The Future of Indigenous Education | Mair Greenfield | TEDxRosedale Youth

Key Concepts

• Indigenous Language and Identity: The importance of introducing oneself by name and place of origin in Indigenous languages (specifically Anishinaabemowin/Ojibwe) as a way to honor identity, journey, and connection to ancestors.
• Holistic Education: The concept of education as a complete, integrated process encompassing mind, body, and spirit, deeply connected to land, water, animals, plants, and community.
• Western vs. Indigenous Ways of Knowing: A contrast between Western educational systems, which have historically been harmful to Indigenous peoples, and Indigenous ways of learning that are relational, circular, and guided by elders and community.
• Residential Schools: The devastating impact of the Canadian residential school system on Indigenous peoples, including the loss of language, culture, and family.
• Reconciliation: The ongoing process of addressing historical injustices and building a more equitable future for Indigenous peoples in Canada.
• Sovereignty: The need for Indigenous-led solutions and control over their own education and community development.
• Wicked Problems: Complex, multifaceted issues that require long-term, generational solutions rather than short-term fixes.
• Seven Grandfather Teachings: Core Anishinaabe values (Bravery, Respect, Wisdom, Truth, Humility, Honesty, Love) that guide ethical living and learning.

Introduction and Indigenous Identity

The speaker, Meer Greenfield, begins by introducing herself in Anishinaabemowin, her Indigenous language, from her home territory of Nipissing First Nation. She emphasizes that this introduction is a practice of honoring her identity and journey, a process that has taken over a decade to feel comfortable with. The phrase "Bozhoo" (welcome) is explained as more than a greeting, encompassing ancestors and all present. Indigenous ways are described as being centered on living as whole, complete human beings in balance with oneself, the land, and others, finding harmony in honoring relationships.

Historical Context and Systemic Injustice

Greenfield highlights the historical mistreatment of Indigenous peoples within Western educational systems, noting the fragility of trust. She references the Toronto Club, opened in 1837, as a place where decisions were made that led to the tearing apart of Indigenous nations and families, including the removal of languages, lands, ceremonies, food sources, and children. This historical context is linked to the denial of rights to women and others deemed "less than" entry into such spaces.

Personal Journey and Bridging Worlds

Greenfield shares her mixed heritage (Irish, French, English, German, First Nations, Italian) and her upbringing in two worlds. Her mother was a women's rights activist, and her father was an educator with a passion for music. She identifies as a "knowledge helper" rather than an expert, aiming to share and support rather than impress. Her educational path was shaped by a profound realization of the true history of Canada, particularly learning about residential schools at age 23. This was a "pitfall moment" that initiated her journey to understand the true history. Receiving her status at 29 prompted her mother's advice to "give back to your community," leading her to explore paths like law before finding her calling in justice work with youth and later in Indigenous education.

Indigenous Ways of Learning and Community

Greenfield contrasts Western education with Indigenous ways of knowing and doing, which she considers her deepest learning. She thrives when guided by elders, knowledge keepers, family, colleagues, friends, artists, youth, communities, and the natural world. Learning in Indigenous ways happens in circles, as exemplified by a language-keeping session where everyone, including elders and youth, were both teachers and students. The Seven Grandfather Teachings are presented as guiding principles for living and learning.

The Need for Sovereignty and Systemic Change

Greenfield has worked across diverse fields, including food, justice, non-profits, post-secondary education, technology, consulting, food sovereignty, and the arts. She observes a common thread: learning requires supportive systems encompassing economy, healthcare, culture, housing, food, technology, art, water, energy, language, and community. She stresses the critical need for sovereignty in these areas.

Reconciliation and the Call to Action

A pivotal moment for Greenfield was witnessing Gord Downie's call for reconciliation during The Tragically Hip's final concert in 2016. This inspired her to dedicate her work to meaningful engagement with Indigenous communities. She defines education holistically, encompassing the wisdom of elders, the humility of youth, the new perspectives of artists, and the accountability of family and friends.

Persistent Challenges in Indigenous Education

While acknowledging progress in areas like Indigenous youth opportunities and women's health, Greenfield points out that systemic shifts for Indigenous peoples, especially in remote communities, are much slower. She highlights the persistent issue of Indigenous youth being forced to leave their homes for secondary education. Data from Colleges and Institutes Canada (2024) indicates that approximately 54% of First Nation students leave their home communities for secondary school because less than half of on-reserve First Nations communities offer high school programming. This lack of choice and equitable access is a "wicked problem" requiring generational solutions, not short-term funding.

The Future of Indigenous Education

Greenfield envisions the future of Indigenous education as Indigenous-led, present in every nation and community, rooted in language, land, circles, and lived experience. It is holistic, nurturing body, mind, and spirit, guided by the Seven Grandfather Teachings. She advocates for genuine, generational solutions and emphasizes that education is relational, not solitary.

Conclusion and Closing Thoughts

The speaker concludes by stating that education is a personal journey of living, caring, making choices, and sharing lessons. She encourages seeking guidance from admired individuals and shares a closing thought from her elder, John Sawyer: "Be in tune with how you listen and who truly is your teacher."