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Métis Post-secondary Education Systems:
Literature Review

This paper aims to provide a literature review on the current state of knowledge of Métis post-secondary education systems and to identify promising practices and some principles that could be further explored or new directions for policy developments while reflecting Métis cultural traditions and continuity. It's a complex examination of the Métis specific documents available. Computer searches were undertaken on Aboriginal post-secondary education, Métis post-secondary and Métis education in various meta search engines and specialized subject search engines

The objectives of this literature review are:

1. To conduct a cross-country scan literature review on Métis post-secondary educational systems;
2. To synthesize information found in the literature review specific to the Métis;
3. To explore current promising practices across Métis post-secondary educational systems;
4. To provide recommendations for consideration for future growth and development and responsiveness to Métis learners.

Recommendations

1. Métis Self-determination; Educational Control and Jurisdictional Issues
   
   The literature suggests a principled approach to Métis post-secondary initiatives which includes the following:
   
   
   • Métis need to define their own terminology which captures their sui generis cultural perspectives and understandings;
   • Initiatives must be consistent and supportive toward Métis inherent right to self-determination;
   • Mutual respect must take into account different interests, perspectives, cultures, understandings, and concerns of educational stakeholders;
   • All processes considered should be inclusive, gender sensitive, and linked to Métis culture and traditions (Ensure a balanced approach is engaged which reflects gender stability);
   • Consideration of the balancing of educational individual and collective rights that are consistent with Métis laws and Canadian laws;
   • Métis-specific processes should be developed that provide for community leadership, input, application and an appeal processes (this may vary depending upon the characterization and roles);
   • All processes and procedures are to be grounded within principles of openness and transparency;
   • Priority is to be given for adequate and meaningful consultation processes with Métis individually and collectively and where appropriate, accommodate community based/led initiatives; and
   • It is important that adequate and meaningful communications be implemented so that everyone is aware of what is going on in their community. A communications strategy is important. Positive relationships between all involved in the initiatives and with Métis leaders to eliminate jurisdictional barriers.
2. Academic Development
   
   The education that Métis receive must be of the highest quality in academic standards and include approaches that are meaningful and adequate for Métis people. Education should include learning models that are dynamic processes and relationships that characterize Métis communities. They should include the following:
   
   
   • Métis studies must be included in the curriculum; orientation and preparatory training should be included as well as the affiliation of Métis specific institutions should be explored.
   • Métis scholars and knowledge holders are to be valued by inclusion in developments and curriculum delivery.
   • Métis academic support services to be provided. Special needs of families must be considered.
   • Métis curriculum is to be relevant, timely, Métis focused and respectful of community needs.
   • Develop research and models on Métis specific learning models and pedagogy.
3. Cultural Revitalization
   
   Many Métis want to ensure that processes and policies linked to lifelong learning and education for existing and future generations promote the preservation of the Métis culture, traditions and practices. This is the foundation for the success of the Métis people in all contexts of life. Capital funds are needed to develop community infrastructure that is capable of supporting community guided approaches to educational issues in cultural revitalization. Enhancing capacities for Métis to develop culturally based educational materials is crucial.
   
   Métis people require post-secondary education that builds upon and enhances their strengths, customs, identity, language and traditions. Métis identity is a unique and distinct rights bearing concept that must be a foundational aspect of educational initiatives.
   
   
4. Financial Capacities, Accountabilities and Delivery
   
   Because of the high tuition costs and the fact that generally the income level of most Métis is lower than that of other non-Aboriginal Canadians, the access that Métis have to educational opportunities and the chances of successful completion are lower. An option to help counteract these issues is to develop a financially accountable, Métis developed and governed charitable foundation that can provide tax receipts for donations, both corporate and individual. The purpose of the foundation will be to act as a clearinghouse for Métis Post-Graduate University Studies. It will operate a Métis multi-media research library; host seminars and conferences featuring national and international Indigenous scholars; publish and distribute Métis development literature; publish and distribute a quarterly Métis Studies news magazine and provide scholarships to Métis post-graduate students at universities. It may be instituted provincially or regionally or possibly nationally (or a combination of one or more locations).
   
   Another option might be to continue and copy the success of the 2007, Health Canada initiative that provided 10 million dollars in funding to increase the number of Métis students in health careers. To date over 1 million dollars in funding was distributed by the National Aboriginal Achievement Foundation in the form of bursaries for Métis students in health careers. For community based educational projects the following methodology may be helpful.

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