THE STANDING SENATE COMMITTEE ON INDIGENOUS PEOPLES
EVIDENCE
OTTAWA, Wednesday, October 30, 2024
The Standing Senate Committee on Indigenous Peoples met with videoconference this day at 6:45 p.m. [ET] to examine the federal government’s constitutional, treaty, political and legal responsibilities to First Nations, Inuit and Métis peoples and any other subject concerning Indigenous Peoples.
Senator Brian Francis (Chair) in the chair.
[English]
The Chair: Before we begin, I would like to ask all senators and in-person participants to consult the cards on the table for guidelines to prevent audio feedback incidents.
Please make sure to keep your earpiece away from all microphones at all times. When you are not using your earpiece, place it face down on the sticker placed on the table for this purpose. Thank you for your cooperation.
I would like to begin by acknowledging that the land on which we gather is the traditional, ancestral and unceded territory of the Anishinaabe Algonquin Nation and is now home to many other First Nations, Métis and Inuit Peoples from across Turtle Island.
I am Mi’kmaw Senator Brian Francis from Epekwitk, also known as Prince Edward Island, and I am the Chair of the Committee on Indigenous Peoples.
I will now ask committee members to introduce themselves by stating their province or territory, starting on my left.
Senator Martin: Yonah Martin, British Columbia.
Senator Hartling: Nancy Hartling, New Brunswick, Mi’kma’ki.
Senator McNair: John McNair from the unceded lands of the Mi’kmaw in New Brunswick. Welcome.
Senator Arnot: David M. Arnot from Saskatchewan.
Senator Sorensen: Karen Sorensen, Alberta, Treaty 7 territory.
Senator White: Judy White, Ktaqmkuk, better known as Newfoundland and Labrador.
Senator Coyle: Mary Coyle, Nova Scotia, Mi’kma’ki.
Senator McPhedran: Marilou McPhedran from Manitoba.
The Chair: Today we are pleased to welcome a number of Indigenous youth from across the country as part of the 2024 edition of the Voices of Youth Indigenous Leaders. The annual event aims to amplify the perspectives and experiences of young Indigenous leaders between the ages of 18 and 35 who are driving meaningful change in their communities and beyond.
The testimony shared today will help inform the ongoing work of the committee. We heard from some of our participants earlier in the day. This evening we will hear from the remaining participants. We will now invite each of them to provide opening remarks of approximately five minutes, followed by a question-and-answer session with committee members. Just a reminder, as it was this morning, we have a hard stop at 30 minutes for each participant.
Our first witness at the table is Ethan Paul, a Mi’kmaw from Membertou First Nation in Nova Scotia, who currently serves on the Students on Ice Alumni Council and the Canadian Youth Road Safety Council. I will now invite Mr. Paul to give his opening remarks.
Ethan Paul, as an individual: Kwe’. Hello. My name is Ethan Paul. I’m Mi’kmaw from Membertou First Nation, and I’m studying Mi’kmaw Early Childhood Education at Nova Scotia Community College. I’m honoured to share a bit about my journey, work and vision for Indigenous youth leadership.
From an early age, I stepped into leadership roles to elevate the voices of youth in my community. Beginning with the Membertou Youth Chief & Council in high school, I’ve since served on various councils and committees, including Cuso International, Good Neighbours Canada and Students on Ice. These roles taught me the value of listening, collaboration and empowering others. I carry these lessons with me in every initiative I undertake.
One initiative I’m proud of is the Membertou Youth Network, a platform I started to connect youth with community events, workshops and opportunities. Through it, we’ve run cultural activities like basket-making workshops where youth reconnect with tradition and share experiences. I also launched Books & Piteway, a book club focusing on sexual and reproductive health and rights, or SRHR, supported by Oxfam Canada. This project invites critical conversations around Indigenous feminism, 2SLGBTQ+ rights and gender-based violence, engaging us in discussions we urgently need as a community.
In my work with Ocean Wise’s youth programs, I developed a project called Esmut Apuknajit where we introduce Mi’kmaw youth to traditional eel-harvesting practices, grounded in the Mi’kmaw principle of Netukulimk, a way of sustainable living. We gathered for a youth Mawio’mi, ending with an offering to Apuknajit, our winter spirit, deepening our connection to land and community.
This project inspired me to work on a Mi’kmaq seafood cookbook that highlights traditional recipes from Unama’ki, a tribute to our culture and to my late uncle Danny, a respected knowledge keeper.
This year, I graduated from the Indigenous Youth Policy School and had the opportunity to put it into practice by going to the United Nations as a youth delegate for the United Nations Association of Canada at the High-Level Political Forum on Sustainable Development. In discussions with ambassador Bob Rae, we expressed our concerns about the urgent need to end the genocide in Gaza and emphasized the importance of Canada’s continued commitment to funding UNRWA.
Another project I have is the Shaylene Johnson Memorial Regalia Lending Library Project. My cousin’s life was tragically taken this past July. She was a true cultural ambassador for our nation. Through the project, we have a collection of regalia, ribbons shirts, ribbon skirts and other regalia that youth can borrow at no cost with a low barrier so that they can fully participate in ceremonies, powwows and community events.
My vision for Indigenous youth leadership is straightforward: Youth need to be represented at every level, not just in youth councils, but in boards and decision-making bodies. To prepare them, I advocate for mentorship, pairing youth with community leaders and elders. Leadership training in skills like public speaking and project management is essential to building confidence and capabilities.
Supporting youth also means providing real opportunities through internships, job placements and access to conferences, where they can connect, network and learn. It’s essential to integrate our elders and knowledge keepers into education so that youth learn traditional practices, language and stories that ground them in identity. Reducing barriers includes ensuring accessible education with culturally relevant curricula and flexible resources. Economic empowerment is also key, providing access to training, micro-loans and vocational services so that youth can build futures within their communities.
Ultimately, my hope is to empower Indigenous youth to shape their own paths, advocate for their rights, and lead with the wisdom of our ancestors. Together, we can create a future where Indigenous youth not only thrive but lead in ways that honour our past and shape a brighter future. Wela’lioq.
The Chair: Thank you, Mr. Paul. Very well done. We’ll now open the floor to questions from senators, and I’ll start by asking the first one.
I’m wondering if you could share your thoughts on the significance of having education tailored specifically for Mi’kmaw youth and how learning our culture and language positively impacts the professional and personal journeys of our young people in our communities.
Mr. Paul: The program I am in is Mi’kmaw early childhood education. The thing that is unique about it is that all the teachers in the program, the academic chair and the curriculum is all created by Mi’kmaw people. It is very interesting. A lot of it is based on land-based learning, and there is a difference between land-based learning and outdoor learning, in our culture.
The Chair: So it is very important that whatever we do is Mi’kmaw led and with Mi’kmaw people?
Mr. Paul: Yes.
The Chair: Thank you for that.
Senator Arnot: Thank you, Mr. Paul. I just wanted to build on the question that Senator Francis just asked. How do you see early childhood education, which you are very interested in, as a vehicle for revitalizing Mi’kmaw language and the culture for future generations?
My second question, if you want to comment — you have some international experiences that have given you insight into global Indigenous movements. What lessons have you learned from the Māori people that could be applied to the challenges of Indigenous youth in Canada? Anything you want to add to that is fine.
Mr. Paul: I went to New Zealand back in May, and we were able to visit an early childhood education centre there, which is a language nest. There are non-Indigenous teachers who taken lessons in Māori language. It is an immersion school. When I think about back home, Eskasoni is the only place that has an immersion school, I think. A big part of that school is that the parents have to buy into it. When the kids go home, they have to speak the language with their kids or it is not really going to work that well.
Senator White: Thank you, Mr. Paul, for your presentation. Well done. I have two questions. The first question is, how do I get my hands on that cookbook?
Mr. Paul: It’s not out yet, but it will be soon.
Senator White: Keep me on the list, if there is a list.
Second, I was very impressed with how all the initiatives you have been involved in and how you are tying it to the language and ensuring that we have that base, because as Mi’kmaw, most of our language and our culture comes from the language, so it is really important. As someone that hasn’t had the language in my upbringing — in my adult upbringing — I always seek out where we can get it. When you use words like netukulimk and things like that, I was fascinated.
My question is, how can we tap into the youth and the elders? Could you talk about how a lot of your knowledge was gained from these projects that had elders as part of it? How can we tap into that so that we can create a model that we can utilize in other parts of the country? In particular, how we can consult and ensure that youth perspectives, intersectional perspectives and elders’ perspectives are heard and drawn out.
Mr. Paul: I think MK, the Mi’kmaw education body, did a study, and the number one reason for language loss is technology. They just can’t keep up. That stuff is being produced so fast — TV, movies — and it is not available in the Mi’kmaw language. So because of that, it is like you are kind of competing with the English language. I think a big part is that we need to have a lot more Mi’kmaw-speaking media. I’m working with elders on that.
Senator White: Thank you.
Senator Coyle: Thank you, Mr. Paul. What an amazing diversity of initiatives that you are involved in. It must keep you really busy.
Mr. Paul: Yes.
Senator Coyle: It is really impressive, and each area that you are involved in is so important. I was really excited to hear about the sexual and reproductive health work that you are doing. It is so important for young people, and that it is inclusive of LGBTQ and Two-Spirit people is really commendable.
You mentioned economic empowerment. One of the things that we often hear about is the need for people to be able to earn a living where they live, be it through their own enterprises or through jobs. Could you speak a little bit about what the situation is with economic empowerment and what is happening for youth in your community or what you have learned from other situations that you think would be helpful in your community on the economic side of things?
Mr. Paul: Membertou is doing very well, but still, a lot of people have to leave Cape Breton to go to the mainland to work because there aren’t as many opportunities available in Cape Breton. Often you end up going to school and move to Halifax, and a lot of times people don’t come back until they are retired.
With my cookbook, and the fishing, it is about revitalizing. Right now, there is a big push for livelihood fishery, and I think a few of you may be on the committee talking about that.
Senator Coyle: Membertou is right there with Sydney.
Mr. Paul: Yes.
Senator Coyle: It is not like other First Nation communities that are unto themselves, although it has its own core. I was just in Membertou on Saturday, actually. I went by former Senator Dan Christmas’s house, hoping he would be at home and the gallery would be open, but it wasn’t.
Anyway, are you also working on relationships between the youth in Membertou and perhaps the youth in Sydney and the surrounding community?
Mr. Paul: When I do any program or anything through the Membertou network, it is open to all communities in Mi’kma’ki.
Senator Coyle: So the other Mi’kma’ki communities. What about the non-Mi’kmaw communities? For instance, is there any interaction with the youth in Sydney?
Mr. Paul: Not too much, no.
Senator Coyle: It might be quite enriching for them if there were.
Mr. Paul: I work at the heritage park, and we often have schools come to our centre, doing work and stuff.
Senator Coyle: Thank you so much.
Senator Sorensen: Nice to see you this evening, Mr. Paul. I am interested in the cookbook, too. I can’t remember what you said inspired you — I think maybe an uncle. I would be curious to know what prompted you to do a cookbook. Not being from Nova Scotia, close to the sea or Mi’kmaw, I would like to know what your favourite recipe in there is going to be — something that might be unique that I wouldn’t totally understand.
Second, I wasn’t familiar with the students on ice, so I just googled it. If you are an alumnus, can you explain a little bit about your experiences with that organization, such as maybe where you got to go, et cetera?
First, the recipe.
Mr. Paul: The recipe, yes. What inspired me is when I first did that eeling workshop, I thought it would be really cool to document it so I could pass it to other youth, because not everyone has access to that. I actually don’t like seafood.
Senator Sorensen: It was because that’s part of the Mi’kmaw diet?
Mr. Paul: Prior to contact, they say about 90% of Mi’kmaw diet would have come from the ocean.
And it is inspired by my Uncle Danny. He was a fisherman. I learned a lot of lessons from him. He is one of my inspirations for that.
Senator Sorensen: Did you dedicate it to him?
Mr. Paul: Yes, it will be dedicated to him.
Senator Sorensen: That’s very nice.
Tell us about Students on Ice and your experience with it.
Mr. Paul: It is a non-profit. They take students to Antarctica and to the North and other regions of Canada on a boat. When we went on a boat that used to be a Coast Guard ship. It is owned by Miawpukek Horizon Maritime Services Ltd. in Newfoundland. I did Cape Breton and Sable Island, so I got to go home for a few —
Senator Sorensen: Home for dinner.
Mr. Paul: Yes. Sable Island, that was amazing. I got to see the wild horses there. We spent two days there.
Senator Sorensen: How long would a trip be?
Mr. Paul: Usually a week.
Senator White: Any eeling recipes in that book?
Mr. Paul: Not yet. I’m still in the process of collecting recipes from the community. It is a collaboration between the five communities in Mi’kma’ki.
Senator Hartling: We are learning a lot of interesting things tonight.
You talked about the book club and Oxfam, and I thought I heard you say Indigenous feminism. Did you say that?
Mr. Paul: Yes.
Senator Hartling: Tell me about the book club. How did you get this partnership to Oxfam and what is it about Indigenous feminism?
Mr. Paul: A few years ago, there was a conference at Oxfam here in Ottawa — a sexual and reproductive health conference. I met someone from Nova Scotia. Her name was Lisa Gunn, and she worked for Oxfam.
She encouraged me to apply for the grant, and I did. It was cool. It is called Books and P’tewei, which means “tea,” so each book is paired with a tea. It’s a monthly book club.
Senator Hartling: Interesting. You have done a lot of firsts. Thank you for all your courage; it takes courage to do all those things. Thank you.
Senator Martin: Thank you. It is nice to meet you this evening. I wasn’t able to participate in some of the earlier events, so it is nice to see you and others here.
What you said in your presentation that is still echoing in my mind is that youth need to be represented at all levels. You are here at the Senate of Canada around this table, and others are here as well. Obviously, you are engaged, but will you speak to the engagement of youth? Will you also speak to the relationship with your elders and members of your community so that you are recognized as important voices for your nation to be at these tables? I would love to hear what you have to say about that.
Mr. Paul: Can you just repeat that?
Senator Martin: In terms of youth engagement, you are obviously a leader and very engaged. Are the other youth in your nation and from other nations that you have met — how engaged are they? What about your relationship with your elders and members of your community — the recognition that you would need to be a representative for your nation?
Mr. Paul: Okay. Right now, the Membertou Youth Network that was started by me and a few friends from our community — we just wanted to do something. There are youths involved in that.
With elders, I work at the heritage park and interact with elders every day, so I have relationships with all the elders in the community.
Senator Martin: Is it a good relationship with elders and the youth such that the youth are invited to the tables that you have within your nation to provide your perspectives?
Mr. Paul: I would say “yes,” but there is a kind of disconnect. A lot of youth do not want to be involved with that kind of stuff. They are just worried about school and other stuff going on.
Senator Martin: We need more people like you.
The Chair: Yes, absolutely.
Senator McPhedran: Thank you very much. Thanks, Ethan. It was really an interesting journey that you describe, which you are still on.
I am particularly interested in how young you were when you became involved in the self-governance of your community. If I understood correctly, that was one of the earliest things you did.
Mr. Paul: Yes.
Senator McPhedran: Can you share with us what you remember of the decision you made to become involved in your community? Can you recall what was concerning you or what led to that? Then I have a follow-up question if time allows.
Mr. Paul: When I joined the youth chief and council, I was in high school. It was 2016 to 2018, I think, so two years. There wasn’t too much going on in our community events-wise and activities for youth, so I just decided to get involved because they were having the election at our school.
Senator McPhedran: What do you remember about it, and I think you have answered that. You said that you wanted more for youth in your community.
Mr. Paul: We did have a youth social. We had engagement sessions. We had a lot of things going on. It’s still going on today, with the youth council there. Every year, they do it.
Senator McPhedran: Would you see the youth council as part of the governance of the community?
Mr. Paul: Yes, it is actually run by the governance committee in Membertou. When we did it, there was a disconnect where we were trying to meet a lot with the chief and council, and they were just busy and couldn’t meet with us. Now, I think they do meet with them every once in a while.
Senator McPhedran: There has been a shift.
Mr. Paul: Yes.
Senator McPhedran: What age can young people in your community vote to choose your leaders?
Mr. Paul: For chief and council? Eighteen.
Senator McPhedran: Eighteen?
Mr. Paul: But for the youth chief and council, it is all high school ages.
Senator McPhedran: Okay. Thanks.
Senator McNair: Mr. Paul, thank you for being here tonight, and thank you to all the Indigenous young people who are here. I have to say, very inspirational. Your resumés outweigh the resumés of most of the elders I’m sure. You mentioned your cousin who lost passed away, unfortunately lost her life. I can’t think of a better tribute than the one that you set up for her to be doing what you are doing with respect to that. You also talked about the youth who are not interested.
I’m curious, what do you say to them to try to challenge them? Or is it just leading by example, which, obviously, you do also?
Mr. Paul: I think it is a lot leading by example because if they are not interested, you can’t force them to do it. You have to show them what’s possible, what you can do and what’s available.
Senator McNair: You mentioned in your opening comments that youth can build their future within their community. That’s something that youth around the world struggle with, and you are leading by example, so thank you for that.
Mr. Paul: One thing, too, with my education, it is a Mi’kmaq early childhood education program. It is great because it is online, so you can stay in your community and work in your community. You don’t have to move away and leave your community for school.
Senator McNair: When you mentioned people leaving Cape Breton and not coming back, there were a lot of heads were nodding behind you also. They are familiar with that, and that is a problem for all communities. Thank you.
The Chair: Mr. Paul, before we wrap up, I’m wondering what key message you would want senators to take away from your presentation this evening, normalization of the language or culture?
Mr. Paul: One of the important things is language. In our program, it is Mi’kmaq based, and we want to promote the Mi’kmaq language. A lot of our culture is based around language and without it it’s like what is a Mi’kmaq? Because it is so ingrained into our daily lives.
The Chair: You are right. Our language defines who we are. That’s how important it is. It is very important. Thank you for that. With that, the time for this panel is now complete. I wish to thank Ethan Paul for joining us this evening. We are grateful for your testimony and your continued advocacy for your community.
I would now like to introduce our next witness. Crystal Starr Lewis comes from Vancouver and the Squamish Nation. She is a British Columbia Assembly of First Nations Youth Representative and a new first-generation speaker of her language. Ms. Lewis will provide opening remarks of approximately five minutes followed by a question-and-answer session with committee members. I invite Ms. Lewis to give her opening remarks.
Crystal Starr Lewis, as an individual: Thank you.
ha7lh skwáyel ta newyáp. Thank you, honourable chair and honourable leadership in this room. I would like to thank the Algonquin and Anishinaabeg peoples for having us as welcome guests on their beautiful, ancestral and unceded territory and to the Senate for having us as honoured speakers and witnesses today.
My name is Crystal Starr Lewis and I come from Vancouver and the Squamish Nation.
Before the age of 2, I was moved from multiple different foster homes before being placed into permanent foster care. As a child, I remember feeling unloved, abandoned and confused and I couldn’t understand why parents didn’t want me, only to realize that intuitively change had to start with me and that I never wanted my future children to go through the same painful experiences that I went through.
At the age of 6 is when I decided to dedicate my life to being a leader and to living my life drug and alcohol free. As a child, I faced a lot of scrutiny from family members about my mother who was judged harshly about whom they thought I would be. This contributed to my shame of identity and to the shame of where I came from.
At the age of 9 is when I had to make the hardest decision of my life, to cut ties with my biological mother because the pain of seeing her relapse hurt me too much. You see, respectfully and gently, my mom was a sex worker who lived a hard life on the downtown east side. When I was younger, I had a lot of resentment toward my mother. As I got older and turned 16, what allowed me to forgive and let go was realizing that if things had been different, I wouldn’t be who I am today. In truth, I could have easily landed up on the downtown east side as well. I wouldn’t have met my friends and all the wonderful people I have who have come into my life and I wouldn’t have known what I know today.
Before I had the opportunity to tell my mom I forgave her, I lost my mother, sister and brother to fentanyl overdoses from 2018 to 2023. It reminded me of why I do the work that I do. Since then, I have followed my heart and intuition to become the newly elected B.C. Assembly of First Nations, or AFN, Youth Representative, earning a combination of 40-plus awards and certificates over the years for my ongoing advocacy, education, leadership and achievements, which tell the story of a girl who decided to believe in herself despite her obstacles and challenges.
As a result, I have had a great impact on a provincial, national and international scale, working with and within various levels of government, economic development, and as an intern on Parliament Hill to more recently consulting and creating the new Indigenous youth Parliamentary Internship stream with GreenPAC.
After facing harassment at a former institution, I decided to learn my dying language at Simon Fraser University, or SFU, as a new first-generation speaker, almost running in this year’s provincial election.
As of this year, I brought forward four policy recommendations at the United Nations, the first being on prevention of human trafficking.
In my statement, I shared that I had the opportunity and privilege to sit with our Canadian Minister of Crown-Indigenous Relations Canada and Indigenous youth from across Turtle Island. I asked them this question: How many of you had an organization or an anti-human trafficking organization come to your community and provide you with accessible hands-on self‑defence and human trafficking prevention training? No one raised their hand.
I asked the same question to our Indigenous leaders from across the world in the UN Plenary session. Only one person raised a hand in the entire room. As we can see, there is a need for immediate action to provide free, accessible human trafficking prevention training within Indigenous communities that focus on self-defence, knowing the signs of human trafficking and more, which should, respectfully, be funded by our governments and adopted into the United Nations Declaration on the Rights of Indigenous Peoples, by giving the power back to our people to help lower our statistics.
From this experience, and still in the works, my partner and I decided to start our own consulting agency that focuses on providing anti-human trafficking and prevention training in Indigenous communities, with some ideas on how to move this into technology.
This led me to speak on two panels at the United Nations with our Indigenous Special Rapporteur on the rights of Indigenous peoples. I spoke to my own policy recommendations and to the Convention on the Elimination of All Forms of Discrimination against Women, or CEDAW, General Recommendation 39. I also shared my policy recommendation on cultural safety training, stating that cultural safety should be implemented in all organizations and industries that work with Indigenous peoples and BIPOC communities, including 2SLGBTQQIA+, and not just within the health care system.
Third, as a former youth in care myself, I believe preventive and precautionary actions should be taken to protect our children from being removed and placed into multiple different foster homes unless deemed unsafe and verified with the child. Not only is this harmful and damaging to our children, social workers should be consistently checking in with our children, not just caregivers, while providing efficient and ongoing support and training to both the children and caregivers, including taking further preventive measures throughout their vetting processes.
After attending the AFN Special Chiefs Assembly on Long-Term Reform of the First Nations Child and Family Services, I shared with APTN News, our CEO and some chiefs in assembly that Indigenous youth in care should be involved in the decision-making process, the voting process and the resolution processes. If it is a matter of funding or accessibility, let’s ask our government to help us have our youth here, and let’s have support workers to help us achieve diversity and inclusion.
Last, in the words of self-determination, I kindly ask the United Nations, or UN, to help us create our own entity, similar to the United Nations, that focuses on collectively bringing us together, both internationally and in the words of reconciliation. Stating that the UN is important and will always be important and that we are grateful for all your guidance and support, but now it’s time for Indigenous peoples to come together and create our own structure and alliance in partnership with the United Nations and UN goals, because, collectively, as Indigenous peoples, we have the answers. We have the solutions. We have the strengths, gifts, knowledge and more, but, more importantly, by standing together and working collectively together in unity to address the issues within our Indigenous communities and by helping one another, looking out for one another and building together in solidarity and without borders and without division, together we can collectively pave the way forward as one entity and in our own self-determined system, in alliance with the United Nations.
To this day, I continue to advocate that we are all a part of the solution. We are all a piece of the puzzle. We need everyone’s strengths and gifts to be part of the solution. You can’t wait for others to make changes for you. You, yourself, need to be the change maker. [Indigenous language spoken]. I follow my heart. I follow the Creator. Thank you, all.
The Chair: Thank you very much, Ms. Lewis, for your opening remarks. We will now open the floor to questions from senators.
Senator Arnot: Thank you, Ms. Lewis, for sharing all that information. Can you talk a little bit about the GreenPAC internship and how that shaped your approach to sustainability? [Technical difficulties] How do you envisage that inspiring youth, the concepts of green and sustainability in reconciliation?
Ms. Lewis: Absolutely. This actually goes before GreenPAC, my journey with sustainability. At the ages 19 and 24, I ran in my first chief-and-council elections, focusing my platform on sustainability, wellness, transparency and sustainable housing. That also led me to create an asset-based community development project in a community that focused on ancestral knowledge and sustainability. It included teaching our youth and our elders about indigenous plants and medicines and really honouring what I learned about our community garden at the time. It was the wish of our elders and ancestors to see our people able to provide for one another and take care of one another. We realized that sustainability really interconnects with everything, from our wellness to our connection to the land, to our identity, et cetera.
So I hold myself accountable to the words of sustainability. That’s how I went into implementing this project within my community. I believed that not only do we need green jobs and higher-paying green jobs, but I also realized that, like everyone has been saying so far, land-based education and knowledge are needed and should be recognized.
Furthermore, I really believe in the power of youth and youth voices. That is why I initially ran for chief and council. There were not many youths running at the time, but I always believed that youths have a voice, although it’s not always recognized or appreciated, from my understanding and experience. I wanted to make sure the youth are engaged. Even though I faced a lot of ageism, I decided to keep going.
I kept challenging myself, and I developed a passion to learn. In 2019, I was asked to run for the North Vancouver NDP. I respectfully declined due to the passing of my mother, sister, uncle and brother all within those years. That led me to Parliament Hill.
When I look back at my childhood self, I never thought I would be involved in politics, but there are chiefs who say that, basically, if you’re an Indigenous person, you’re born into politics, which is so true.
After going to Parliament Hill and seeing some of the issues as an Indigenous person myself and living away from my community, I realized that things could be better if we focus more on inclusion and creating a safer experience for Indigenous youth. I brought that forward. That really is what inspired me to help create the new Indigenous internship stream. It was based on my experience that if we want more Indigenous representation in government, then we need to create more culturally safe spaces for Indigenous youth. If I think of anything else, I will add to that.
Senator White: Congratulations, Ms. Lewis. You’re a testament to what our ancestors and our elders would always say: We are focusing so often on the intergenerational trauma that we sometimes forget about the intergenerational wisdom. You’re a testament to that. I am honoured to share space with you. Thank you for that.
There is a question here. We’ve heard on numerous occasions, over and over, through this committee and on every committee where I have served since I’ve been a senator for the past year, about the government and consultation and the lack of consultation or no consultation in some cases. I am curious about the suggestions or advice you may have. Some of the initiatives that you have been involved in have been through collaboration with various entities, government and otherwise. I would love to hear your suggestions or advice on how we can hold governments’ feet to the fire and make sure that we get consultation and that we get the perspectives that we need from people in order to shape policy and law.
Ms. Lewis: Absolutely. It’s not just government. As Indigenous peoples, we also have to address the gaps and the barriers that exist nation to nation. There are a lot of controversial things when it comes to, respectfully, things like pipelines.
As a social justice advocate myself, I like to look at the underlying barriers. A lot of the social justice issues are going on in the world and they affect us. There is not just one; there are so many. It affects everyone, of course.
I am also advocating, respectfully, for addressing environmental racism and really honouring Indigenous inherent rights and titles and practices in their jurisdiction, of course. Something that I am advocating for are internationally protected marine areas. It is not just Indigenous peoples. It is climate action and climate justice. We should all be talking about it, taking it seriously and taking tangible action.
I don’t know why I feel the need to share this, but I just speak from the heart; I speak from my truth. I speak to what is being called to me. Something that was told to me, which is an issue that we all face: There are corporations that come onto Indigenous territories and want to do business and have partnerships with Indigenous communities, but then destroy this land and do not restore it or revitalize it afterwards. This is an issue that many of us Indigenous peoples face, which has the effect of making it difficult for us to practise our cultural practices. So, for instance, shellfish. There is a mill on my partner’s territory that has contaminated the water, but his mom remembers when it was like white-sand beaches. Now, due to phytoplankton and how it affects the shell of the shellfish, he cannot eat it anymore.
There needs to be more water monitoring to see how our waters are being contaminated. So you can see how just this one example can interconnect with so many different issues, creating division but also create challenges for us to practise our own rights and our own title, et cetera.
Also, on a larger scale, if one country is not holding themselves accountable to the Sustainable Development Goals, or SDGs, then that affects everyone. There are countries like Maldives, for instance, which have been doing great work of ensuring that they are meeting their sustainable development goals, but because other countries aren’t doing their part to hold themselves accountable to meet those goals, the garbage flows into their areas. This is what I have been hearing from other Indigenous leaders. We’re going to talk about reconciliation, but reconciliation is not just a word. It has to be practised and put into action, and this also means not being bystanders. We need more workshops to teach people how not to be a bystander, to speak up and end injustice.
The Chair: Thank you for that. Please remember that we still have a number of senators to ask questions, so keep questions and answers as brief as possible. That would be greatly appreciated. We have a hard stop at 7:45 pm.
Senator Coyle: Thank you, Ms. Lewis. That’s a lot going on for anybody, frankly. You piqued my curiosity. You mentioned asset-based community development. I worked in that field for years at the Coady Institute, which I used to run. We started a program for Indigenous women in community leadership, in fact, and the asset-based community development focus was the underlying part of that program and all the programs at the Coady Institute, which is what you are talking about. What can we do with what we have? It sounds to me like you have done a lot with what you have. Can you tell us a little bit more about how you bring that asset-based community development — we’re not talking about physical assets, but all the various assets — into the work that you do?
Ms. Lewis: Thank you all for your wonderful questions. I’ll try to keep this brief, I promise.
I believe that we inspire more people than we know through our actions, our words, acts of kindness, et cetera. I don’t underestimate that what we do has a ripple effect and inspires others to strive to do more or reach their full potential. What I really love about asset-based community development is that it focuses on utilizing those strengths, gifts and resources within our community, but also the low-hanging fruit of if you had absolutely nothing, no support, no resources whatsoever, what can you still do to create change? When people think about change, they overlook that change or taking action could be as small — I don’t want to say small, but as simple — as doing a community-based grassroots beach cleanup.
It doesn’t have to be on a large scale when you are planting that seed and inspiring other youths to think of what they can do to create change. You just never know how many people’s lives you have touched. Even as senators as well, how your words have impacted someone and planted those seeds. I hold myself accountable to leading by example and taking action, because I think that it doesn’t have to be large scale. It can be tangible and universal. Thank you.
Senator Martin: I’ll be brief because I know there are others. Ms. Lewis, very nice to see you this evening. I’m from Vancouver, B.C. — Pitt Meadows now, but I grew up in Vancouver — and I know the importance of the Squamish Nation to our region. You have done such amazing work elevating the voices of Indigenous youth in policy work. It’s been at the highest level on the global stage. I’m going to bring it down to what you accomplished in terms of becoming the first new-generation speaker of your language through Simon Fraser University. I would love to know how that works, and is language an important issue for Indigenous youth? Congratulations on becoming a first generation speaker.
Ms. Lewis: Thank you so much. I can’t speak for everyone, but, yes, it is an important issue. We have no original speakers of the language left, so everyone going into the program now are first-generation speakers, and we are doing the best we can, of course. We are very lucky to have amazing teachers who take this very seriously. Basically, I had one month of speaking English and I was not allowed to speak English anymore in class. I had to speak all in immersion, which was a big learning lesson for me. It comes down to a moral obligation, doing what is right, not just for you, but for your community, and taking the initiative to learn that language, to keep it alive for future generations.
We always think about seven generations ahead. I didn’t know much about my language going into this, although I learned very simple introductions when I was younger, but I think the moral obligation is what inspired me to learn and just feeling that someone needs you to do it, and if someone needs to do it, why not me? If I do it, then hopefully I can inspire someone else to learn the language. Thank you.
The Chair: Thank you.
Senator Prosper: I know there are other people who have questions, so I’ll just keep mine to a brief statement. I was inspired by your presentation and your evidence. Certainly, when you provide that, we inspire more people than we know, and it is like a ripple effect. That’s so important, and it is so evident in your spirit in so many ways. I want to recognize that and acknowledge that it is being heard at many levels.
Certainly, with people tuning into this proceeding, people in the room, but it is being witnessed by our ancestors and future generations, and I think you represent that incredible spirit that will forever make our lives so different and all for the better. So, wela’lioq. Thank you.
Senator Sorensen: Senator Martin asked my exact question. Thank you.
The Chair: So you are good.
Senator McPhedran: Thank you, Ms. Lewis. It was moving and inspiring, and my question is related to your interest in using international treaties and processes to inform your work, to strengthen your work, and vice versa. I wanted to ask whether you had any involvement with the UN Permanent Forum on Indigenous Issues, or UNPFII, and if you could just tell us a little bit about what you consider to be the relevance to the work you want to be doing every day and your international experiences.
Ms. Lewis: That’s a really great question. Thank you. Let me take a moment to think about this. Great question.
So I was at UNPFII. I was also at the Expert Mechanism on the Rights of Indigenous Peoples, or EMRIP, this year in Geneva, Switzerland, which is where I shared these policy recommendations but also brought these policy recommendations to the anti-human trafficking special rapporteur as well. She told me how she can help, especially when it comes to human trafficking, which I will not disclose out of respect for confidentiality.
I’m just following the footsteps of my ancestors and predecessors that all came before me. I’m not paving — like, I’m paving the way forward, but I’m not reinventing the wheel. I’m not trying to reinvent the wheel. I’m just sharing what I have been taught and making sure that youth voices are included at every table, because that’s important. But I do believe that youth do offer new perspectives, new knowledge, like we hear time and time again within government, and I hope that — really, what I’m just trying to do, again, is to inspire others by being that change that we want to see. I guess the best part of my job is that I get to come full circle with all of the amazing leaders that I have learned from over the years.
So when I was walking at the BCAFN Youth Forum, the best experience I had was when I was feeling nervous speaking to everyone, I was walking through the crowd and I realized, “Wow, I’ve met all these youths at some point in my life, and here they are in the room, and they are still doing the work that they do because it is important.” It is so easy to forget. It can feel lonely doing this work, and it can be very heavy work, and it feels like there are so many issues, but when you really believe in the power of the collective and you work to bridge those gaps, it is doing more than we know and more than I can even understand in the background.
So that’s what keeps inspiring me, and I see it happening. I see the healing happening within Indigenous communities, people standing together, so many youth going on to do firsts, like being lawyers or doctors in their communities, and seeing the healing that’s being done. I just hope the world will be able to see this soon too. Thank you.
Senator McNair: Thank you, Ms. Lewis, for your testimony today and for your story and sharing very personal details. When you talk about, at the age of 6, making life-changing decisions, at the age of 9 and the age of 16, that’s very humbling. And I have to say that you are wise beyond your years, very much so. I just wanted to leave it at that. I don’t have a question. I wanted to make that statement and say a part of what — listening to your story and listening to the way you approach life, part of it is looking out for others, and that is central, and I recognize that and commend you for it.
The Chair: Thank you for that, Senator McNair.
Ms. Lewis, I want to commend you for sharing your story with such courage and vulnerability. As a young leader, your advocacy is creating powerful change, and thank you for your dedication to uplifting our voices and for being an inspiring role model for your peers and for all of us. Thank you for that.
The Chair: I would like to introduce our next witness, Justin Langan. Justin is a Métis from Swan River in Manitoba and is currently leading O’KANATA, a non-profit organization focused on supporting Indigenous youth. I will now invite Mr. Langan to give his opening remarks.
Justin Langan, as an individual: Taanshii Kiyawow, senators, elders and distinguished guests. Maarsii to the elders and knowledge keepers for your wise words.
Thank you for the opportunity to be here today. My name is Justin Langan. I am a proud Métis youth from the rural community of Swan River, Manitoba. It is an honour to be one of the young Indigenous leaders selected to speak before you today, representing not just myself, but the hopes, struggles and strength of my community and of Indigenous youth across Canada.
I come here as a product of our shared history, a testament to the sacrifices of my ancestors, who fought to preserve our culture, our rights and our place in this land we call Canada. My journey as a youth leader has been driven by the desire to honour that legacy while forging a future where the voices of young Indigenous people are not just heard but truly valued and respected.
Today, I want to speak about the importance of reconciliation and empowerment. Too often, discussions about reconciliation focus solely on acknowledgment of the past. While this is necessary, it is not enough. True reconciliation requires action, a commitment to dismantling the barriers that have held our communities back and building a future that uplifts our voices, our traditions and our contributions to Canada’s social fabric.
I have had the privilege of working closely with Indigenous youth who, despite the challenges they face, possess an immense drive to lead, innovate and bring change. I have seen how access to education, support for mental health and the promotion of traditional knowledge can transform lives.
Yet many of these opportunities remain inaccessible due to systemic barriers, neglect and a lack of genuine commitment from those in positions of power. It is time to move beyond rhetoric and invest in the future of Indigenous youth. We need policies that are rooted in our realities, that understand the intersection of our identities as both Indigenous and young, and that empower us to lead our own communities. We need sustained investment in education that honours our languages and cultures. We need mental health supports that address the unique challenges we face, particularly the traumas that have been passed down through generations. We need economic opportunities that are not extractive but instead align with our values of stewardship and community well-being.
I also want to emphasize the importance of youth involvement in decision-making processes. We are not just the future; we are the present. The young Indigenous leaders across this country are already doing the work, advocating for our communities, preserving our traditions and leading movements for climate justice and social equity. What we need is the trust and the platforms to expand those impacts.
I am here today not only to share my story but to urge each of you to listen deeply and act boldly. The work we do together can shape the future of this country — a future where Indigenous youth are not an afterthought but a powerful driving force for change.
Thank you, Maarsii.
The Chair: Thank you for your opening remarks, Mr. Langan. We’ll now open the floor to questions from senators.
Senator Arnot: Mr. Langan, what is the solution to some of the issues that you put forward to support youth, be able to participate, and be given a space and a voice at the table in governance? How would you answer your own question, I guess? I know you have ideas about that, and I want to know how you see some of those answers unfolding in a good way.
Mr. Langan: Of course. Thank you for the question.
I have been involved in youth advocacy since 2015, and coming from a rural community, I faced numerous challenges that a lot of Indigenous youth, not just in rural but Northern and isolated communities, face. It goes to a lot of what we have been hearing here today. It goes to the connection to culture, identity and language. Those are essential parts of finding out who you are and what you are capable of.
What I have noticed and what I continue to say to Indigenous youth and communities is this: Once you know where you come from, you know where you are going. All that ties back to understanding your own distinct culture — the good, the bad and the ugly. We have seen that with truth and reconciliation. We are going through the truth right now. What that reconciliation looks like, we don’t know. We won’t know until we have Indigenous youth within the systems of power. It goes back to a lot of succession planning, as well, when it comes to chief and council and Métis governments. It is important to ensure Indigenous youth are involved in these processes right now to ensure their involvement going forward.
To answer your question, it goes back to the culture and ensuring they understand the language, and they have the ability to access information about who they are and where they come from.
Senator Arnot: This is just a follow-up question, very quickly. Swan River, Manitoba, is a small community in northwestern Manitoba. How did you access your culture and language? Is there a Métis community in Swan River? Tell me how you accessed the things you are saying every Métis child and young person should have.
Mr. Langan: It all goes back to the community. Swan River is distinct in that it is a Métis community. There are reserves around it. It is a farming community as well. There are a lot of Ukrainians there.
It is a distinct community where we have to work together to thrive. With that, it goes back to the friendship centre. The local friendship centre was like a second home to me in which I learned and accessed resources that were provided. Even gathering for bingo, we would talk about learning, beadwork and jigging. All those activities were available at the local centre.
Not only did I learn about my culture, but I learned about other cultures as well. That was incredibly important for not just understanding myself but my neighbours as well.
Senator Arnot: Thank you for enlightening me.
Senator White: Thank you, Mr. Langan, for your presentation. I certainly appreciate it. I have two questions. If you answer “yes” to the first one, there will be a second question. If you answer “no,” there is no second question.
We have been undertaking this study of the implementation of UNDRIP. We have heard from the President of the Provincial Métis Youth Council, Autumn Laing-LaRose. In her testimony, she stated that climate change was one of the biggest issues facing Indigenous youth, and Métis youth in particular.
My first question is this: Do you share that priority?
Mr. Langan: Yes.
Senator White: Okay. Now there is a second question. You passed the first one.
You spoke a lot about reconciliation, and I was fascinated by your perspectives on that. How can we reconcile your views on climate change and reconciliation; how can we reconcile the two?
Mr. Langan: Of course. Thank you for the question.
A lot of it goes to what a country looks like that’s worth reconciling. That’s far in the future, I think, but an asterisk next to that question can be this: Will we have that future, especially when it pertains to climate change? So you can’t talk about youth or future without talking about climate change, because it is the elephant in the room.
Unfortunately, a few years ago, it used to sell — climate change. It was on everyone’s minds. Now, it is still here, but it is not as pertinent as it was. It is also very difficult to talk about climate change around the dinner table. You can’t really do that unless you want a brawl or something.
For me, I have had the privilege to be in discussions about the Arctic. The Arctic is certainly an important piece of policy that must be addressed. I attended an European Union Arctic Youth Dialogue. We had youth from the States, Norway, Sami youth, Indigenous youth and Arctic youth. What we realized and the recommendations we provided to the European Union is that you can’t talk about the Arctic unless you talk about Indigenous people. The Arctic and Indigenous peoples are symbiotic, and once we understand that and understand Indigenous peoples’ connections to the land, then it’ll become quite clear as to why climate change is certainly at the forefront of the issues. We live in the principles of the Haudenosaunee — the seventh generation principles. It is certainly something I like to live by and tell, because even though it is not my distinct culture, it applies to my life. It is such a wise principle for ensuring a community and world in which we can breathe fresh air. Seven generations from now, we will have a community that is worth reconciling.
That certainly goes to show how climate change must be addressed.
We can say that until the cows come home, and it is not a surprise, but how do we do that within the structures we have now and with the systems that are so entrenched? That’s the question that a lot of Indigenous youths are posed with. I know how urgent change is, especially from youth, but that’s where engagement like this comes in — engagement with understanding the people who are on the grounds within the communities, how we can work together to process that change through these systems and through dialogue like this.
Senator White: Thank you.
Senator Coyle: Mr. Langan, thank you. It is absolutely fascinating, what you had to say, and your own journey seeking out the support you needed through the friendship centre. We hear that story from other youth as well, how critical the friendship centres can be, especially if you don’t grow up with it in your own community life.
You have challenged us here. You’ve talked about more youth involvement in decision-making and about needing trust and platforms for that participation. So here you are. This is very impactful, what we are experiencing here as senators at this table. You are going to all be gone, right? I’d be very interested in your ideas on how you think the Senate could better sustain its engagement with youth throughout the year. Not just this once‑a‑year thing. Do you have ideas on that?
Mr. Langan: Certainly, opportunities like this are critical. I applaud the Senate of Canada for this opportunity and that it exists. We certainly don’t see this in the House — I’ll say it.
How we sustain the crucial dialogue that is brought here today goes to what can occur after. What are we bringing here today? What will happen with the information that we’re giving you? Will that go into certain recommendations? Will that go to assist in understanding a study better? Articulating to Indigenous youth and to the public about the outcomes of what happens through this dialogue and ensuring that the time here is well worth it, because there are active changes happening from this dialogue on the ground.
I know budgets are constrained, and I know budgets are important, but we live in an era of active communication online. If there is an opportunity to provide a newsletter or policy recommendations, or even actively engaging Indigenous youth in the political process and in what the Senate does — because it’s crucial not just for Indigenous youth but all youth to understand voter engagement and the processes that exist in this country and how they impact us on the ground. That goes to SENgage as well. Maybe there can be an opportunity to provide a sustained Indigenous perspective within the SENgage communications material and everything like that. This is just a first step, but I’m hopeful for the future in areas like this. Thank you.
The Chair: As a quick note, Mr. Langan — you mentioned what would be happening with the information, we will be generating a report, so stay tuned.
Mr. Langan: Looking forward to it.
Senator Sorensen: I was just doing a bit of research on O’KANATA. Tell us a little about Dreamweavers, which is a post-secondary support system, I understand.
Mr. Langan: O’KANATA — you got it. It is fully Indigenous and youth-led. We started it in Manitoba, it was incorporated in January 2023, but we started it with Indigenous youth from rural communities. I don’t know how well you know Manitoba, but my parents grew up in the bush — in Barrows, Mafeking, The Pas, Thompson. We have youth from all those communities with distinct perspectives and distinct challenges that we wanted to address with O’KANATA, and specifically Dreamweavers.
That came from an experience that I had, coming from a rural community to an urban hub like Winnipeg. It is something that, even though I am a leader in this area, I wasn’t always like that. When I graduated high school, I went to university for one month and I dropped out because I struggled so much. I got back to my community, and I felt like a total loser. I feel like a lot of young people — and I think we referenced it earlier — if they come from a small town, the first thing they want to do when they graduate is to get out of there and take on the world. Dreamweavers is trying to change that sort of narrative that you don’t have to go to an urban centre and leave your community behind. There are opportunities, especially with remote learning. There is no shame in going to trade school. I went to trade school. Actively engaging in a process like the university and post-secondary institutions with mental health support, with support for the rural-to-urban transition, Dreamweavers is ensuring that not only does Indigenous youth have support while at university but afterwards as well with connections to employment. That was a space we wanted to fill because we noticed a lot of time that when Indigenous youth would graduate from post-secondary, they are left on their own. Dreamweavers is trying to connect Indigenous youth with institutions — with Walmart, Starbucks — all these active organizations that yearn for Indigenous youth to become involved, but they lack the supports and the correct way in which to engage them.
Senator Hartling: Thank you, Mr. Langan. Wow. There is lots of good information here. You mentioned youth and wanting to meet their leaders, that they are motivated and they want change. I think that’s absolutely true, but on the other side of the coin, you talked about the mental health issues and systemic barriers. Can you dig into that so that we can be more informed? What you said is true, coming once a year is not enough. We need youth come more often because we are learning so much. Can you dig into that bit, the barriers and the mental health issues?
Mr. Langan: Of course, and it is worth talking about. What we noticed here today and, I’m sure, from previous voices of Indigenous youth leaders is that even though we come from distinct communities and cultures, we all share the same challenges but still successes. We all have certain aspects of our community that shine and others that are dim.
With the challenges that I have seen, it all pertains to a larger system of being left behind. It’s a big issue, of course, when we talk about the trauma that has been felt. It has to do with First Nations on reserves, with Métis in settlements, with Inuit in the Arctic and being isolated in that aspect, lacking internet connectivity and becoming isolated — lacking opportunities like this one. It is actively engaging with those communities, with the rural, and northern and isolated communities, that Indigenous youth understand that opportunities like this exist and there is hope for them.
You can be whatever you want. I know that may sound cliché, but that’s something that I actively, truly believe. Indigenous youth can be anything. I yearn for a day when an Indigenous person being in a certain role is not an achievement but just the status quo. That’s certainly something that I look forward to.
Senator Prosper: Thank you so much for everything you provided us.
I have a simple question because it was key for me growing up and my approach and path in life. You talked about reconciliation and empowerment. I want to look at empowerment, and your later reference to having a connection to culture, identity and language. Can you tell me how you see a connection there, between empowerment and culture identity and language?
Mr. Langan: Of course, yes. I see this a lot with Indigenous youth. Some are so broken off from whom they are and where they come from because we’ve seen the residential schools, we’ve seen the graves and we’ve seen a lot of the issues, especially with policing as well. Imagine what it does to the mindset of an Indigenous person to see themselves portrayed in the trauma and the damage of the country that they are in. Once they understand the beauty of whom they are, where they come from, their language and their culture, they see there is no one way to represent your culture.
I’m wearing this. My mom made it, but there is no one way to be Indigenous. I think that goes back to something much more than just culture. It’s the spirit. It’s the essence of the deep connection with your ancestors, your community and where you come from, and using that not just as a negative but as a positive and a way in which you could actively engage with the world by utilizing your community. That’s why I am so vocal about Swan River. I never used to be, but I am proud to come from this community and of what I have learned and what I’ve struggled with.
Senator Prosper: Thank you.
Senator McPhedran: As a senator from Manitoba, I particularly appreciate this opportunity. Mr. Langan, I want to pick up on the point that Senator Prosper was making but from a different angle. In terms of the empowerment of youth, do you have any thoughts on youth and the age of voting, including for local governance within Indigenous communities but also for Canada?
Mr. Langan: Thank you for the question. I certainly had a long think about this question in terms of voter engagement.
As we’ve seen from provincial and federal elections, it is quite difficult for Indigenous peoples to become engaged with voting. To become engaged in a colonial system, it takes learning. I’ve been on the Hill. I’m still learning. I’m still learning how the sausage gets made and all that stuff. But with the voting age, I truly believe that in the era we are in now, with digital information at our fingertips and the immense amount of knowledge on every side of an issue, young people more often understand more about their place in the world and active policies and engagements that they can perceive. If lowering the voting age would, in turn, increase that engagement and ensure that more youth are involved in democratic processes, then I think that’s a positive.
But part of it is ensuring that young people have the opportunity to understand the institutions themselves and are actively engaged, not just with the Senate but also with the House of Commons. For Indigenous youth specifically, it’s that extra hurdle of understanding Indigenous people’s place on the Hill, what that looks like and how Indigenous people can craft a future where they are no longer on the outside but also within the entrenched system and how we can change it for the better.
The Chair: The time for this panel is now complete. I wish to thank you, Mr. Langan, for your testimony here this evening. We really appreciate it.
I would like to introduce our last witness for this evening. Brett Recollet is Anishinaabe from Whitefish River First Nation on Manitoulin Island in Ontario. As an Indigenous Support Worker for a school board, he advocates for Indigenous students in the Western education system. Mr. Recollet will have opening remarks of approximately five minutes, followed by a question-and-answer session with committee members.
Brett Recollet, As an individual: [Indigenous language spoken]
My name is Brett Recollet. I’m a proud Anishinaabe Two‑Spirit man from the Bear clan and a member of the Whitefish River First Nation with direct connection to [Technical Difficulties] unceded territory on the Robinson-Huron Treaties of 1850.
I grew up with the love and leadership of the four most powerful and beautiful women in my life, my mother, Angela Recollet, my sister, Dakota Recollet, my grandmother, Elizabeth Recollet, and my great-grandmother, Annie Recollet. Four generations of women who came before me. They all have taught me how to be a strong and gentle man. They have taught me how to be a leader in my own way for my family, friends and community.
I hold a college diploma in social service work from Georgian College and am in my final semester of an undergraduate degree in Indigenous social work at Laurentian University. My educational journey will continue with a master’s degree focusing on cultural safety within Indigenous education.
Today I am here to talk about Indigenous intelligence from an Anishinaabe perspective on education, and I believe that Western education does not hold the monopoly on knowledge.
The original agreements of the treaties with the Crown government and Canada were to honour our ways of Indigenous intelligence. This included education, health, land resources, governance and more. Only now in present day are we seeing movement where Canada is holding to their side of the treaties. For example, the recent treaty annuity litigation ruling for the Robinson-Huron Treaties of 1850.
I am not here to advocate for the division between Western and Indigenous education. Instead, I believe in integrating both approaches to enrich our shared understanding. The Western system has its value, but there is a clear gap in how Indigenous knowledge and history are represented, not only in K to 12 education but also in post-secondary programs.
While there are Indigenous-specific courses in some programs, it is imperative that all students, regardless of their field, are provided with foundational knowledge of treaties, residential schools and Indigenous history. Nurses, lawyers, teachers, dentists, geologists and more are all professionals and at some point in their careers will be engaged with Indigenous communities. How will they do so respectfully and effectively if they are not exposed to this critical education during their training?
Call to Action 62 of the Truth and Reconciliation Commission calls upon the federal, provincial and territorial governments in consultation and collaboration with survivors, Aboriginal peoples and educators to make an age-appropriate curriculum on residential schools, treaties and Aboriginal people’s historical and contemporary contributions to Canada, a mandatory education requirement for kindergarten to grade 12 students.
This is a vital Call to Action but implementation remains inconsistent. I see first-hand the hesitation of educators within our school systems. Many feel unprepared to teach about residential schools, afraid they might say the wrong thing or feel they lack the lived experience to do the topic justice. However, instead of avoiding the topic or relying on Indigenous staff to take on this burden, I encourage these educators to embrace discomfort. Growth happens when we step outside of what is comfortable. I have deep respect for all professionals who commit to enhancing their understanding of Indigenous histories and experiences. These are all true allies to the First Peoples of this land.
My goal is to honour the work of our ancestors and facilitate knowledge transfer to future generations, empowering young Indigenous leaders across Canada. I am committed to lifting youth voices and guiding them to embrace their identity as Indigenous people of this land now called Canada. I envision a national committee of young Indigenous leaders addressing critical issues and sharing strategies to strengthen relationships between Indigenous peoples and Canadians. This work can be guided by the Two-Eyed Seeing approach, integrating the strength of Western and traditional Indigenous perspectives.
Today was a demonstration of just that with my fellow witnesses behind me. Chi-meegwetch to all of them for their courageous knowledge and wisdom in sharing their stories. I thank you for your time and I invite you to be a part of this journey toward true reconciliation, to create an educational system that not only acknowledges but celebrates Indigenous knowledge and our shared history. Meegwetch.
The Chair: Thank you for your opening remarks, Mr. Recollet. We will now open the floor to question from senators.
Senator Arnot: Mr. Recollet, given your focus on the importance of the youth voices, what advice would you offer to young Indigenous people seeking to make an impact in their communities and beyond in the same way you have done, yourself, thus far?
Mr. Recollet: There is a lot of healing that still needs to happen in our communities for our young Indigenous people. Personally, I was privileged to live the life that I lived with the powerful women whom I spoke about earlier and who provided me with the tools and resources to be where I am today. A lot of young people are not that privileged in our communities, but I know all of them are resilient and strong youth as well and they will get to where they need to be when they need to be there.
Senator Arnot: Thanks.
Senator Coyle: You’ve given us a lot of food for thought, Mr. Recollet. We had a good chat last night as well about possibly knowing some people in common, in that Whitefish River area of Ontario, which is a beautiful part of the country. I am impressed with how you started this. You are right, you are privileged to have had that embrace of those powerful women who saw your power and helped you bring your power forward, as you said, as a strong and gentle man. I love that those two things coexist in you and you see the power in both of those things.
You talk a lot about education and the coming together of Indigenous ways of knowing and learning and Western ways of knowing and learning. I believe your work is not necessarily within an Indigenous school board? Are you in a Western school board?
Mr. Recollet: Yes.
Senator Coyle: I am curious there because there would be a number of Indigenous students. You are in Sudbury?
Mr. Recollet: Yes.
Senator Coyle: In the regular school system. Could you tell us a little bit about what you find most important? Of course, what you want is for those young people to thrive. You want them to feel, as you said, safe in that environment. And you want them to feel more than safe, you want them to feel challenged. You want them to blossom. What do you see as the key things that are necessary for the young people that you’re working with, to fulfill their potential?
Mr. Recollet: Yes, exactly. I work in a Western education public system for kindergarten to grade 12 as an Indigenous Support Worker, or ISW. I worked for the last four years in a high school setting, grades 9 to 12. Recently, I am now working at an elementary school for kindergarten to grade 8. So I get to experience all of the ages and get to hear all their stores and where they come from. Where we come from, Sudbury, in northern Ontario, it is an urban school setting. A lot of our students are Indigenous living off-reserve and many of them come with challenges and different backgrounds, very diverse.
My role and priority are to make sure that they feel like their voices are being heard, especially in an elementary school when students are already talking about residential schools a little bit, but the faculty is not. I am supposed to be there to advocate for those students and make sure that those spaces are safe and heard from them as well.
Senator Sorensen: I will continue in that vein. I recently met with the Canadian School Boards Association on the topic of Indigenous education. One of the issues they raised was the troubling gap in high school graduation rates between Indigenous and non-Indigenous students. You will have first-hand experience watching that. There are many factors, of course, contributing to that, racism, poverty, lack of access to educational resources, as well as insufficient, culturally appropriate teaching methods. I am actually pushing that we do a study on that at some point.
In your experience, and you have some, what would you say are the most pressing issues that create barriers for Indigenous high school students and in the urban Western setting as well? I would also like you to talk a little bit more about the concept of cultural safety in Indigenous education and how that could be used to support Indigenous high school students.
Mr. Recollet: Exactly. I was going to touch upon that as well with the statistics of Indigenous students percentage of graduation compared to non-Indigenous students. That percentage has a very large gap in between. However, there are so many resources that could be used and created that aren’t being implemented yet for Indigenous students to feel a sense of belonging. In order for them to be successful in an institution and system that is not traditionally their own, they need to find belonging within themselves first, within their community.
Many students I have worked with come from the foster care system and the child welfare system, and they don’t know where they come from. Those systems aren’t even Indigenous-led. They are Western-led. How do we expect our Indigenous students to be successful in an education system when there are so many more important issues that they are facing at an individual level?
Senator Sorensen: I am curious. Do you think the school board that you work with has access to some of that data that would demonstrate the gap?
Mr. Recollet: I’m sure they do have data, yes.
Senator Sorensen: We may be in touch with you.
Mr. Recollet: Yes. For sure.
Senator White: Thank you, Mr. Recollet, for your work and thank you for creating a new memory in the minds of our children, because that is what the Seventh Generation Principles are all about. Thank you for that.
I’m curious about the position you hold and how it came about. Are you aware of similar positions? Is it supported by the Indigenous communities? Or is it something that was created through the school board because they saw a need? If you could elaborate on that, it would be helpful.
Mr. Recollet: Yes. Are you talking about specifically my position within the school board as an Indigenous Support Worker, or ISW? Yes. Being in Northern Ontario, there is a high level of Indigenous populations. For my school specifically, within the school board, we have a population of over 3,500 Indigenous students probably. It is a big school board, though, in Sudbury, Ontario.
The need was because of that number of student population, there was an Indigenous education director at the school board level, and that role was created over 15 years ago. So for the last 15 years, we have had ISWs. It was Aboriginal Support Worker, then Native Support Worker. They like to change our names all the time. Now we are Indigenous Support Workers. Within that role, they showed the importance and the need for that role because of how many Indigenous students were enrolled into that school system.
Senator White: Do you have any relationships with the communities? I’m thinking about band councils, et cetera.
Mr. Recollet: Within our Indigenous support role, there is a lot of community partnership building. One of our Aboriginal Health Access Centres, or AHACs, is in the Shkagamik-Kwe Health Centre. We have a friendship centre. We have a number of Indigenous support programs within the policing departments, the cities, and as a smaller city, we come together to find resources and ways to support our youth in general, and for example, Shkagamik-Kwe has an alternative school. We have resources for students that Indigenous students who may not learn in the Western way. We have alternative ways, and that provides a lot of land-based learning. We do hunt camps over there as well for our youth. Our youth can become involved in learning their own culture and find their own sense of belonging as well.
Senator White: This has been very helpful. Thank you.
Senator Martin: Thank you for your presentation this evening. I was honoured to be able to speak about you in the chamber today. The ISW or equivalent: I know that in British Columbia, where I was a teacher for 21 years, and where my husband is currently a teacher, most school districts do have ISW individuals who are experts to go into the schools or are based in the schools. My question was going to be twofold: Some of the specific programs that have been very successful from your point of view. You mentioned hunt camps — that sounds very interesting. Do you also do professional development? Is there a network of people who are doing what you are doing, where you can share best practices and ideas with each other?
Mr. Recollet: For Indigenous people or for any people?
Senator Martin: For ISWs.
Mr. Recollet: No, actually, as ISWs, we have not yet been an opportunity to do professional development because within the Western system it is very black and white still. We have to follow the Professional Activity, or PA, days and the school board decides happens on those days. As an ISW, if I wanted to do a hunt camp for a week with my Indigenous students, I would have to take that time on my personal days.
Senator Martin: There is more to be done.
Mr. Recollet: There is a lot more to be done.
Senator Martin: There is more support that you would need as an ISW.
Mr. Recollet: Yes.
Senator Martin: You are a trailblazer, then. Keep up the great work, and I think there is more to explore in this topic.
Mr. Recollet: I agree.
Senator McPhedran: Thank you very much. I want to explore with you, Mr. Recollet, along the same lines as I did with Mr. Langan. I wanted to ask — this probably relates mostly to your high school experience — do you think that voting at an earlier age would make a difference to the sense of empowerment among young Indigenous students that now could look to voting at 18, and I include local elections for the council, but also for the Canadian government?
Mr. Recollet: I agree in the sense of depending on what age voting should happen in whatever capacity that we want to set as an example. It is not about age; it is about understanding and knowledge and how it is for students in high school, for example. What education are they receiving and who is equipped to make those decisions on what to vote for? I don’t know where I’m at with that.
Senator McPhedran: Okay. Thank you.
Senator Prosper: Thank you. This testimony is so good. You know, I probably will look at future committee sessions differently, because I draw a lot from what I have been hearing through these discussions. There are a lot of correlations from growing up because I must admit that my self-esteem was low, and it wasn’t until university — believe it or not — that I actually started learning about my culture and my history, and it is amazing what can happen to a person when they are equipped with this.
You talk about the sense of belonging, and in our language there is a saying — danwetabik sulti — it is a question of where are your roots, and it is people knowing where they are from. I’m wondering if you can comment on that. Are there any stories you can share — because I’m sure you have many — about how that equips an individual Indigenous youth when they have that sense of belonging?
Mr. Recollet: I can even share a personal story. Even myself, you would think that I have had my sense of belonging from the get-go, but even having the support that I have had growing up, I grew up in a very White, hetero-dominant society, and throughout my elementary and high school experience, myself being only 28 years old, nothing was talked about. I think we got maybe half a page in the history textbook to talk about Indigenous history. That short chapter is really all I knew about. If it weren’t for my own family and their teachings and lessons, I wouldn’t know much about it until after I graduated high school.
I was actually really ashamed of who I was up until I graduated high school, because I was the only brown person around me in my circle of friends, who were amazing people and none of us looked at the colour of our skin as a difference. We just looked at the person inside us, and we all got along and stuff because we grew up together. However, for myself, it took me until my early adult years to accept who I was and to be proud to speak my own language, which I’m still learning. I don’t think I’ll ever get to a fluent speaking language, which is very unfortunate, but that is just how it is today.
Back then, even, talking about education, why it is so important for me, is Western education was also never my strongest suit. I was not great academically, and I never thought I would even graduate high school, let alone getting my degree in the next couple months. That’s a big accomplishment for myself. My motivation to do that was very — it was very much of a roller coaster situation. So it was really an individualist person perspective. Like, everyone needs to look at youth by the person and how they grew up and what challenges and barriers they have had, what challenges and barriers have I had and I’ve overcome. Even though I came from a very privileged family with strong roots and I know where I come from now, it was a journey still. Meegwetch.
The Chair: The time for this panel is now complete. I wish to thank you again, Mr. Recollet, for your valuable testimony.
Dear guests, colleagues, this brings us to the end of our meeting. Wela’lin, thank you to each of the participants of Voices of Youth Indigenous Leaders. Your voices resonate deeply, and I want you to know that we see you, we hear you and we celebrate you. As you continue your journey as leaders, remember the strength you carry within and the impact you can make in your communities and beyond. I wish you and your families all the best, and I look forward to the moment our paths cross again.
(The committee adjourned.)