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

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Educating Our Educators – Educating Our Aboriginal StudentsRevised March 201134
Indian Residential SchoolsThe term ‘Residential schools’ refers to the residential school system in Canada attended by First Nation, Inuit, andMétis students. Residential schools may include industrial schools, boarding schools, and homes for students, hostels,billets, residential schools, and residential schools with a majority of day students or a combination of any of the above.The residential schools were operated across Canada in partnership between the Federal Government and a number ofreligious orders, principally Roman Catholic, Anglican, Methodist (United) and Presbyterian. Other religious groups(Mennonite, Baptist, and Salvation Army) also participated in the operation of Residential schools.Between the 1800s and the 1990s, over 130 church-run residences, industrial and boarding schools andnorthern hostels existed at one time or another, the number peaking at 80 in 1931. Approximately 150,000children from First Nations, Inuit, and Métis communities attended these schools during the life span of its operation.History and ImplementationThe residential school system that was implemented for First Nations, and, later, Inuit children was the favouredapproach to ‘civilizing’ and ‘assimilating’ the Aboriginal peoples in Canada from the 1830s, on the initiative of Christianmissionaries. The residential school system was introduced as Canadian government policy, following a report in 1879on the working of industrial schools in the United States by Nicholas Flood Davin under a commission from then PrimeMinister Sir John A. MacDonald.The residential school policy had three components: separating First Nation and Inuit children from the influence of theirparents and communities; re-socializing them in the values, beliefs and habits of colonial society; and absorbing them oncompletion of their training into the non-Aboriginal world.Educating Our Educators – Educating Our Aboriginal StudentsRevised March 201135
Page 2 and 3: Table of ContentsIntroduction page
Page 4 and 5: According to the 'Ontario First Nat
Page 6 and 7: This is just the beginning of a pos
Page 8 and 9: In June 2007, ADSB formed the Abori
Page 10 and 11: 5. In most Aboriginal cultures, the
Page 12 and 13: Some of the more common nature of A
Page 14 and 15: TerminologyThere are many terms use
Page 16 and 17: Apology - Prime Minister Harper off
Page 18 and 19: schools. Aside from providing compe
Page 20 and 21: Reserve - A tract of land, the lega
Page 22: Canada’s Aboriginal PeopleEducati
Page 26 and 27: First NationsFirst Nations is a ter
Page 28 and 29: The InuitThe Inuit and the LandThe
Page 30 and 31: OjibweThe Ojibwe are an Algonkian-s
Page 32 and 33: highly mobile lifestyle of the Mét
Page 36 and 37: Canadian society did not challenge
Page 38 and 39: The Spanish schools comprised of St
Page 40 and 41: ImpactsThe loss of family and commu
Page 42 and 43: Today Communities are working toget
Page 44 and 45: 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 100 and 101:
Nations of Lost Soulshttp://www.nat
Page 102:
together in partnership.A cornersto
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Educating Our Educators (March 2011) - Algoma District School Board

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