with a little bit of help … Dr. Ursula Osteneck, RN CACCE Conference May 28 th,

Background Colonialism Post colonialism Indian Residential Schools Today 2

COLONIALISM Political ideology: “might is right” Forceful: Invasion Occupation Exploitation 3

European colonial expansionism 1500 to (First World War) European Empire controlled 85% of the worlds’ countries Nations involved: Britain, France, Germany, Portugal, Belgium, Spain 4

Why expansionism? Conquered and dominated other countries: rich in raw materials needed for markets manufactured products Cheap labour 5

Immediate Effect of Colonialism Imposition of foreign: Rules Language Education Culture 6

Residual effect of colonialism Colonial rule affected people’s perception and consciousness of themselves relative to others 7

If Kenya was a train, then first class coaches would be occupied by the whites, the colonizers; the second class compartments would be occupied by the Indians, the merchants; and, the third class compartments would be filled with us, the Kenyans. We are still strangers, third class citizens, in our own country. (N’ganga 2006) 8

Post colonialism The time since colonialism when nations were given their independence from colonizers Canada formed the Dominion of Canada in

Indian Residential Schools Operated 1870’s to 1996 Children aged 4 to 16 Education: manual labour schools 10

Premise for these schools “….assimilating Indians, deemed to be the most effective way to “civilize” the Indians. If anything is to be done with the Indian, we must catch him very young. The children must be kept constantly within the circle of civilized conditions.” Nicholas Flood Davin, “Report on Industrial Schools for Indians and Half-Breeds”,

2 nd premise “I want to get rid of the Indian problem, I do not think as a matter of fact, that the country ought to continuously protect a class of people who are able to stand alone… Our objective is to continue until there is not a single Indian in Canada that has not been absorbed into the body politic and there is no Indian question, and no Indian department.” Duncan Campbell Scott, Deputy Minister of Indian Affairs in Canada, 1920 (on record) 12

Life is a struggle 13

What’s to tell? 12 siblings, she is the 5 th born child Mother a heavy drinker; multiple relationships; non- supportive A number of siblings have FAS (and “maybe in a small way I do too”) Much of life spent in foster homes; some were better than others Residential school from 1991 to

GoodNot good Enjoyed sports Being removed from family Sports kept her busy Hair was cut off, had choice of how short Enough to eatSegregated from male students Learned no additional skills 15

Postsecondary Education Completed GED 12 CCA program, started in September Assessed by educational psychologist Accommodations: more time for exams, tutor, reader for exams Commented: I was so glad to finally know that something was wrong 16

Personal Comments How are we supposed to know how to function in a family when we have never been part of one? 17

18 References Conversations with a CCA Student/Graduate, 2015 Nicholas Flood Davin, “Report on Industrial Schools for Indians and Half-Breeds”, 1879 Osteneck, U. (2011). Dissertation Thesis The Experience of Women Involved in an International Curriculum Development Project Duncan Campbell Scott, Deputy Minister of Indian Affairs in Canada, 1920 (on record)

Questions? 19