Tag Archives: etec 521

Module 4: Post 5 – Truth and Reconciliation Commission Extended

It seems rather fitting that my first post and last post in this weblog are about the Truth and Reconciliation Commission. I began this course with no knowledge of the Truth and Reconciliation Commission; however, as I have researched my chosen topic, residential schools, I have come to learn quite a lot about the Truth and Reconciliation.

Upon learning about the Commission I was impressed and proud of the Canadian Government’s efforts to seek information of the horrors children endured at residential schools with an aim towards reconciliation with Indigenous peoples. This seemed to me to be very positive and progressive.

I am disappointed to learn this week that the Commission is, in all likelihood, expected to be given an extension of one year. This extension seems to be needed as the government has been withholding valuable documents regarding the horrid abuses committed at St. Anne’s Indian Residential School in Fort Albany, Ontario and other key documents.

I am hopeful that the Commission can continue it’s invaluable work, and that the Canadian Government can renew it’s commitment to truth and reconciliation.

Module 4: Post 4 – Teaching Students About Australian Aboriginals Rights and the Stolen Generations

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The Australian Government has a wealth of unit and lesson plans available to teachers to utilize when teaching students about Australian Aboriginals Rights and the Stolen Generations. These plans directly relate to curriculum strands and learning outcomes of various Australian states.

The units cover topics such as: the Stolen Generations, Sally Morgan, Aboriginal values, beliefs and relationships with others and the environment, Indigenous issues on local and national levels, and self-governance. Units largely are created for English, Social Studies/History and the arts disciplines.

One unit that I found particularly interesting began with students taking a field trip to the city of Ballarat. The main goal of the day, which involved visiting museums and learning about the impact of Europeans on Aborigines, was for students to evaluate the accuracy of recorded history. I find this an interesting/progressive topic for students. I appreciate curriculum that asks students to question the essence of the discipline.

Module 4: Post 3 – Teaching Students About Residential Schools

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My focus thus far has been in educating myself about Canadian residential schools as well as Australia’s policy of assimilation of Aboriginal peoples. I am now interested in learning more about current curricula available to teach students about residential schools and government policies of assimilation.

The Nishnawbe Aski Nation (NAN) has created a comprehensive Residential Schools Curriculum for grades 9 – 12. They have an impressive website that is rich in information, resources and lesson plans. What I particularly like about this curriculum is that residential schools are examined in many countries across the world: USA, Australia, China/Mongolia and New Zealand. Lesson plans cover topics such as: traditional knowledge systems, residential/boarding schools around the world, survivors’ stories, Prime Minister of Canada’s apology, healing, intergenerational impacts and so on. This website/curriculum is an excellent resource for any secondary teachers wishing to teach students about residential schools.

Previously, I have discussed the website Where are the Children on this blog. It bears mentioning again with a more specific focus on its resources and teachers guide. Each resource is written for a specific age group, grades 9/10, grades 11/12 and lifelong learners, and contains age appropriate information divided into similar chapters (Government policy, implementation, outcomes, impacts, revitalization). The accompanying Teachers Guide identifies learning objectives and alludes to unit and lesson plans but does not provide information on where those lesson and unit plans are. Although frustrating to not be able to access the unit/lesson plans, the textbooks provided on the website as well as the website itself are a valuable teaching resource for secondary teachers.

Although there is not an extensive amount of curricula/resources available currently, it appears that what is available will enable teachers to effectively teach students about residential schools. It is also promising that there seems to be a push to develop more curricula/resources about residential schools.

Module 4:Post 2 – The Hawthorn Report (1966)

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In 1964 the Canadian Government commissioned UBC Professor Harry B. Hawthorn to complete a study on the current state of Indigenous peoples in Canada. Hawthorn and his team of researchers considered areas such as: economic, socio-economic, political, educational and administrative realms of Indigenous peoples. Hawthorn’s report, A Survey of the Contemporary Indians of Canada Economic, Political, Educational Needs and Policies,(Parts 1 and 2) was published in 1966.

Hawthorn largely concluded that Indigenous peoples in Canada were not treated fairly and were generally at a disadvantage. In particular, Hawthorn noted the impact the residential school system had on creating the poor conditions of Indigenous peoples. He recommended an improvement to Indigenous peoples’ rights and the end of forced residential schools.

From the findings of the Hawthorn report, the Canadian government began to make changes to the Indian Act and the Department of Indian Affairs.

Module 4: Post 1 – Report on Industrial Schools for Indians and Half-Breeds (1879)

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Canada’s first Prime Minister, Sir John A. Macdonald commissioned Nicholas Flood Davin to explore the industrial schools for Indigenous children in the US. Davin did so and wrote his 1879 report: Report on Industrial Schools for Indians and Half-Breeds.

Davin’s report speaks favourably of the US Industrial school system noting its success in assimilating Indigenous children into American society. In the report, Davin notes that the US experienced similar concerns as Canada with Indigenous men: “Little can be done with him. He can be taught to do a little at farming, and at stock-raising, and to dress in a more civilized manner, but that is all.” (pg. 2) Davin seems to go on to suggest that the creation of industrial schools allows the government to have greater success at assimilating Indigenous children into the dominant society.

The report strongly supports boarding schools over day schools, noting that in the case of day schools: “the influence of the wigwam was stronger than the influence of the school” (pg.2).

There is also extensive information on the creation and establishment of an industrial school system in Canada. Davin notes costs associated with the creation and management of the schools and recommends that the government partners with various Christian groups in the running of the schools.

Davin’s report ultimately led to the creation of the residential schools system in Canada.

It is quite remarkable reading this report as I am struck by the author’s feelings of the inferiority of Indigenous peoples, something I am not used to seeing/reading. Also, it is interesting to see a document that was integral in the creation of the residential school system.

Module 3.5 Online media by and for indigenous people

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I came across an interesting article ” A powerful year of online media by and for Indigenous People”. The article focuses on the importance of online media in voicing out indigenous issues and rights. Moreover, the article encompasses a list of recommended Indigenous films produced in 2011, made by indigenous people from the USA, Australia, Brazil, Panama, Columbia, Northern Kenya, The Democratic Republic of the Congo.

Source: http://intercontinentalcry.org/a-year-of-online-media-by-and-for-indigenous-peoples/

Module 3.4. Legacy of Hope Foundation

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The Legacy of Hope Foundation is an Aboriginal Canadian Foundation that addresses the long-term psychological implications of residential schools Aboriginal generations, both old and new. The foundation’s main focus is to promote a process of reconciliation and healing in Canada, through a deep understanding of residential schooling issues, and their intergenerational impacts on both indigenous and non-indigenous Canadian people.

The Foundation established a virtual exhibition: http://www.wherearethechildren.ca/. The exhibition offers a Blackboard interactive forum, a map and timeline of the Residential School Era, a “bookshelf” that contains textbooks, a dictionary and a teacher’s guide, a 3D tour of Mohawk Institute Residential School, a “projector” of residential schools’ survivor stories and a museum-like exhibition.

Module 3.3 Decolonization: Indigeneity, Education & Society: An online journal

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Decolonization: Indigeneity, Education & Society is a peer- reviewed, open-access online journal, a publishing space for scholars, organizers and teachers engaged in decolonizing activity.

The journal allows online participation, discussions and debates, connecting academics, communities and students around the world. The blog site of the journal aims at building an online community where both guest writers and academics can share and exchange thoughts on indigeneity and decolonization.

The journal is funded by the Centre for Integrative Anti-Racism Studies (CIARS) at the Ontario Institute for Studies in Education (OISE); It encompasses articles, art, poetry and videos. It can be found on http://decolonization.org

Module 3: Post 5 – Inter-Generational Effects of Residential Schools

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In this interview, Eve Abel and her daughter Krystine discuss the effects that Eve’s time in a residential school has had on each of them.

Eve mentions the physical abuse that she suffered and noted that she was made to feel ashamed of her Indigenous culture and beliefs. She was beaten whenever she spoke her Indigenous language. As a result, Eve can speak a few words today of her Indigenous language, her daughter cannot speak any.

Krystine notes that until she was in university she had very little understanding of or connection to her Indigenous culture and history. It wasn’t until she began attending Aboriginal studies classes that she learned about residential schools and she began to speak with her mother about her experiences.

It is quite poignant to know that Eve attended residential school from ages 7-11, and the impact of those four years is felt long after, into the next generation.

Module 3: Post 4 – The Shingwauk Residential School Centre

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Shingwauk Hall at Algoma University in Sault Ste. Marie is a former residential school. The residential school was open from 1873 – 1970. Algoma University and The Children of Shingwauk Alumni Association have created The Shingwauk Residential School Centre to raise awareness of the history of Shingwauk Hall.

The Shingwauk school was originally created by the great Ojibway Chief Shingwaukonse. His vision was a cross-cultural school that incorporated traditional Indigenous knowledge with European knowledge. It first opened in 1833 under this vision. By 1873 it had been changed to an Industrial home and later, in 1935, a residential school. Quite a departure from Shingwaukonse’s original vision.

The Shingwauk project began in 1979. It’s purpose is to:

“research, collect, preserve and display the history of residential schools; develop and deliver projects of ‘sharing, healing and learning’ in relation to the impact of the Schools and of individual and community cultural restoration; and accomplish ‘the true realization of Chief Shingwauk’s vision’.”

This project is a partnership between the Children of Shingwauk Alumni Association, the National Residential School Survivors’ Society, Algoma University, the Anglican Church, the Shingwauk Education Trust and the Dan Pine Healing Lodge.

This project has created the Residential Schools Centre which works with the University’s library to store, catalogue and display residential school artefacts, photographs and documents.