In the final section of WIB, a wide range of proposals for "Future Directions" are made. One crucial piece of these proposals is finding the funding to maintain the national, regional and local networking efforts of CAAS. Primarily a volunteer-based cyber/grassroots network, CAAS has essentially been "between funding" since January, 2002.

CRRF and York University's Faculty of Education (through a Graduate Assistantship) have provided modest stipends to two of our Core Group members to undertake the final restructuring and edit of WIB, and make some small improvements to CAAS' cyber-based communications services, through which our networking and resource sharing is accomplished. In combination, this amounts to a total organizational financial base -since January 2002- of approximately $10,000.

With these resources, CAAS members have produced the final version of WIB (which was in draft form by December, 2001), developed and published the auxiliary "Sharing Circles" and "Unlearning-to-Learn" teacher resources, written/published articles about our work, undertaken countless media appearances, presented our research and represented our group at a wide variety of venues in the education community, begun updating the CAAS website, developed a CAAS ListServ and online CAAS Forum, and more.

Figuring most prominently into the "and more" category are the ongoing community-based requests that come via email and telephone. These requests ask for: information, resources, networking, curricular materials, advocacy on Aboriginal students' concerns (especially at the post-secondary level, where future Aboriginal leaders, scholars and educators can be found), and classroom-specific supports to teachers.

Up to this point, CAAS has relied on an ongoing heavy volunteer commitment from individuals within the nucleus of our Core Working Group (CWG). Even if we were all able to maintain this level of engagement on a voluntary basis -which we are not able to do- our voluntary person-power is not sufficient to meet the burgeoning interest in CAAS' work, resources, and goals.

In addition to competently and efficiently handling incoming requests for advice and resources as well as managing and enhancing our cyber-communications, paid staff would enable CAAS to act proactively to promote public awareness around WIB's analyses, perspectives, resources, research, and goals. Paid staff would also increase CAAS capacity to launch new projects and initiatives aimed at the transformation of Aboriginal education in Canadian schools.

A CAAS Partner's Meeting (for which we must find funding..) would be a logical place to work towards a consensus on line/s of accountability, job description/s, and priorities for CAAS staff.

CAAS also urgently needs improved computer equipment to handle software that can be used for website enhancement and other cyber-communications, as well as production of improved print materials. And, we need funding or support for photocopying, telephone and internet server expenses, etc. Office space would be very helpful, and in this space we could begin to establish an onsite resource library.

By securing funding for paid staff and logistical requirements such as materials, equipment, and space, the capacity of CAAS to move forward on its goals would be greatly enhanced. In the following sections, CAAS presents initial prioritized lists of items/projects for which funding is required. Securing support in at least some of these areas will facilitate our network's "Next Steps" towards integration of learning about "Walking in Beauty" in Canadian classrooms.

Follow these links to learn more about the WIB findings:

• SAS has Transformative Effect
• Student Awareness Survey Questionnaire

Follow these links for ideas that might help you with this work in your classroom or region:

• CAAS Sharing Circles
• Unlearning-to-Learn anti-stereotyping, decolonizing exercises
• CAAS Learning Circle and related Learning Expectations