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

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The Spanish schools comprised of St. Peter Claver (1913 – 1957), St. Joseph’s (1913 – 1962), andGarnier High School (1947 – 1957). The Spanish schools were first established in 1862 at Wikwemikong.The boys and girls schools moved near Spanish in 1913, and the High school was established in 1947. Foradministrative purposes, all three schools were considered to be one school operating as the SpanishIndian Residential School. They were the only schools that were operated by the Jesuits, while Daughtersof the Heart of Mary operated the girl’s school, St. Joseph’s. The schools located in Spanish were thelargest Residential schools in operation in Ontario.The St John’s Indian Residential School (1907 – 1948) was located north of the town of Chapleau. Anumber of fires plagued the school over the years and it was finally closed in 1948. Students weretransferred to other schools run by the Anglican Church, many ended up at Shingwauk. St. John’s andShingwauk were both operated by the Missionary Society of the Church of EnglandIn 1969, the Government of Canada ended its partnership with the churches in the management ofresidential schools and adopted a policy aimed at dismantling the system. The Federal Governmentassumed full responsibility and control of the remaining 52 residential schools of 7,704 students. By the mid 1970's, mostresidential schools closed with only 7 remaining opened through the 1980's. In the 1980's, Residential school studentsstarted to disclose sexual, emotional and physical abuse that occurred at residential schools. The last federally-runresidential school, Gordon Residential School in Saskatchewan, closed in 1996.More information can be found at http://www.shingwauk.auc.ca/welcome_index.htmlEducating Our Educators – Educating Our Aboriginal StudentsRevised March 201138
The Indian Residential Schools Settlement AgreementOn May 10, 2006, The Government of Canada, the Church Entities, and the Assembly of First Nationsannounced that an out of-court agreement had been reached to provide compensation to Survivors of IndianResidential Schools, the Indian Residential School Settlement Agreement (IRSSA). The IRSSA is an offer tosettle all the outstanding individual and class action lawsuits brought forward by many Indian ResidentialSchool Survivors. Because it is an offer to settle lawsuits, the Settlement Agreement had to go through allthe court approval steps that a class action must go through. This is why the Settlement Agreement took solong to implement.Here is an Overview of the Settlement Agreement and the Main Components.The IRSSA has two main financial compensation components:a Common Experience Payment (CEP) worth $1.9 Billion based on their years of residence• $10,000.00 will be paid for the first year of residency at an IRS plus $3,000 per eachadditional year; and,• an Independent Assessment Process (IAP) of $960Million where Survivors can getcompensation for serious physical abuse, sexual abuse, loss of opportunity, and loss ofincome.The IRSSA also provides financial resources for the following: the establishment of a Truth and Reconciliation Commission (TRC) $60 Million• To create a comprehensive record of the Residential School system;• To tell the world so it doesn’t happen again to anyone;• Give opportunities for reconciliation through survivors telling their stories;• It is intended that information gathered will be used for public education and in schoolcurricula.• continued funding for the Aboriginal Healing Foundation (AHF) $125 Million• a Commemoration component of $20 Million to provide funds for communities to mark theIndian Residential School experience in ways appropriate to each community or nation• Health support for Health Canada ($112 million) to ensure that former IRS students and their families haveaccess to emotional health and wellness support services related to the disclosure of childhood abuse(s):Professional counselling, transportation costs assistance, emotional and cultural support.Educating Our Educators – Educating Our Aboriginal StudentsRevised March 201139
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 34 and 35: Educating Our Educators - Educating
Page 36 and 37: Canadian society did not challenge
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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