Educating Our Educators (March 2011) - Algoma District School Board

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Nations of Lost Soulshttp://www.nativevillage.org/Archives/2009%20Archives/APRIL%20News/April%202009%20News%20V3/Nation%20of%20Lost%20Souls.htmAppendix vPrime Minister Harper offers full apology on behalf ofCanadians for the Indian Residential Schools system11 June 2008 - Ottawa, OntarioThe treatment of children in Indian Residential Schools is a sad chapter in our history.For more than a century, Indian Residential Schools separated over 150,000 Aboriginal childrenfrom their families and communities. In the 1870’s, the federal government, partly in order tomeet its obligation to educate Aboriginal children, began to play a role in the development andadministration of these schools. Two primary objectives of the Residential Schools system wereto remove and isolate children from the influence of their homes, families, traditions and cultures,and to assimilate them into the dominant culture. These objectives were based on theassumption Aboriginal cultures and spiritual beliefs were inferior and unequal. Indeed, somesought, as it was infamously said, "to kill the Indian in the child". Today, we recognize that thispolicy of assimilation was wrong, has caused great harm, and has no place in our country.One hundred and thirty-two federally-supported schools were located in every province andterritory, except Newfoundland, New Brunswick and Prince Edward Island. Most schools wereoperated as "joint ventures" with Anglican, Catholic, Presbyterian or United Churches. TheGovernment of Canada built an educational system in which very young children were oftenforcibly removed from their homes, often taken far from their communities. Many wereinadequately fed, clothed and housed. All were deprived of the care and nurturing of theirparents, grandparents and communities. First Nations, Inuit and Métis languages and culturalpractices were prohibited in these schools. Tragically, some of these children died whileEducating Our Educators – Educating Our Aboriginal Students for Success 100
attending residential schools and others never returned home.The government now recognizes that the consequences of the Indian Residential Schools policywere profoundly negative and that this policy has had a lasting and damaging impact onAboriginal culture, heritage and language. While some former students have spoken positivelyabout their experiences at residential schools, these stories are far overshadowed by tragicaccounts of the emotional, physical and sexual abuse and neglect of helpless children, and theirseparation from powerless families and communities.The legacy of Indian Residential Schools has contributed to social problems that continue toexist in many communities today.It has taken extraordinary courage for the thousands of survivors that have come forward tospeak publicly about the abuse they suffered. It is a testament to their resilience as individualsand to the strength of their cultures. Regrettably, many former students are not with us todayand died never having received a full apology from the Government of Canada.The government recognizes that the absence of an apology has been an impediment to healingand reconciliation. Therefore, on behalf of the Government of Canada and all Canadians, Istand before you, in this Chamber so central to our life as a country, to apologize to Aboriginalpeoples for Canada’s role in the Indian Residential Schools system.To the approximately 80,000 living former students, and all family members and communities,the Government of Canada now recognizes that it was wrong to forcibly remove children fromtheir homes and we apologize for having done this. We now recognize that it was wrong toseparate children from rich and vibrant cultures and traditions that it created a void in many livesand communities, and we apologize for having done this. We now recognize that, in separatingchildren from their families, we undermined the ability of many to adequately parent their ownchildren and sowed the seeds for generations to follow, and we apologize for having done this.We now recognize that, far too often, these institutions gave rise to abuse or neglect and wereinadequately controlled, and we apologize for failing to protect you. Not only did you sufferthese abuses as children, but as you became parents, you were powerless to protect your ownchildren from suffering the same experience, and for this we are sorry.The burden of this experience has been on your shoulders for far too long. The burden isproperly ours as a Government, and as a country. There is no place in Canada for the attitudesthat inspired the Indian Residential Schools system to ever prevail again. You have beenworking on recovering from this experience for a long time and in a very real sense, we are nowjoining you on this journey. The Government of Canada sincerely apologizes and asks theforgiveness of the Aboriginal peoples of this country for failing them so profoundly.Nous le regrettonsWe are sorryNimitataynanNiminchinowesaminMamiattugutIn moving towards healing, reconciliation and resolution of the sad legacy of Indian ResidentialSchools, implementation of the Indian Residential Schools Settlement Agreement began onSeptember 19, 2007. Years of work by survivors, communities, and Aboriginal organizationsculminated in an agreement that gives us a new beginning and an opportunity to move forwardEducating Our Educators – Educating Our Aboriginal Students for Success 101
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Table of ContentsIntroduction page
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According to the 'Ontario First Nat
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This is just the beginning of a pos
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In June 2007, ADSB formed the Abori
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5. In most Aboriginal cultures, the
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Some of the more common nature of A
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TerminologyThere are many terms use
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Apology - Prime Minister Harper off
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schools. Aside from providing compe
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Reserve - A tract of land, the lega
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Canada’s Aboriginal PeopleEducati
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First NationsFirst Nations is a ter
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The InuitThe Inuit and the LandThe
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OjibweThe Ojibwe are an Algonkian-s
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highly mobile lifestyle of the Mét
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Educating Our Educators - Educating
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Canadian society did not challenge
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The Spanish schools comprised of St
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ImpactsThe loss of family and commu
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Today Communities are working toget
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About Aboriginal and Treaty RightsW
Page 46 and 47:
These Treaties have never been abri
Page 48 and 49:
First Nations Code of EthicsThere a
Page 50 and 51: Traditional WisdomThe Seven Gifts -
Page 52 and 53: Medicines (Four Sacred Plants)Tobac
Page 54 and 55: The people of the Martin Clan were
Page 56 and 57: construction of the arbour ( an ope
Page 58 and 59: Metis TraditionsMetis FlagThe horiz
Page 60 and 61: The Inuit Culture and FamilyThe Inu
Page 62 and 63: Igloo - An igloo translated some ti
Page 64 and 65: Creating a Welcoming Learning Envir
Page 66 and 67: Office/Front Foyer/Student Services
Page 68 and 69: Why Involve Elders and/or Senators?
Page 70 and 71: Elder Protocol - Metis Senator Prot
Page 72 and 73: In Our Schools: Intentionally plan
Page 74 and 75: Building Capacity with Educators Wo
Page 76 and 77: National Aboriginal Day: June 21Nat
Page 78 and 79: Building Strong PartnershipsAborigi
Page 80 and 81: The logo of “Shki-niigaawii-ag”
Page 82 and 83: Algoma University has over the last
Page 84 and 85: ADSB has the privilege to meet and
Page 86 and 87: First Nations Education Directors/C
Page 88 and 89: First Nations of OntarioAamjiwnaang
Page 90 and 91: Educating Our Educators - Educating
Page 92 and 93: Appendix iiFor ADSBSchool Administr
Page 94 and 95: • Avoid interrupting our Elders
Page 96 and 97: Figure 1.0 - An Aboriginal Model of
Page 98 and 99: Many of the adoptees, who are now a
Page 102: together in partnership.A cornersto
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Educating Our Educators (March 2011) - Algoma District School Board

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