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It argues that the federal education system for First Nations children only superficially resembles provincial systems, due to governance gaps, limited educational policy infrastructure, restricted second-level services, and funding inequities. Historical conflict over schooling traces to colonial exclusions and the Indian Act, while current conditions continue to constrain student learning and achievement through fragmented continuity and insufficient support.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/first-nations-educational-governance-a-fractured-mirror-legislative-and-policy-analysis-of-first-nations-education-governance/597411/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/first-nations-educational-governance-a-fractured-mirror-legislative-and-policy-analysis-of-first-nations-education-governance/597411.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What core problem does the paper identify in federal First Nations education governance?","Question",{"text":112,"@type":113},"The paper argues the federal approach has only a surface similarity to provincial systems and is fractured by missing governance structures, limited policy support, constrained second-level services, and funding inequities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper connect historical colonial actions to present educational outcomes?",{"text":117,"@type":113},"It links exclusion of parents and Elders from schooling to colonial initiatives such as “aggressive civilization” and the Indian Act, arguing that this conflict over education persists and undermines effective learning outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper state is the impact of limited second-level services on schools?",{"text":121,"@type":113},"It reports that student services, curriculum development, and adaptation are less prevalent in federally funded First Nations schools, affecting student achievement and outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597411,1792166409,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","FIRST NATIONS EDUCATIONAL GOVERNANCE:  \nA FRACTURED MIRROR  \nSheila Carr-Stewart, University of Saskatchewan, and Larry Steeves, University of Regina  \nThe Constitutional Act 1867 established a dual system of education in Canada – provincial authority and federal responsibility for First Nations‟ education. As apart ofits treaty obligations, Canada agreed to provide western schools and services equitable with that provided by provincial systems (Morris 1880/1991) .  \nThe authors argue that the federal system of education for First Nations children has only a surface similarity with the provincial systems. The fractured federal approach to First Nations education – lack of a governance system, educational policy, limited second level services and funding inequities – contributes to  \ndissimilar educational services and inhibits First Nations‟ student learning and  \neffective educational outcomes.  \nAt the time of contact with Europeans explorers in the 16th century, approximately  \n500,000 Indigenous people lived in self-governing communities spanning from the Atlantic to the Pacific Ocean. As self-determining nations, each with their own language, culture, and socio-economic systems, people lived and prospered on the land, adapted to changing environments and trade patterns, and “evolved and grew within the spiritual traditions given to them by the Creator”(Cardinal & Hildebrandt, 2000, p.3) . Elders and community members passed on knowledge from one generation to the next as a part of their robust system of Indigenous education. However,“from the beginning of contact with European culture until the present,” Deloria (1994) argued,“education has been a major area of conflict and concern”(as cited in Cajete, 1994, p. 11) . Conflict has resulted not only from the collision of educational  \npractices and differing world views (Little Bear, 2000), but also from the exclusion of First Nations communities, parents, and Elders in the delivery of educational services by colonial and subsequently Canadian governments. In the nineteenth century, exclusion of parents and community members in the education of their children was a deliberate initiative by the Canadian government in order to implement its educational policy “known as that of „aggressive civilization‟”(Davin Report, 1879, p. 1) . The Indian Act, 1876, institutionalized the exclusion of First Nations people in the delivery of educational services. While the current Indian Act (1985) has not changed significantly in the past one hundred years in relation to education, nevertheless, policy and practice has provided an impetus for change.  \nPurpose  \nThe purpose of this paper is to provide a legislative and policy analysis of First Nations educational governance within Canada. While the Constitutional Act, 1982, and the numbered treaties, 1871-1910, articulated Canada and the Crown‟s responsibility to provide educational services for First Nations people, the provision of education, the authors argue has lacked foresight and focus on continued improvement. Despite the federal government ‟s intent to provide a comparable system of education to that provided by provincial systems for Canadian children, the delivery of First Nation education is a fractured image of the provincial system and does not furthermore build on the Indigenous education practices, culture and languages of Canada‟s First peoples. Thus while purporting to provide a comparable education system to those established in each province the federal system is only similar on the surface – a surface marred by cracks and a lack of continuum and focus on education. Thus the federal system lacks  \ngovernance structure(s), legislation and policies which support effective schools and enhanced student learning. Recent research focused on provincial and First Nations schools in Saskatchewan (Marshall, Steeves, & Carr-Stewart (2009) suggests that the federal funded First Nations system does not provide comparable funding leve","cbCaisF1YHyIZ0fn","https://ap.wps.com/l/cbCaisF1YHyIZ0fn","pdf",216810,16,"English","# Purpose\n# Constitutional and treaty foundations\n# Historical conflict and colonial exclusion\n# Indian Act and policy-driven change\n# Federal system as a fractured governance model\n# Implications for student learning and achievement","[{\"question\":\"What core problem does the paper identify in federal First Nations education governance?\",\"answer\":\"The paper argues the federal approach has only a surface similarity to provincial systems and is fractured by missing governance structures, limited policy support, constrained second-level services, and funding inequities.\"},{\"question\":\"How does the paper connect historical colonial actions to present educational outcomes?\",\"answer\":\"It links exclusion of parents and Elders from schooling to colonial initiatives such as “aggressive civilization” and the Indian Act, arguing that this conflict over education persists and undermines effective learning outcomes.\"},{\"question\":\"What does the paper state is the impact of limited second-level services on schools?\",\"answer\":\"It reports that student services, curriculum development, and adaptation are less prevalent in federally funded First Nations schools, affecting student achievement and outcomes.\"}]","FIRST NATIONS EDUCATIONAL GOVERNANCE: A FRACTURED MIRROR - Legislative and policy analysis of First Nations education governance | PDF",1792084961]