b'EDUCATIONunderstanding of the familiesFNMI communities, either. Boardsfor any teacher housing? Many are desire for a true balance ofmust often contend with many offorced to continue the status quo Indigenous and non-Indigenoustheir hires often falling into one ofof living at home with their parents ways of knowing.the 3M categories: missionaryand extended families. There is also For example, when I went to(lets save the natives and havethe added competition from other school, French was the onlya northern adventure); moneyentities in the community who are second language offered. Progressmakers (isolation bonuses, subsi- also seeking well-educated, expe-has been made in this area; mydized housing, and a shortenedrienced, responsible folks to work secondary school alma mater nowpath to job security); or maniacalin a variety of roles where having offers Cayuga and Mohawk, but(marching to a completely differenton-the-job training is an asset.none of the other four languagesdrum). If boards do manage to of the Haudenosaunee confed- attract some appropriately quali- IMPROVEMENTSeracy. There is also relatively littlefied and sincere non-IndigenousOf course, its not all doom incentive for academically inclinedteachers, many do not stay forand gloom. Schools and boards FNMI to join the teaching ranks,long, leaving the community, thecontinue to improve parent and other than those far-too-few whofamilies and the students after twocommunity engagement. Theyve recognize the true need for localor maybe three years. recognized their previous short-knowledge to be included andFor some communities, the lackcomings regarding the curriculum, grown within the existing curricula. of licensed supply or substituteschool calendars, and lack of recog-Unfortunately, many of the FNMIteachers ultimately means hiringnition for language, time on the stalwarts who recognize the institu- folks whose only qualifications areland and cultural awareness. These tional demand for their knowledge,that they are responsible youngaspects are getting better. Despite who advance through the hoopsadults with a clean backgroundthe very real issues outlined above, and past the obstacles, also tendpolice check. There is little entice- Ive been privileged enough to have to bring some of their unresolvedment for them to acquire additionalworked with many Indigenous and trauma to the classroom. Again,credentials since they might notnon-Indigenous teachers in some this isnt their fault, but it, in turn,be eligible for any housing, if therenorthern and isolated communi-has a negative impact on manyis any, because they were hiredties who continually strive to get students, and the cycle of schoolfrom within their community. Whybetter, and who have become not being a nice place continues.would they leave the comfort ofbetter educators in the process. their community to venture intoI know many former colleagues There isnt a massive stampede ofthe unknown to become qualifiedwho were pleasantly surprised top teaching talent heading intofor what would amount to a fewby the welcoming nature of and the more remote and isolatedextra bucks without being eligiblegratitude of the communities and families. Several are still living and raising families there, which helps convert the schools into a beacon for the possibility of a different future through reconciliation on an individual level.Progress for Indigenous students and Indigenous education is happening. Both FNMI folks and non-FNMI folks cant rely on stereotypes of what education used to be like. Sometimes it is hard to see progress when its slow and right in front of you, since progress implies movement. It frequently seems like Indigenous peoples are in an ambulance that is caught in a traffic jam during a blizzard. We are encouraged to celebrate the ambulance because at least were in an ambulance now and, even though its moving slowly or not 18indspiration2021'