b'NEW PERSPECTIVESHistorical injustices: It is crucial toengineering, structural, environ- can strongly influence how people acknowledge the historical injus- mental or construction standards! perceive and react to situations and tices that Indigenous communitiesinteractions. In many Eeyou Istchee have endured, including coloniza- Expectations are the anticipatedor Cree communities along James tion, forced assimilation policies,or desired outcomes or behavioursBay, the family and community and systemic discrimination. Thesethat individuals or groups have in a expectation is that by the fifth FROM RESILIENCE historical factors continue to impactparticular situation or relationship.grade, most children have made Indigenous students educationalThey represent what people hopetheir first successful contribution to and emotional experiences today. or believe should happen, but theythe annual goose hunt harvest. TO EXCELLENCE Cultural disconnection: Manymay not always be clearly definedWe need standards to guide our or standardized. So, if expectations Indigenous students struggle witharent carefully managed, they canexpectationslike the hand guides a sense of cultural disconnectionoften lead to disappointment the glove. But its not beneficial when they cannot see their heri- or confusion.to confuse the two and have our tage and experiences reflected inexpectations replace the standards. the curriculum. This disconnectionExpectations can be subjective andSchool curriculum vs. career can hinder their engagement withcan vary from person to person,goals is a great example. A school the learning process. depending on their personalcurriculum is like a standard; it preferences, values, experiences Socioeconomic barriers:and cultural backgrounds. Theyreoutlines the subjects and topics Socioeconomic disparities withinoften influenced by societal norms,that students are required to learn Indigenous communities canpersonal experiences and commu- in a particular grade or course. affect students access to essentialnication, and they can change overIt sets educational benchmarks. healthcare, counselling resources,time or in different contexts.Career goals are like expectations; clean water, stable housing, foodthey represent an individuals security and proper nutrition,Since expectations are moreaspirations and vision for their indirectly affecting their subjective and reflect individualprofessional future. While the academic performance. or collective desires and beliefscurriculum (standard) provides about how things should be, theya foundation, career goals may HIGH STANDARDSBut its not just about expectations. Its also about having reasonably high standards. I often struggle with the difference, but ultimately, I think its a hand-in-glove situation. Essentially, standards are typically formal, recognized objective criteria that set a clear benchmark for quality or performance. Standards are often used as a basis for measuring performance and ensuring consistency; theyre often developed by relevant authorities, organizations or regulatory bodies, and are typically based on industry best practices, scientific research, or legal requirements. They can beA postsecondary destination quantitative or qualitative and are often used to ensure consistency,as unique as you are. safety and quality in variousBiindigenfields, including manufacturing, engineering, healthcare, and of course education. Standards are generally objective and are focused on defining what should beIndigenous Student AffairsAffaires tudiantes autochtonesachieved or maintained. Imagine ifEnji-Naadmaagaazwad Eknoomaagzidjigbuilding bridges didnt require any 2023indspiration35'