Educating Our Educators Guide for Staff - Algoma District School ...

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Sinclair, Judge M., Phillips, D. & Bala, N. (1991). Aboriginal Child Welfare in Canada.Bala, J., Hornick, J.P. & Vogl, R. (1991). Canadian Child Welfare Law: Children,Families and the State. Toronto: Thompason Educational Publishing. 171-194.Sobol, M. & Daly, K. (1993). Adoption in Canada: Final Report. National Adoption Study,University of Guelph, Guelph, Ontario.Stevenato & Associates, J. Budgell. (1998). Aboriginal Healing & Wellness StrategyResearch Project: Repatriation of Aboriginal families. Toronto: Author. (Availablethrough Toronto Native Child & Family Services.)Ward, M. (1984). The adoption of Native Canadian children. Cobalt, Ontario: HighwayBookshop.From Aboriginal & Indigenous Social Work www.aboriginalsocialwork.caNations of Lost Soulshttp://www.nativevillage.org/Archives/2009%20Archives/APRIL%20News/April%202009%20News%20V3/Nation%20of%20Lost%20Souls.htmEducating Our Educators – Educating Our Aboriginal Students for Success 100
Appendix 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 whileattending 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 fromEducating Our Educators – Educating Our Aboriginal Students for Success 101
Page 2 and 3:
Table of ContentsIntroduction page
Page 4 and 5:
IntroductionThis revised handbook/g
Page 6 and 7:
Message from the Director of Educat
Page 8 and 9:
Supporting Our Aboriginal StudentsO
Page 10 and 11:
Educating our EducatorsAs we learn
Page 12 and 13:
Differences in Beliefs and Ways of
Page 14 and 15:
Educating Our Educators - Educating
Page 16 and 17:
Aboriginal Self Government - Govern
Page 18 and 19:
Indian Residential Schools Settleme
Page 20 and 21:
Oral History - Evidence taken from
Page 22 and 23:
Page 24 and 25:
Other practical knowledge base orig
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:
The Métis Nation of OntarioThe Mé
Page 34 and 35:
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: Educating Our Educators - Educating
Page 80 and 81: Aboriginal Youth Leadership GroupAD
Page 82 and 83: Education Day - Algoma UniversityAl
Page 84 and 85: Aboriginal Education CommitteeADSB
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: Some things to Think about and Cons
Page 96 and 97: Appendix iiiSupporting Aboriginal S
Page 98 and 99: The Stolen Generation, the 60’s S
Page 102: their homes and we apologize for ha
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