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26 • Truth & Reconciliation Commission
Commission activities The Truth and Reconciliation Commission of Canada was established in 2008 under the terms of the Indian Residential Schools Settlement Agreement. The Commission was mandated to • reveal to Canadians the complex truth about the history and the ongoing legacy of the church-run residential schools, in a manner that fully documents the individual and collective harms perpetrated against Aboriginal peoples, and honours the resilience and courage of former students, their families, and communities; and • guide and inspire a process of truth and healing, leading toward reconciliation within Aboriginal families, and between Aboriginal peoples and non-Aboriginal communities, churches, governments, and Canadians generally. The process was to work to renew relationships on a basis of inclusion, mutual understanding, and respect. More specifically, the Commission was required to hold seven National Events; to gather documents and statements about residential schools and their legacy; to fund truth and reconciliation events at the community level; to recommend commemoration initiatives to the federal government for funding; to set up a research centre that will permanently house the Commission’s records and documents, which the parties were obligated to provide to the Commission, thereby establishing a living legacy of the Commission’s work; and to issue a report with recommendations. Three Commissioners were appointed in 2008: the Honourable Justice Harry Laforme as Chair, and Jane Brewin-Morley and Claudette Dumont-Smith. They resigned shortly after being appointed and new Commissioners were appointed. The current Commissioners, the Honourable Justice Murray Sinclair as Chair, and Chief Wilton Littlechild and Dr. Marie Wilson, were appointed to replace them in 2009 by the parties to the Settlement Agreement. An Indian Residential School Survivor Committee (irssc) provided advice and support to the Commission. Its members included John Banksland, Inuvialuit from the Northwest Territories; John Morriseau, Métis from Grand Rapids, Manitoba; Eugene Arcand, Cree from Muskeg Lake First Nation, Saskatchewan; Madeleine Basile, a member of the Atikamekw Nation from Wemotaci, Québec; Lottie May Johnson, Mi’kmaq from Eskasoni, Nova Scotia; Rebekah Uqi Williams, Inuk from Nunavut; Doris Young, Cree from The Pas,
Page 1: Honouring the Truth, Reconciling fo
Page 5 and 6: Contents Introduction..............
Page 7 and 8: Introduction For over a century, th
Page 9 and 10: Introduction • 3 is not a single
Page 11 and 12: Introduction • 5 The goal of resi
Page 13 and 14: Introduction • 7 Survivors’ Sha
Page 15 and 16: Introduction • 9 I’m so filled
Page 17 and 18: Introduction • 11 Truth and Recon
Page 19 and 20: Introduction • 13 Another descend
Page 21 and 22: Introduction • 15 and reconciliat
Page 23 and 24: Introduction • 17 tors, your ance
Page 25 and 26: Introduction • 19 Truth and Recon
Page 27 and 28: Introduction • 21 governments, bu
Page 29 and 30: Introduction • 23 Ken S. Coates,
Page 31: Introduction • 25 Winnipeg, Manit
Page 35 and 36: Commission activities • 29 In rec
Page 37 and 38: Commission activities • 31 over o
Page 39 and 40: Commission activities • 33 and Re
Page 41 and 42: Commission activities • 35 Her Ex
Page 43 and 44: Commission activities • 37 Commis
Page 45 and 46: Commission activities • 39 • th
Page 47 and 48: The history A group of students and
Page 49 and 50: The history • 43 “The only buil
Page 51 and 52: The history • 45 sister only four
Page 53 and 54: The history • 47 diet and given a
Page 55 and 56: The history • 49 be exploited eco
Page 57 and 58: The history • 51 A Church Mission
Page 59 and 60: The history • 53 basic elementary
Page 61 and 62: The history • 55 Manitoba, northe
Page 63 and 64: The history • 57 The assimilation
Page 65 and 66: The history • 59 Aboriginal polic
Page 67 and 68: The history • 61 Unlike the churc
Page 69 and 70: The history • 63 capita costs at
Page 71 and 72: The history • 65 The Roman Cathol
Page 73 and 74: The history • 67 Graph 1 Resident
Page 75 and 76: The history • 69 Métis children
Page 77 and 78: The history • 71 The integration
Page 79 and 80: The history • 73 In its response,
Page 81 and 82: The history • 75 Members of the C
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The history • 77 then went to wor
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The history • 79 Grandin College
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The history • 81 Carpenter’s sh
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The history • 83 previous year, h
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The history • 85 hear them. “Wh
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The history • 87 they raised thei
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The history • 89 Ahousaht, Britis
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The history • 91 being met, “be
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The history • 93 the previous yea
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The history • 95 Graph 4 Comparat
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The history • 97 The Roman Cathol
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The history • 99 close the school
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The history • 101 blood, we immed
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The history • 103 drowned in 1974
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The history • 105 and chocolates
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The history • 107 The failure to
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The history • 109 abusing student
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The history • 111 the general ope
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The history • 113 Boys playing ho
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The history • 115 Painter Judith
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The history • 117 Students at the
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The history • 119 behalf of child
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The history • 121 who ran away nu
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The history • 123 Staff outside t
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The history • 125 Many qualified
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The history • 127 Lytton school w
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The history • 129 by First Nation
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The history • 131 in the Northwes
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The history • 133 Canada’s Abor
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The history • 135 Endnotes 1. TRC
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The history • 137 (Translated fro
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The history • 139 89. Great Brita
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The history • 141 part 1, Associa
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The history • 143 148. For the Ca
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The history • 145 174. TRC, NRA,
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The history • 147 of Indian Affai
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The history • 153 309. Library an
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The history • 155 341. TRC, AVS,
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The history • 157 [OLD-008159] Th
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The history • 159 his being depos
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The history • 163 Superintendents
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The history • 171 and Archives Ca
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The history • 173 [RLS-000365-000
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The history • 179 Perm. volume 64
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The legacy I want Canadians to unde
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The legacy • 185 Canada’s apolo
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The legacy • 187 investigations i
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The legacy • 189 these Aboriginal
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The legacy • 191 including povert
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The legacy • 193 actually wear sh
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The legacy • 195 Call to Action 7
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The legacy • 197 providing a bett
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The legacy • 199 be successful as
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The legacy • 201 Aboriginal langu
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The legacy • 203 Government progr
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The legacy • 205 be flexible and
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The legacy • 207 The children in
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The legacy • 209 the reduction of
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The legacy • 211 Settlement Agree
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The legacy • 213 corroboration in
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The legacy • 215 Educating lawyer
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The legacy • 217 Newfoundland and
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The legacy • 219 and guns and eve
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The legacy • 221 Call to Action 3
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The legacy • 223 a few provinces,
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The legacy • 225 of child-welfare
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The legacy • 227 A lot of other g
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• 229 Endnotes 1. TRC, AVS, J
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• 231 tional Attainment,” 3
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• 233 92. Email from Glenn Mo
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• 235 145. Ospina and Dennett
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The challenge of reconciliation Set
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The challenge of reconciliation •
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Endnotes The challenge of reconcili
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