This week, the Honourable Murray Sinclair started his journey to the spirit world.

Born in Winnipeg, Manitoba, Murray Sinclair graduated from his high school as the valedictorian, went on to obtain a degree in law and served as Manitoba’s first Indigenous judge, and was appointed to the Senate of Canada in 2016. He was a remarkable leader whose dedication to Indigenous rights and reconciliation profoundly shaped the path forward for Indigenous people in Canada.

As Chair of the Truth and Reconciliation Commission, Murray Sinclair led the country through an honest and painful journey, bringing Indigenous voices, stories, and experiences to the forefront, laying the groundwork for healing and creating 94 Calls to Action that continue to guide us all. His important work has empowered us to speak openly about our histories and advocate for meaningful change, not only in education and justice but in every aspect of Canadian society.

Murray Sinclair’s lifelong work has challenged deep-rooted inequalities and built bridges between Indigenous and non-Indigenous communities and should serve as a reminder to us all that reconciliation is a journey that we must walk together with courage and commitment.

By sharing our knowledge, holding our truths, and standing together, we can ensure that Senator Sinclair’s vision of justice and healing lives on. May we find inspiration in his strength as we continue our efforts to uplift our people and preserve the traditions and values that define us as Mi’kmaq people of Ktaqmkuk.

Related Articles:

Official Obituary for Murray Sinclair: Official Obituary for The Honourable Murray Sinclair (1951-2024) | Mizana Gheezhik (Sen. Murray Sinclair)

National Centre for Truth and Reconciliation: https://nctr.ca/about/history-of-the-trc/trc-commissioners/

Truth and Reconciliation Calls to Action: https://www.rcaanc-cirnac.gc.ca/eng/1524494530110/1557511412801

October is Mi’kmaq History Month, a time filled with opportunities to celebrate our culture, traditions, knowledge, and the wisdom shared by our elders. This is a time to reflect on our collective history. We are the stewards of this place, and we must focus on our responsibility to nurture respectful relationships with one another and the land that has sustained us for so many generations.

When we explore the natural world, or when we share our stories, songs and creations, we honour our ancestors. Keeping their wisdom and our cultural traditions alive is the best way to show our respect for them. Our culture is so rich with the teachings of those who came before us; from them we have inherited resilience, innovation, and the ability to adapt while holding fast.

As we celebrate our shared history, we must also acknowledge the challenges we have overcome. One such milestone in our fight for equality was the hard-earned right to vote. It wasn’t until 1960, not so long ago, that Indigenous people in Canada were finally granted the right to vote in federal elections without having to give up their Indian Status. That moment in history marked a significant step forward, allowing our voices to be heard in the political decisions that shape our lives.

Remembering the fight for voting rights is a reminder of the resilience and determination that defines us as Mi’kmaq people. While that particular victory was long overdue, achieving it was a testament to our strength and commitment to ensuring that our voices are always part of the conversation, whether in the halls of government or around the fires of our own communities.

Mi’kmaq History Month is not only a celebration of who we are, but a vivid reminder that our journey continues. Let us all be inspired this month, and take this time to learn, share, and pass down the knowledge and values that make us who we are. Let’s ensure our culture, language, and beautiful traditions thrive for generations to come.

Recently, there has been much focus on the troubling gaps in our K-12 educational supports, including those provided through programs like Jordan’s Principle. We need to address this important issue that touches the heart of our community; our children’s education, particularly for those who are neurodiverse. Education is not just a right; it is a fundamental responsibility, and we must ensure that no child is left behind, no matter their unique needs.

While there’s been acknowledgment that education is primarily a provincial responsibility, answers regarding the reduction in service hours have been scarce. This leaves many of our children without the supports they require to thrive in their school environments. Our stance is clear; the education of our children must be taken seriously, and we will continue to push for accountability and action.

One of our primary concerns is the inconsistency in support for neurodiverse children. Many Indigenous children have been provided full-time student assistants through Jordan’s Principle, while non-Indigenous children in similar situations receive far less individualized support. This imbalance has created confusion and even frustration among parents. We cannot allow Jordan’s Principle to be used to fill gaps that should be addressed by the province.

The larger issue is with how the education system allocates resources. Schools are given a limited number of student assistant (SA), and instructional resource teacher (IRT) hours based on the number of children needing support, but not based on the severity of their needs. This often results in critical gaps, where schools are forced to apply for extra funding through Jordan’s Principle rather than receiving adequate provincial support from the outset. Additionally, precious SA hours are being diverted to cover busing needs, which takes away from in-school instructional time. We believe these hours should be reserved for classroom support, with separate funding provided for transportation.

The growing number of children with exceptionalities, including behavioural and social-emotional challenges, only highlights the need for better provincial planning. A shortage of specialists like pediatricians, occupational therapists, and speech therapists means that children’s needs are often unmet until they become more severe. More support is needed early on, both in the school system and within our healthcare system. Early intervention is key when it comes to best supporting a child’s needs.

The education of our children, Indigenous or non-Indigenous, neurodiverse or neurotypical, must be a priority for all. We will continue to hold both the provincial government and the federal government accountable to ensure that Jordan’s Principle is implemented fairly, and that no child is left behind.

As we navigate these challenges, let us be mindful that our children are watching. We must respectfully work toward an outcome that both provides and protects the education our children deserve. And we must work quickly.

Important Links

https://www.educationaccordnl.ca
https://www.afn.ca/uploads/Social_Development/Jordan%27s%20Principle%20Handbook%202019_en.pdf
https://fncaringsociety.com/jordans-principle
https://qalipu.ca/qalipu/wp-content/uploads/2016/01/Flyer-Jordan’s-Principle-with-contact-information.pdf