1. History Matters: learning from the past
We in this room are not responsible for the decisions made in the past. But individually and together, we have an opportunity to support Indigenous communities to recover and to contribute to Canada’s reconciliation.
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2. The Indian Act
Legislated policy that “the legal status of the Indians of Canada is that of minors, with the Government as their guardians”
Covered almost all aspects of Indian life from birth to death
Goals of assimilation, integration, eventual abolition of reserves and rights
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4. Residential Schools
Between 1892 and 1996, about 150 residential schools operated across Canada by churches
Up to seven generations of children in some communities were taken
A Canadian story
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5. The policy goal
“In order to educate the children properly we must separate them from their families, some people say this is hard but if we want to civilize them we must do that”. Public Works Minister, 1883
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6. Complicated Stories
Some teachers and school workers had no idea of the intention of schools and did their best; some were predators with virtually no legal response.
Excessive discipline for speaking their own language, for perceived slights against teachers, and sometimes for no logical reason at all.
Physical and sexual abuse from school workers, and some from other students.
Chronic underfunding of the schools may have led to poor living conditions, and the students doing laundry, cleaning, farm work.
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7. "It is readily acknowledged that Indian children lose their natural resistance to illness by habitating so closely in these schools, and that they die at a much higher rate than in their villages. But this alone does not justify a change in the policy of this Department, which is geared towards the final solution of our Indian problem.” Dr. Duncan Campell Scott, Superintendent of Indian Affairs in 1910.
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8. Inuit experience Inuit included in the British North American Act
1930s – research into Inuit education leads to federal government decision to work on Inuit education
1940s – American military reports on deplorable living conditions among Inuit with wide media coverage
1950s – Actions to integrate Inuit into mainstream Canadian society
1960s – Hostels built for Inuit schooling under federal jurisdiction
1970s – Inuit education starts to transfer to provincial/territorial jurisdiction
A group of Inuit women and children stand outside the school at the Pangnirtung Federal Hostel
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10. Impacts of colonization
Repeated traumas
Loss of land
Risks to language and knowledge systems
Risks to culture and pride in culture
Loss of family and community structure
Loss of parenting experience of children and adults
Risk of intergenerational trauma
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11. What is trauma? An experience that:
an individual views as outside of his or her control – a sense that I cannot protect myself from harm.
overwhelms an individual’s ability to cope.
Many people have experienced trauma and resulting challenges, but they might call it something else due to stigma.
Trauma can be resolved with good supports from family and friends, and perhaps mental health supports, like any experience in life.
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12. Adrenaline, sugars, cortisol, cholesterol endorphins Mental
Inconsistent personal boundaries, poor relationships
Lateral violence
Addictions
Interferes with coping skills, parenting skills
Self-esteem challenges, sense of self
Suicide
Loss of cultural esteem, spiritual and cultural shame
Can interfere with ability to take in new information (ready-to-learn, ready-to-work)
Attempts to rationalize “why” can lead to self-blame, blaming others
Interfere with sense of control
Increased risk of chronic disease, stroke, heart disease
Increased risk of obesity
Increases overall “stress load”, more easily sent into high alert, jumpy
Physical
Adrenaline, sugars, cortisol, cholesterol endorphins
Mental
Sensitizes fight-flight response
Desensitizes memory functions
Emotional
Depression, anxiety about protecting self, attempts to cover up pain
Spiritual
Challenges to values & beliefs, sense of self and place in the world
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