The partners agree to regularly evaluate the effectiveness and successes of the FNLL-Bilateral Process and revise the Partnership/Relationship Protocol on an ongoing basis as requires.
Furthermore, the FNLL-Bilateral Process will facilitate celebrations of success and honour the spirit of the relationship as it develops.
Additional Considerations for Protocol
Explain the circle diagram – park for now – to be more fully developed as protocol develops.
The diagram is an illustration of the relationships that exist within the First Nations Lifelong Learning Table. It is my recommendation that we consider the following:
- The outside ring includes Treaties, Nation to Nation, UNDRIP and as previously described this is the foundation to our right to First Nation education. It is my view that the outside ring should only include NATIONHOOD as Nationhood illustrates that First Nation right to education is an Inherent right that we have always had and pre-exists the entering into treaties. We had our own forms of education, on these lands long before Treaties and all other documents were created so the outer ring should be NATIONHOOD.
- The next ring within the circle diagram then, should be Treaties as treaties are living documents that recognize and help to define the relationship between two nations. This means, our right to education predates Treaties and that the right to education is an essential feature of that treaty relationship.
- The third ring should then be the documents that support our inherent right to education. According to the documents listed in diagram, this includes the Constitution Act, 1982, TRC, Journey Together and UNDRIP. The way it is structured right now it actually looks like these documents are as equally important to our right to education as Nationhood but they are not. They are important but they merely offer support to our inherent right to education and our right to education does not come from these documents, it comes from Nationhood.
Original list of Principles:
- Free – liberation (from colonization) – decolonization - not under the control or in the power of another; able to act or be done as one wishes
- Respect - a feeling of deep admiration for someone or something elicited by their abilities, qualities, or achievements
- Cooperation - the process of working together to the same end
- Open-mindedness - having or showing a mind receptive to new ideas or arguments
- Reciprocity - the practice of exchanging things with others for mutual benefit, especially privileges granted by one country or organization to another.
- Resurgence - an increase or revival after a period of little activity, popularity, or occurrence
- Responsibility - the state or fact of being responsible, answerable, or accountable for something within one's power, control, or management
- Seven Grandfather teachings, Haudenosaunee values,
- Transparency - having thoughts, feelings, or motives that are easily perceived
- Honesty - fairness and straightforwardness of conduct
- Sharing - use, occupy, or enjoy (something) jointly with another or others.
- Inclusiveness – the quality of including all sections of society
- Ministry Document for Inclusive Education - Education that is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected.
- Sustainability (people, $, authority) - the ability to be maintained at a certain rate or level
- Meetings/gatherings in communities and on the land
- Commitment - the state or quality of being dedicated to a cause, activity, etc
- Equality - the state of being equal, especially in status, rights, and opportunities
- Equity - A condition or state of fair, inclusive, and respectful treatment of all people. Equity does not mean treating people the same without regard for individual differences.
Place marker for now until we determine if this is necessary.