This study looks at the political, social, and economic influences on First Nation and Métis youth’s attitudes toward further learning and higher levels of education in the municipality of Wood Buffalo, Alberta, the site of rapid industrial development related to the oil sands in the past few decades. Linked to this, we explore some of the institutional and policy structures that support or hinder the ability of First Nation and Métis youth to finds pathways leading to sustained employment with decent pay, good working conditions, and career potential.
The first five sections of this report set the context by presenting an historical overview of government-Aboriginal relations, a review of statistics related to education and training of the Aboriginal identity population in Canada and Alberta, recent literature focused on Aboriginal youth, and a description of relevant education and training policies and issues. The last two sections present our analysis of 65 interviews and focus groups involving 91 individuals, conducted between March and October 2008. Interview participants consisted of a number of Aboriginal community members, including youth aged 15 to 30 years; high school and college educators, including First Nation and Métis educators; representatives of government; leaders and staff members of local First Nation and Métis organizations; as well as individuals involved in various capacities with local agencies and corporations.
Our historical overview suggests that jobs alone are unlikely to eliminate the inequities experienced by Aboriginal communities – inequities that stem, in large part, from historical relations between governments and Aboriginal people. Further, while dependency and economic underdevelopment are unacceptable to Aboriginal people, increased economic development is also seen as problematic by some community members concerned over the growing environmental impacts, continued loss of cultural ways, and worsening social problems (e.g. lack of housing, homelessness, substance abuse) that have accompanied large-scale oil sands development in Wood Buffalo. It is important to acknowledge these tensions for First Nation and Métis youth when thinking about their pursuit of education and work pathways. Statistics suggest that, while the Aboriginal identity population in Wood Buffalo is doing “better” in terms of educational attainment and employment than their counterparts in other parts of the province, it is noteworthy that they continue to lag behind Alberta’s non-Aboriginal population. In research, the experience of First Nation and Métis youth is often analyzed from a deficit perspective; for example, authors have highlighted various factors adversely impacting Canada’s Aboriginal youth, including low educational attainment and household income, high rates of teen pregnancy, high rates of incarceration, and high rates of residential and school mobility. However, this portrayal of youth is only useful, in our view, if understood within the context of historical colonization and contemporary uneven power relations and if accompanied by greater discussion of institutional opportunities and constraints. In many instances, we use the term “First Nation” rather than “First Nations” in this report. This is to infer that the youth, people, students, individuals, schools, communities, reserves, etc. being referenced are associated with specific sovereign, distinct entities in the Canadian context. The term “First Nations” is a more general descriptor. A look at federal and provincial policies and programs related to First Nations and Métis education and training suggests that, although there is a plethora of policies and programs, issues around access to and control over education and training persist for Aboriginal people. Further, outcomes do not seem commensurate with the level of investment by the various partners. In Wood Buffalo, industry has become an influential player in education and training due to its stated interest in developing capacity within local Aboriginal communities and working with them to develop a pool of skilled labour. However, increased reliance on industry partners appears to foster inequities within and across communities and to result in a more fragmented approach to education and training in the region.