre- and post-confederation treaties.
4.4 The District also recognizes that Indigenous Peoples are distinct from equity-seeking groups in that they are self-determining Nations with inherent rights, laws, and institutions. In the exercise of their rights, they should be free from racism and discrimination of any kind.
4.5 Indigenous staff and students shall not be subject to actions with the aim or effect of depriving them of their distinct rights. The District is committed to providing services, workplaces and learning environments that center Indigenous rights, human rights and equity and that are welcoming, respectful, safe, inclusive, equitable and free from oppression, discrimination, racism, harassment and harm.
4.6 The District is committed to upholding Indigenous and Inherent Rights in a manner that prioritizes ethical conduct and healthy relationships with Indigenous community members. In this regard, the District is committed to meaningful consultation and engagement with Indigenous peoples in accord with the expectations of local Indigenous community members on matters related to Indigenous education policy and procedure development, amendment and/or implementation and on curriculum and programs or other policy or systemic issues impacting Indigenous peoples or their rights as confirmed in this Policy. Local Indigenous community members could include Indigenous parents or parent councils, Indigenous policy consultants, Indigenous employees, Indigenous lawyers, Indigenous human rights specialists, Indigenous Elders, Indigenous activists, and Indigenous scholars.
4.7 The District will ensure that Indigenous community voice is present in board governance, strategic direction and priorities and policy setting.
School Climate and Curriculum
4.8 Indigenous Peoples have the right to the dignity that comes with acknowledgement of the diversity of nations, laws, cultures, traditions, histories and aspirations and this shall be appropriately reflected in curriculum, programs and public information.
4.9 There is a shared responsibility between the District and local Indigenous community membersto promote and protect the rights of Indigenous students, families and staff and to ensure the maintenance of a respectful, safe and positive school climate and the actions that support Giikendaaswin.
4.10 Indigenous students have the right to an education free from racism and discrimination of any kind and to learning experiences that align with and promote Giikendaaswin.
4.11 Indigenous (First Nations, Métis, and Inuit) education delivered within the DDSB is to comply with legislative requirements, the terms of this policy and shall support the District's commitment to Indigenous rights, human rights, anti-oppression, anti-Indigenous racism and nondiscrimination.
4.12 Discrimination and harassment such as, but not limited to, cultural appropriation, harmful narratives, stereotypes and racial slurs are unacceptable and are incompatible with District values and expectations.
4.13 The District shall value and present Indigenous expertise and knowledge systems as equal to, and on par with, Eurocentric knowledges, in accordance with terms of any procedure adopted under this Policy.
Anti-Colonialism
4.14 The District is committed to understanding the ongoing legacies of colonialism which continue to negatively impact the social, legal, economic, cultural and political lives of Indigenous Peoples and their lands, including Indigenous peoples' right to education without discrimination.
4.15 The District recognizes that uninterrupted existing structures replicate or perpetuate colonial and discriminatory structures, processes and decision making and negatively affect Indigenous rights and, therefore, that the District must begin to engage in anti-colonial actions to address these structures. In this regard, the District adopts UNDRIP as a guiding document to inform the creation of District policies, and procedures. The District is committed to acting upon, reconciling and being accountable to Indigenous Peoples in addressing the impacts of colonialism.
Self-Identification
4.16 In response to the Ministry of Education's Ontario First Nation, Metis and Inuit Education Policy Framework (2007), the DDSB shall provide students 18 years or older and all parents/guardians of Indigenous students the opportunity to voluntary, confidential self-identification of First Nation, Métis and Inuit ancestry.
4.17 The District shall establish and maintain a strictly voluntary process to collect, aggregate, and report confidential Indigenous self-identification data in accord with applicable privacy legislation and best industry practices to maintain privacy and confidentiality.
4.18 Any such data shall only be used to identify and remove barriers experienced by Indigenous students and families, inform anti-colonial practices and improve Indigenous education programs within the District. The District shall respectfully utilize relevant voluntary, confidential self-identification data to develop, implement, and evaluate responsive programming that increases Indigenous student engagement, well-being, and achievement of Indigenous students within the District.
Implementation
4.19 Implementation of this policy will be an ongoing commitment of the Director and delegates and the Board, within the scope of their respective responsibilities, that will involve amongst other things:
- Examining existing colonial structures and supporting anti-colonial efforts;
- Monitoring and assessing organizational compliance with this policy;
- Putting in place appropriate and sustainable organizational structures, resources and expertise to support the successful implementation of this policy and related procedures;
- Revising or removing policies, procedures and practices that conflict with this policy and adopting and implementing new policies, procedures and practices that proactively promote and support Indigenous and inherent Rights and anti-discrimination; and
- Engaging in ongoing learning and training in understanding the rights of Indigenous Peoples and the deep impacts of colonialism and how it continues today.
