Professional Documents
Culture Documents
StayinginSchool:Engaging AboriginalStudents
The
Congress
of
Aboriginal
Peoples
as
National
Aboriginal
Organization represents the interest of off-reserve non-status and status Indians, and Mtis Aboriginal Peoples living in urban, rural, remote and isolated areas throughout Canada. We are also the national voice for the constituency and their affiliate organizations making up the Congress family of advocates for the off-reserve Aboriginal Peoples of Canada.
This series of analysis papers was made possible with financial assistance from Human Resource and Skills Development Canada (HRSDC) under the Policy Collaboration initiative.
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STAYINGINSCHOOL:ENGAGINGABORIGINALSTUDENTS
OVERVIEW
AboriginalEducation,notablytheinclusionofAboriginalcontentincurriculaandprogramsandthe successofAboriginalstudents,hasreceivedfocusedattentionacrossCanadainrecentyears. Substantialeffortshavebeenundertakenatthefederalandprovinciallevelstoaddressthe differencesinratesofachievementbyAboriginalandnonAboriginalYouth(e.g.Kroes,2008; Levin,2009). Historically,therehavebeengapsinmeasuredoutcomesbetweenAboriginalandnonAboriginal Peoplesofallages,particularlyinliteracyrates(StatisticsCanada,2005),andenrolmenttopost secondaryeducation(StatisticsCanada,2010a).Althoughenrolmenttopostsecondaryeducation byAboriginalPeoplesisincreasing,itisstillbelowtheratesofnonAboriginalPeoples.Across CanadaratesofAboriginalPeoplescompletinghighschoollagfarbehindnonAboriginalPeoples.
HIGHSCHOOLCOMPLETIONRATESFORYOUTH
Whenexamininghighschoolcompletionratesforyouthages20to24,theearliestagegroupwhere allstudentscouldbeexpectedtohavecompletedhighschool,thediscrepanciesareundeniable. AccordingtoStatisticsCanada2006censusdata,40%ofAboriginalPeoplesaged20to24didnot haveahighschooldiploma,comparedto13%amongnonAboriginalPeoples.Therateofnon completionisevenhigherforonreserveAboriginalPeoples(61%hadnotcompletedhighschool) andforInuitPeopleslivinginruralorremotecommunities(68%hadnotcompletedhighschool). Genderdifferencesonthe2006censusarealsoevident,as43%percentofmaleAboriginalPeoples inCanadabetweentheagesof20and24hadnotcompletedhighschool,comparedto37%of femaleAboriginalPeoplesofthesameagegroup(StatisticsCanada,2010a).
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ProportionofAboriginalandnonAboriginalyoungadultsaged20to24withnohigh schooldiplomain2001and2006
70 60 50 41 40 30 20 10 0 37.8 32.3 25.4 15.2 12.5 2001 2006 61.1 58.4 54 43.4 40.3 60.2
HIGHSCHOOLCOMPLETIONANDUNEMPLOYMENT
Successfulcompletionofhighschoolcanhavealongtermimpact,notonlyonindividualstudents, butalsoontheirfamiliesandcommunitiessincethelackofahighschooldiplomaisstrongly correlatedwithahighunemploymentrate.AccordingtoRichards(2008),theemploymentratefor bothAboriginalandnonAboriginalPeoplesnearlydoubleswithhighschoolcertificationand continuestoincreaseaseducationalattainmentincreases.Likehighschoolcompletionrates, employmentratesfortheAboriginalPeoplesofCanadahaveconsistentlybeenlowerthanthoseof nonAboriginalPeoples.Censusdatafrom2006showsa10.4%unemploymentratefornon AboriginalPeoplescomparedto22.5%forAboriginalPeoples.Thisrateisexacerbatedforthe AboriginalPeoplesofCanadaagedbetween20and24whodemonstratea31%unemployment rate.(StatisticsCanada,2010b)
Section35oftheCanadianConstitutionclearlyidentifiestheAboriginalPeoplesofCanadaasIndian,MtisorInuit; therefore,CAPdoesnotendorsetheuseofthetermFirstNationswhenreferringtoAboriginalPeopleslivingonoroff reserve.
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UnemploymentrateofAboriginalandnon AboriginalCanadiansin2006
25 20 15 10 5 0 Nonaboriginal Aboriginal 10.4 7.1 12.8 Nocertificate,degree, ordiploma HighSchoolCertificate, orEuivalent 22.5
Source:StatisticsCanada(2010)a.AboriginalIdentity(8),HighestCertificate,DiplomaorDegree(14),MajorFieldofStudy ClassificationofInstructionalPrograms,200(14),AreaofResidence(6),AgeGroups(10A),andSex(3)forthePopulation15Yearsand OverofCanada,ProvincesandTerritories,2006Census20%SampleData.AboriginalPeoples,2006Census.Statistics Canada, 2006 Census of Population, Statistics Canada catalogue no. 97-560-XCB2006028.
GROWTHINPROPORTIONOFABORIGINALYOUTH
Tocompoundthesituation,thereisagrowthtrendintheproportionofyouthcomparedtoadults withinthepopulationofAboriginalPeoples. FIGURE3
MedianAgeofCanadianSubgroupsinYears: 2006CensusData
Inuit Metis NorthAmericanIndian Aboriginal NonAboriginal AllCanadians 24.9 26.5 39.7 39.2 21.5 29.5
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PROBLEMDEFINITION
Despiteunderstandingthepotentialrepercussionsassociatedwithleavinghighschool,littleis knownaboutanyprovenfactorsthatcontributetoorimpedeyouthfromstayinginschooland obtainingahighschooldiploma,particularlywithregardtoAboriginalYouth.Thoughthebodyof knowledgeisgrowing,manyquestionsremainunanswered.Whataretheriskfactorsand protective factorsthataffectAboriginalYouthstayinginschool?Aretheredifferencesexperienced byrural,urbanandAboriginalYouth?WhateffortsarebeingundertakenattheFederal,Provincial, TerritorialandCommunitylevelstoensurethatAboriginalYouthareengagedandempoweredin theirowneducation?Whatchangesaretakingplacetoensurethateducationsystemsreflectand supportadifferentwayofknowingthatisthefoundationofAboriginallearningsystems? (CanadianCouncilonLearning,2009) Thispaperoutlinesasummaryofspecificriskfactorsrelatedtocompletinghighschoolfacedby AboriginalYouthlivinginurban,rural,remoteandisolatedareasthroughoutCanada.Protective factorsarealsosummarized,promisingpracticesandprogramshighlightedandpotentialnext stepsoutlined.
METHODOLOGY
Thereviewofliteraturewasundertakeninseveralphases. 1) AwebsearchwasconductedtoidentifyinformationonMinistrywebsites,Ministrycontacts forAboriginalEducationandpolicyorprogrammingdocumentsrelatedtoAboriginal Education. 2) Awebsearchwasconductedtofindrelevantinformationalorprogrambasedsitesfor AboriginalYouthusingthesearchtermsAboriginal,Youth,FirstNations,MtisandInuit.
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DISCUSSION
DEFINITIONS:Throughouttheliteratureandincurrentdiscussions,StayinginSchoolismost commonlyexaminedbylookingatschoolleavers,or dropouts,commontermsforthoseindividualswhodo notreceiveahighschooldiploma.Theassumptionisthat byunderstandingwhoisleaving,wecanbetterdetermine whytheyareleavingandwhatweneedtodotohelpthem stayandgraduate. Until1996,thetermdropoutwasusedtoidentify studentswithoutadiploma.Aroundthattime,the terminologyschoolleaverwasadaptedtobetter representtheincreasingunderstandingthatschool leavingresultsnotjustfrompersonalfailure,butfromthe interplayofriskfactorsattheindividual,schooland communitylevel. Whiledropoutandschoolleavercontinuetobeterms usedtodefinethepopulation,severalfactorscomplicate theliteraturearoundhighschoolcompletion.School boardscontinuetostrugglewithtrackingtheirgraduation resultsandschoolleaversasdefinitionsareoftenunclear andinconsistent.Forexample,astudentmayleaveandre enterschoolseveraltimesthroughouttheireducational path,orastudentdefinedasadropoutmayinfactreturn andgraduate.
UNDERSTANDINGABORIGINALLEARNING:ADIFFERENTWAYOFKNOWING
AreviewofriskandprotectivefactorsassociatedwithStayinginSchoolbyAboriginalstudents cannotbecompletedwithoutacknowledgingthepotentialdiscrepanciesbetweenthesetraditional measuresofstudentsuccessandtheongoingholisticeducationofAboriginalYouth.Ina comprehensivereviewoftheStateofAboriginalLearninginCanada:AHolisticApproachto MeasuringSuccess,producedbytheCanadianCouncilonLearning(2009),anargumentismade thatwhileAboriginalPeoplesshareavisionoflearningasaholistic,lifelongprocess,decisions beingmadebygovernment,organizationsandcommunitiescontinuetorelyonanincompleteview oftheStateofAboriginalLearninginCanada.TheyproposethatbyassessingAboriginal educationalattainmentbasedoncomparisonsbetweenAboriginalandnonAboriginalYouth,the specificneedsandaspirationsofAboriginalPeoplesareoftenoverlooked.Focusingsolelyon indicatorssuchaspassratesorhighschoolattainmentprovidesonlyasuperficialviewof
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RISKFACTORSTHATINCREASEDISENGAGEMENT
Moststudentswillencounterriskfactorsthatthreatentodisengagethroughouttheirsecondary education.Theseriskfactorscanbeexperiencedonarangeofintensity,withheightenedriskfor disengagementdependentonthepresenceofmultipleriskfactors,aswellasmitigatingprotective factorsavailabletothestudent.Thesefactorscanalsobeconsideredpushfactorsfactorswithin theschoolthatmakeitunpleasantorundesirabletobethereandpullfactors,factorsoutsideof schoolinoneshomelifeorcommunity,thatpulltheindividualaway(Hammondetal,2007).
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TheAboriginalYouth&Family WellBeingandEducationSociety islocatedinEdmonton,Alberta, andhasimplemented Opportunities,AStayinSchool Programsince1997.Duringthat time,theagencyhasservedover 300youthandfamiliesfromthree differentschools,providingin schoolandoutofschoolsupports, resourcesandrecreational activitiestohelpAboriginalyouth remaininschoolandtoachieve increasedacademicandpersonal successbyprovidingyouthwith incentives,opportunitiesto realizesuccess,positivepeer supportandrolemodeling,and aboveall,commitmenttothe youthandtheirfutures. http://www.aboriginalyouth.ca/
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PROTECTIVEFACTORS
Todate,therehavebeenrelativelyfewempiricalstudieswithAboriginalstudentsonprotective factorsthatpromoteandencourageyouthtostayinschool.Whilethismaybeduetoanoverall lackofresearchorevaluationofprogramswithallstudents,itmightalsospeaktothelackofability toidentifywhoAboriginalstudentsare;aswellas,apotentialmistrustoftraditionalinstitutional researchbyAboriginalPeoples.Regardless,thereareanumberoffactorsthatcanbepromotedto helpprotectAboriginalstudentsfromschooldisengagementanddroppingout. RESILIENCY:Researchonresiliency,typicallydefinedastheabilitytorecoverinthefaceof adversity,hassuggestedanumberoffactorsthatmayincreasestudentacademicsuccessinboth AboriginalandnonAboriginalpopulations.Baydalaet.al(2009)suggeststhatcorrelations betweenleadershipandstudyskillsandacademicachievementshowpromisefordeveloping schoolbasedinterventionprograms,sinceculturallyappropriateinterventionsthatfocusonthe developmentofleadershipandstudyskillsmayprovidechildrenwiththetoolstheyneedtoachieve academically.Ifsuchprogramsareimplemented,caremustbetakentoensuretheircontentsupports thewaysinwhichleadershipandstudyskillsaredefinedwithintheAboriginalcommunity(p18). Aboriginalstudentswhoareprovidedwithleadershipopportunitiesandempoweredtocontribute totheirschoolandlocalcommunitymaycontinuetobeengagedandhaveabetterchanceof completinghighschool. POSITIVESELFIMAGE:Studentswhobelievetheycan,can.AccordingtoSteinberg(1999)as citedinBarnes,Josefowitz,andCole(2006),studentswhobelieveintheirabilityaremorelikelyto beintrinsicallymotivatedandconcernedwithmastery,leadingtoacademicsuccess.Conversely, childrenwhoareexposedtoenvironmentsthatholdnegativestereotypesoftheirraceinrelation toacademicsuccesstendtodevalueacademicachievementanddisengagefromschool(Schmader, Major,&Gramzow,2001).Studentswhoareprovidedwithopportunitiestoexploretheiridentities andcultureinapositivelight,withtheguidanceandhelpofpeopletheycanidentifywith,aremore likelytoexperiencesuccessinschool.Positiveexperiencescanoccureitheratschoolorinthe communityandcaninvolvemodelingbystaffmembers,supportfromcaseworkers,work opportunitiesorvolunteerexperiencesinthecommunity.
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SocialMediaprovidesa importantasitcanbuild y promisingopportunit parentalconfidenceabout forconnectingwith formaleducationin AboriginalYouth.The institutionalsettings,and NativeYouthonPEI canalsobringchildrencloser Facebookpageh totheirteachers. asover 200membersand providesaforumfor updatingAboriginal youthonactivities, currentevents,and opportunities.
Engagementbyfamilyis
PARENTALINVOLVEMENT:Ifparentalinvolvementisarisk factor,itcanalsobeaprotectivefactorforstudents.Engagement byfamilyisimportantasitcanbuildparentalconfidenceabout formaleducationininstitutionalsettingsandcanalsobring childrenclosertotheirteachersandhelpdispelcultural stereotypes(Corson,1998).AccordingtoAboriginaleducators, thereareopportunitiestobuildonAboriginalparentsinterestin theirchildseducationwhichwillhelpsupporttheeducational pathwayofthestudent.Ministriesofeducationrecognizethe importanceofengagingparentsauthenticallyintheirchilds education.Withthisinmind,schoolsandschooldistrictsare makingmoreeffortstoreachouttotheparenttoensure involvementintheirchildseducation.Aswell,schoolsandschool districtsarefindingwaystoovercomeparentsmisgivings resultingfrompastexperienceswiththeformaleducationsystem. COMMUNITYINVOLVEMENT:Withinallcommunities,but particularlyAboriginalcommunities,studentswhoareinvolvedin theircommunitiesfarebetterinschool(OntarioMinistryof Education,2007).ForAboriginalstudentswhomayexperience highmobilitybychangingschoolsandleavingthereserve,thereis animportanceofencouragingconnectionsandrelyingonthe knowledgeandunderstandingofEldersinthecommunity. RELEVANTPROGRAMMING:Studentsareengagedwhentheir workisinterestingandrelevant(Wilms,2008).Aboriginal students,likeallstudents,benefitfromhighlyengagingand relevantprogrammingintheircourses.Becausethecultureand worldexperienceofmanyAboriginalstudentsisunique,thereis benefitfromcoursesandcurriculumstructuredtoreflect Aboriginallanguage,cultureandlearningneeds.Atthispoint,in manyregionsacrossCanada,deliveryofAboriginalcontentbased coursesdependsverymuchontheavailabilityofteacherstooffer thecourse.Resourcestoassistteachersindeliveringthe curriculumareavailableinsomeprovincesandnotinothers. CONNECTIONSTOABORIGINALROLEMODELSAND SUPPORTS: IncreasedAboriginalcounsellors,liaisonworkersand rolemodelsinschoolshavehadapositiveeffectandcontributeto makingstudentsfeelmorecomfortableintheschoolenvironment. Inruralcommunitiesoronreserves,contactandinvolvementwith Eldersandcommunitymembersismorecommon.Inurban centres,andinlargerschools,AboriginalYouthhavefewer examplesofpeoplelikemewhotheycangotoforadviceand guidance,whichcancontributetoalackofasenseofidentity.
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NEXTSTEPSANDIMPLICATIONSFORPROGRAMMING
TheurgencyofkeepingAboriginalyouthinschoolshasnotbeenlostonFederalorProvincial governments.In2004,theCouncilofMinistersofEducationofCanadadeclaredAboriginal Educationapriority,andanActionPlanwasdevelopedtodefineobjectivesthatwouldbemet throughconsultationandcollaborationwithAboriginalCommunitiesandeducationstakeholders. In2005,PrimeMinisterPaulMartinandtheprovincialPremiersandNationalAboriginalLeaders metinKelowna,B.C.,andcommittedtoclosetheAboriginal/nonAboriginalhighschool completiongapwithinadecade.ProvincesandTerritorieshaveundertakeninitiativesand developedactionplanstodecreaseachievementgapsforAboriginalStudents.Despitethe acknowledgementthatthereisanissue,ProvincesandTerritoriesareatverydifferentplacesalong thecontinuum,withevenmorevariancesdemonstratedinProvincesandamongschooldistricts. Withknowledgeofthediscernablepatternsthatsurfacerelatedtoearlyleavingofhighschool,the ultimatechallengefacedbyorganizationsandindividuals hopingtoimprovehighschoolcompletionratesof AboriginalPeoplesisincouplingtheunderstandingthat eachindividualhasauniquepathwaytobecomingaschool leaver.Patternscanbeuncoveredbytrackingvarious factorsthroughastudentscareer.Progresswillbemade througheffortsmadebyMinistriesofEducationto strengthenpartnershipsbetweenschoolsandcommunities inordertocollectdata.Withthecollectionofmoreprecise andspecificinformation,localprogramscanbetargeted towardAboriginalYouthinneed.Furthermore,becauseof thevastdifferencesingeographyandcircumstance,itisnecessarytoundertakesounddata collectionandassessmentofissuesacrosssubgroups,regionsandlocations(Hammond,et.al, 2007).BroadbrushstrokescanbeappliedtoAboriginalEducation,butultimately,communities willneedtoassesstheirownneedsandreactaccordingly.
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Winnipeg,ManitobasChildrenoftheEarth HighSchoolisaschoolforAboriginalstudents thathasbeenlistedamongstMcLean MagazinesTop10CanadianSchools.Here, Aboriginalteachersarethenorm,and mandatoryCreeandOjibwalanguageclasses areusedtohelpinstilpridewhileturning wouldbeschoolleaversintofuturedoctors andlawyers. http://www.wsd1.org/cote/welcome.html
3. PROMOTEALTERNATIVEEDUCATIONALEXPERIENCES:Studentsarenotinterestedin curriculumthatisnotmeaningfultothem.Aboriginalstudentsatriskofleavingschoolmay farewellinAlternativeEducationalSettings,whichoftenhavesmallerclasssizesandmore handsonorpracticalapplicationopportunities.Thesesettingsprovideopportunitiesto undertakecurriculumofinterestbutstillallowstudentstoworktowardearninghigh schoolcreditsrequiredforcompletionofahighschooldiploma.Coopexperiencesand apprenticeshipswiththeopportunitytolearnworkplaceskillswillhelpkeepstudents engagedwhilehelpingthemtowardgraduation. 4. PROMOTIONANDRETENTIONOFABORIGINALTEACHERSANDEDUCATIONAL ASSISTANTS:Aboriginalstudentscanclearlyidentifythattherearenotpeoplelikemein schools.Federal,provincialandlocaldistrictshavearesponsibilitytopromoteAboriginal teachersandtoprovideeveryopportunityforthemtoreceivequalityprofessional development.AboriginalteachersandEducationalAssistantsshouldbeinvolved specificallyincourseswithAboriginalcontentbutalsoinothercourses,suchasliteracy basedcoursesandmathematictofostertheseteachersasleadersandencouragethemto takeonleadershiproles.
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CONCLUSION
Ministries,schooldistrictsandcommunitiesacrossCanadaareawareoftheneedtoencourage moreAboriginalYouthtoStayinSchool.Effortsareunderwayatalllevelstohelpclosethegaps inachievementbetweenAboriginalandnonAboriginalstudents.Whileprogressisbeingmade, thereisstillroomformoreauthenticdialoguebetweenAboriginalLeadersandeducational institutionsandforcreativesolutionsthatrecognizethesuccessofeachindividual.
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REFERENCES
Aman,C..(2008).AboriginalStudentsandSchoolMobilityinBritishColumbiaPublic Schools.AlbertaJournalofEducationalResearch,54(4),365377.RetrievedJanuary25,2010,from CBCAEducation.(Document ID:1650507701).http://proquest.umi.com.proxy.bib.uottawa.ca/pqdlink?did=1650507701&Fmt= 7&clientId=3345&RQT=309&VName=PQD Anderson,A.R.,Christenson,S.L.,&Lehr,C.A.(2004).Schoolcompletionandstudent engagement:Informationandstrategiesforeducators.InA.S.Canter,L.Z.Paige,M.D.Roth,I. Romero,&S.A.Carroll(Eds.),HELPINGCHILDRENATHOMEANDATSCHOOLII:HANDOUTS FORFAMILIESANDEDUCATORS(pp.S265S268).Bethesda,MD:NationalAssociationofSchool Psychologists.RetrievedFebruary6,2010 from:http://www.nasponline.org/resources/principals/nasp_compleducators.pdf Barnes,R,Josefowitz,N,&Cole,E.(2006).Residentialschools:Impactonaboriginalstudents' academicandcognitivedevelopment.CanadianJournalofSchoolPsychology,21(12),1832. Baydala,L.,Rasmussen,C.,Birch,J.,Sherman,J.,Wikman,E.,Charchun,J.,Kennedy,M.,&Bisanz,J..( 2009).SelfBeliefsandBehaviouralDevelopmentasRelatedtoAcademicAchievementinCanadian AboriginalChildren.CanadianJournalofSchoolPsychology,24(1),1933.RetrievedJanuary27, 2010,fromCBCAEducation.(DocumentID:1682438071). Bornholt,L.J.(2002).Thoughts,feelingsandintentionstolearn:attitudesbybeginningteachers towardsAboriginalpeoples.SocialPsychologyofEducation,5:295309. CanadianCouncilonLearning,TheStateofAboriginalLearninginCanada:AHolisticApproachto MeasuringSuccess,(Ottawa:2009).77pages.PublishedinDecember2009.Ottawa,Ontario.ISBN 9781926612300 Corson,D(1998).Communitybasededucationforindigenouscultures,LanguageCultureand Curriculum,11(3).238249. Hammond,C.,Linton,D.,Smink,J.,&Drew,S.(2007).DropoutRiskFactorsandExemplary Programs.Clemson,SC:NationalDropoutPreventionCenter,CommunitiesInSchools,Inc. King,A.J.C,Warren,W.K,King,M.A.,Brook,J.E.,andKocher,P.R.(2005).WhogoestoSecondary SchoolandWhoDoesnt?FinalREprotofFindingsforCollegesOntarioCollaborativeResearch Project.Availableatwww.collegesonario.org
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CAP Affiliate Chiefs & Presidents NunatuKavut Federation of Newfoundland Indians New Brunswick Aboriginal Peoples Council Native Council of Nova Scotia Native Council of Prince Edward Island Native Alliance of Quebec Ontario Coalition of Aboriginal People Indigenous Peoples Confederacy Aboriginal Affairs Coalition of Saskatchewan United Native Nations Society National Youth Representative Chris Montague, President Brendan Sheppard, President Kim Nash-McKinley, President & Chief Grace Conrad, Chief & President Jamie Gallant, Chief & President Carl Dub, Grand Chief/President Brad Maggrah, President Walter Mnard, President Kim Beaudin, President Lillian George, President Jessica Bolduc
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The National Representative Organization and National Voice for Off-reserve, Non-status & Status Indians & Mtis Aboriginal Peoples living in urban, rural and remote areas throughout Canada. THE CONGRESS OF ABORIGINAL PEOPLES 867 boul. St. Laurent Blvd., Ottawa, Ontario K1K 3B1 Tel: (613) 747-6022 Fax: (613) 747-8834 Email: randy@abo-peoples.org Please note that these analysis series reports are also available on the CAP website http://www.abo-peoples.org
Aboriginal Affairs Coalition of Saskatchewan Saskatoon, SK (306) 975-0012 Federation of Newfoundland Indians Cornerbrook, NL (709) 647-3033 www.fni.nf.ca Indigenous Peoples Confederacy Dauphin, MB (204) 638-8308 NunatuKavut Happy Valley Goose Bay, NL (709) 896-0592 www.labradormetis.ca Native Alliance of Quebec / Alliance Autochtone du Qubec Gatineau, QC (819) 770-7763 www.aaqnaq.com Native Council of Nova Scotia Truro, NS (902) 895-1523 www.ncns.ca
Native Council of Prince Edward Island Charlottetown, PEI (902) 892-5314 www.ncpei.com New Brunswick Aboriginal Peoples Council Fredericton, NB (506) 458-8422 www.nbapc.org Ontario Coalition of Aboriginal People Wabigoon, ON (807) 938-1321 www.o-cap.ca United Native Nations Society of British Columbia North Vancouver, BC (604) 688-1821 www.unns.bc.ca CAP National Youth Council Ottawa, ON (613) 747-6022 CAP Elders Council Ottawa, ON (613) 747-6022