Makivik Magazine Issue 101
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mun3ij5 wq3Cî5<br />
Healing Journey<br />
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car towards an inevitable accident,” he said, “the drivers are at<br />
fault, but not the car itself. Blaming the car will only maintain<br />
the wrongdoings. The majority of the car drivers are no longer<br />
alive. Yet, some may wish to proceed through forgiveness. But<br />
it is not mandatory. There is no obligation to forgive the drivers.<br />
But there is one to move forward, by stepping out of the car<br />
and choosing your next vehicle and destination—for you, your<br />
grandchildren, your community.”<br />
Joé Juneau, also an Honorary Witness to the event, reflected<br />
on the youth that he has the chance to meet and work with in<br />
Nunavik. He was touched by the resilience and the strength<br />
deployed by the survivors at the national event who shared their<br />
tragic experiences to a majority yet unaware of their realities.<br />
The expressions of courage he witnessed renewed the exact reasons<br />
why he is involved with young hockey players in Nunavik.<br />
One grandmother contrasted the situation of her grandchildren<br />
who now have daily access to their mother, with her own<br />
childhood situation of living in a heartless residential school.<br />
Whenever her grandchildren are sleeping over, they are calling<br />
for their mother, “Can I phone her to wish her good day, or to<br />
tell her about my dreams or nightmares,” they ask. Because they<br />
are with family, in security, in an environment they know and in<br />
which they are loved. She questioned, “In residential schools,<br />
how many times did I call for my mother?”<br />
“Look inside yourself, you can heal,” advocated Wayne Nichols<br />
from the Malecite Nation. His written message was read by his<br />
cousin while a five year old girl stood beside the reader, cheek<br />
to cheek, shoulder to shoulder, protective and supportive: “All<br />
Canadians should be warriors in pursuing harmony.” It ended with<br />
two little hands strongly nested on the reader’s arm.<br />
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1<br />
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2<br />
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3<br />
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1<br />
“Two primary objectives of the residential school system were to<br />
remove and isolate children from the influence of their homes, families,<br />
traditions and cultures, and to assimilate them into the dominant<br />
culture. These objectives were based on the assumption Aboriginal<br />
cultures and spiritual beliefs were inferior and unequal. Indeed, some<br />
sought, as it was infamously said, “to kill the Indian in the child.” Today,<br />
we recognize that this policy of assimilation was wrong, has caused<br />
great harm, and has no place in our country.” - Prime Minister Stephen<br />
Harper, official apology, June 11, 2008;<br />
2<br />
Davin, Nicholas Flood. Report on Industrial Schools for Indians and<br />
Half-breeds. Ottawa, ON. 1879.<br />
3<br />
Thus remained the wording “Indian Residential Schools” at the<br />
Settlement Agreement, as agreed upon at the negotiation table at<br />
an earlier stage.<br />
* Truth and Reconciliation Commissions are used around the world<br />
in situations where countries want to reconcile and resolve policies<br />
or practices, typically of the state, that have left legacies of harm.<br />
The Truth and Reconciliation Commission is a non-adversarial way<br />
to allow residential school survivors to share their stories and experiences<br />
and, according to the Department of Indian Affairs, will<br />
“facilitate reconciliation among former students, their families, their<br />
communities and all Canadians” for “a collective journey toward a<br />
more unified Canada.”<br />
30