Residential Schools
“From Shared History to Shared Hope.”
Understanding the treaty
Our elders have said, “You cannot begin to understand the treaties unless you
understand our cultural and spirital traditions and our Cree laws.”
-Elder Jimmy Myo
The non-Indian has to become aware of both the fundamentals and the depth
of our way of worship because our inner soul is connected to Creation.
–Elder Peter Waskahat
Education
• Education as a separate compartmentalized action is a new concept for
North America’s indigenous people.
• In this area, the nehiyawak (Cree) highly valued the children. There was a
history of what and how children were related to and “opikinowasowin” or
Good Child Rearing remains one of the foremost values in Cree life as
illustrated in the ceremony of raising the tipi. This ceremony was repeated
every time the tipi was raised. The idea of education is a rather new concept
across the world, however; the ideas of child raising were quite different
from the British model of education that we have now.
Aboriginality refers
to the creation of the
category “Indian” in
which many nations
became represented
as one, which are
now referred to as
Aboriginal, or First
Nation, which
occurred during
treaty. Many of the
languages are as
different from each
other as German to
English. As are the
worldview
Some of the beliefs and
values, which are embedded
in the traditional home of
the nehiyawe Cree people
Nehiyawe (Cree)
Worldview as illustrated
by Judy Bear
Good Childrearing: Opikinowasowin
• The way the Cree related to their children and taught their children became
apparently different upon first contact and was written into the journals of
the furtraders and other white men who journalled to illustrate some of the
scenes upon First contact.
The wise men and women who negotiated our treaty, never intended to
trade in our way of life when they negotiated for education.
“Morning Song”
• http://youtu.be/6-k3Hi8ft5o
What were Residential Schools?
(Click on picture for a video explanation).
Where Are the Children? Healing the Legacy of the Residential Schools
The Residential School System
• 139 schools operated across Canada in almost every province an territory
from the 1830’s to 1996. Until the 1960’s residential schools were run by
various Christian churches with support from the Canadian Government.
• Aboriginal children were taken from their parents and their homes. They
were forced to learn new languages and religious and cultural practices.
Students were punished for speaking their own language and practicing their
own traditions.
• Residential schools were part of a systemic policy of assimilation.
Spreading “Civilization”.
• Prevailing attitudes of the time saw
First Nations people seen by
Europeans as “savages” who
needed civilizing.
• Enfranchisement meant the
systematic stripping of treaty rights
to make First Nations people
citizens of Canada.
Conditions at Residential Schools
• Residential schools were generally underfunded and understaffed. Diseases,
malnutrition and abuse were common in these schools and resulted in high
death rates.
• Other abuses included: sexual abuse, beatings, punishments for speaking
Aboriginal languages, forced eating of rotten food, widespread hunger and
thirst, bondage confinement, and forced labour.
• Survivors of residential schools often report loss of identity, loss of family,
loss of language, and loss of culture.
Healing and Reconciliation:
• Starting in the 1990’s many
Aboriginal people came forward
with their stories of their
experiences in residential schools.
• Many agencies involved, including
the Canadian government, have
apologized and/or recognized their
role in this chapter of our history.
• Residential school survivors and
their communities to heal and move
forward with their lives.
Why is this issue important to all Canadians?
Why it matters…
• There is a continued effect on First Nations communities.
• It happened here, despite that we are known as a world leader in democracy
and human rights.
• It is major cause of poverty, homelessness, substance abuse, and violence
among Aboriginal people.
• Aboriginal communities suffer levels of poverty, illness, and illiteracy
comparable to those in developing countries.
• We share this land and we are responsible for how we move forward.
Glossary
• Assimilation – the process of adapting or adjusting to the culture of a group
or nation.
• Enfranchisement – to admit to citizenship.
• Reconciliation - the process of making consistent or compatible
Citations
• Tipi poster
http://www.scs.sk.ca/cyber/elem/learningcommunity/sciences/natstudies/curr_content/n
atstudies/pdf/tipi.pdf
• Christensen, Deanna. Ahtahkakoop: The Epic Account of a Plains Cree Head Chief, His
People, and Their Vision for Survival, 1816-1896. Shell Lake, Sask.: Ahtahkakoop Pub.,
2000.
• Judy Bear Wordview: SUNWEST SCHOOL DIVISION
• Elders quotations taken from:
• Cardinal, Harold, and Walter Hildebrandt. Treaty Elders of Saskatchewan: Our Dream Is
That
Additional resources for you to use in your
classroom and your staffroom
http://www.wherearethechildren.com
http://www.legacyofhope.com
http://www.cbc.ca/news/canada/a-history-of-residential-schools-in-canada1.702280
Office of the treaty commissioner, Treaty Kit (in every school)
Indigenous Education blog: http://learning.lskysd.ca/indigenouseducation/
Treaty6Education website: http://treaty6education.lskysd.ca/
Living Sky School Division
2014