Tag Archives: truth and reconciliation

Canada’s Truth And Reconciliation Commission

Reconcilation

[This article was first published by The Silo on April 22, 2014] On June 10, 2009, the Honourable Justice Murray Sinclair, Marie Wilson and Chief Wilton Littlechild were appointed as Commissioners to the Truth and Reconciliation Commission of Canada (TRC), a component of the Indian Residential Schools Settlement Agreement.

Canada’s Truth and Reconciliation Commission is unique from other commissions around the world in that its scope is primarily focused on the experiences of children and its research spans more than 150 years (one of the longest durations ever examined). It is also the first court-ordered truth commission to be established and most notable, the survivors themselves set aside 60 million dollars of the compensation they were awarded to help establish the TRC.

Over the course of its 5 year mandate, one of the main tasks of the Commission is to create an accurate and public historical record of the past regarding the policies and operations of the former residential schools, what happened to the children who attended them, and what former employees recall from their experiences.

It is difficult for Canadians to accept that the policy behind the government funded, church run schools attempted to “kill the Indian in the child”.  The violent underpinnings of the policy challenge the way we think about Canada, and call into question our national character and values.  We have been taught to believe that we are a peaceful nation, glorious and free.

The residential school legacy shines a light in our darkest corners, where we feel most vulnerable.

Over 130 Residential Schools were located across Canada, with the last one closing in 1996.   More than 150,000 First Nations, Métis and Inuit children as young as five years old were forcibly removed from their families and placed in institutions that shamed their languages, customs, families, communities, traditions, cultures and history.  In essence, they were not allowed be themselves and denied the love and belonging owed to all children.

Reconcilation

While some former students had positive experiences at residential schools, many suffered emotional, physical and sexual abuse, and others died while attending these schools. Other lessons in trauma included assimilating children to gender roles, non-skilled labour and religion to prepare them for future integration.   For the parents left behind, the worst lessons in shame, grief, loss and disconnection. Whole societies were undone.

In addition to creating the public historical record of the past, the survivors also tasked the Commission to reveal to Canadians the full and complete story.

What were they thinking? Why should it matter to ordinary Canadians?

Here’s why:  When we tell our stories we change the world. When we don’t tell our stories we miss the opportunity to experience empathy and to cultivate authenticity, joy and belonging. (Brené Brown, 44) Through story-telling, the survivors are compelling Canadians to listen and respond with deep compassion and to re-set relationships in a big way in this country.  This is our greatest opportunity to recognize shared history and our shared humanity.   These stories are a gift and will help us to shape our shared future.

Thomas Moore before and after his entrance into the Regina Indian Residential School in Sasketchewan in 1874. image: Library and Archives Canada/NL-022474
Thomas Moore before and after his entrance into the Regina Indian Residential School in Sasketchewan in 1874. image: Library and Archives Canada/NL-022474

Through statement gathering at national or regional events and at TRC Community Hearings, former students, their descendants and anyone who has been affected by the Residential Schools legacy, had an opportunity to share their individual experiences in a safe and culturally supportive environment.   The TRC concluded its last community hearing in March 2014 and has collected more than 6, 200 statements.

Almost all of them were video-and-audio-recorded and range from a few minutes to a few hours.  The statements will be stored at the National Research Centre on Indian Residential Schools at the University of Manitoba.  Students, researchers and members of the public will be able to access the statements to learn about residential schools and the legacy they leave behind.

Reconcilation

As the TRC begins to reveal to Canadians the full and complete story of residential schools and inspire a process of reconciliation across this country, ordinary Canadians seem ill-equipped to make the journey from shame to empathy.  “We know the voices singing, screaming, wanting to be heard- but we don’t hear them because fear and blame muffle the sounds” (Brené Brown, 42)  We need to prepare ourselves to go to the dark corners of our history, so we can stand in the light together as equals.

In my next article, I will share with you more about empathy, how to practice empathy and why its essential to building meaningful and trustworthy relationships.) For the Silo, Leslie Cochran.

(Brené Brown, 42 and Brené Brown, 44) are taken from her first book “I thought it was just me.”

Are More Native Children In Gov’t Care Today Than At Height Of Residential Schools?

Truth and Reconciliation Report – One Oneida Woman’s Perspective

Indian Residential Schools are a large part of Canadian History. I use the present tense. Every Canadian lives with the fallout of these schools which were to, “Kill the Indian in the Child.” Cultural Genocide the TRC [Truth and Reconciliation Commission CP] says in its opening paragraph.

In Canada, we think it a right and obligation for our children to come home safe. We kiss them on the first day of school, knowing that we will see them again when school is finished. How would you feel if your child never came home?

Mount Pleasant Indian Boarding School
Mount Pleasant Indian Boarding School

This happens today.

Families who live in small, fly-in communities have to have their children flown south to attend high school. Some never return.  http://www.cbc.ca/news/canada/thunder-bay/first-nations-want-inquest-into-7-student-deaths-1.1239226

There are more Native children is the care of the government today than at the height of the Residential Schools. http://news.nationalpost.com/news/canada/a-lost-tribe-child-welfare-system-accused-of-repeating-residential-school-history-sapping-aboriginal-kids-from-their-homes

Rather than empathy or acknowledgement of the past, we are told to, “Just get over it.”

Wide Distribution And Remoteness of some Reserves

Before colonization, we had no abuse, no addictions. We had no poor. Our needs were met- meaning we were one of the richest people on earth (thank you, Professor John Milloy for pointing that out to me).

I have been told that, “Since the Jews got over the Holocaust that we should just get over it.” That is insulting to both me and those who are Jewish.

Get over it.

First Nations communities suffer from the effects of the Residential Schools by having Intergenerational Trauma. We alone are not the only people who have this. Those with a family history of addictions, or abuse, or neglect feel the same effects. We had a generation or two of people who did not see parenting. They saw institutionalized abuse. How could they possibly know how to parent when they left school?

Without proper healing sources in place, and without feeling stuck in the anger, hurt, and pain which comes from Trauma, no one recovers from it.

TRCPoster

I can only speak for myself. My grandfather went to the Mush Hole in Brantford, Ontario. He was a bright student, plus when home, he spoke a couple of the Native Languages on our Six Nations Reserve. I am very proud of that.

However, while he says he (personally) was not sexually abused, he had friends who were. He was not allowed to speak his languages at school. He was denied medical care while at school, which caused permanent damage to his brain. My bright and intelligent grandfather became stuck in the poverty cycle. And, the addictions cycle. He couldn’t cope without the structure which was forced on him at school. He couldn’t function well on the reserve. What the school taught his was agriculture. He worked the tobacco fields when he could. Then, he was on welfare.

On top of his mental capabilities, the alcohol killed him inside. Because of him, my mother was raised in a non-Native foster home, not knowing she was Oneida until she was 18. Her foster home denied her access to knowledge of her family on the reserve which was 10 minutes away.

My mom’s foster family did the best they could according to the times. In the 1940’s and 1950’s, it was best to be seen bringing up a little Indian girl in a good Christian family, a family which included a foster father who also had an addictions issue.

Her upbringing effected how I was raised. She also did the best she could. She tried her best to be a good mom, a mom who loved and cared for her own biological children. But also kept them at bay emotionally.  She did not know how to really bond as a mom.

Because of the Residential School, my mom did not learn how to properly parent. As for me, I looked for parents I could follow. I am doing the best I can. I hope I my kids do better.

I hope my kids see that while I am Oneida, that does not make me less-than a full person. I hope they see that the Oneida blood that we share is a privilege, something to be honoured and respected. I hope they see it as something that bonds us to other First Nations people around Turtle Island. We are a strong people. We didn’t die. We learned how to survive. Now, we are striving to learn how to live in peace again.

For, you see, the Residential Schools did not kill the Indian in the child. Even with the horrific events which happened, we did not die. We are blossoming as a rose. We will overcome and heal.

Anger needs to be let go. Treaties need to be upheld. If the Canadian government did not want to fulfill the treaties, why were they included in the Canadian Constitution? They are a matter of law. Deal with it, Harper. We don’t expect handouts. We need the highest levels of Canadian law respected and enforced. The government needs to honour their obligations which they proposed, agreed to, and reinforced in the Constitution in 1982.

There is Truth – they tried to kill us off. Now, please, let there be Reconciliation. We all need to acknowledge the past and present to make a future which honours the laws of Our Lands. We agreed to share our land for the benefit of all, not to be killed off. Let us all honour our agreements.  For the Silo, Stephanie MacDonald

Click to view on I-tunes
Click to view on I-tunes

New First Nations Treaty Map Introduced Into Ontario Schools

"The treaty maps and related curriculum materials distributed in our schools across Ontario will help provide our students with greater knowledge and a stronger appreciation of contemporary and traditional First Nation traditions, cultures, and perspectives." Liz Sandals Minister of Education
“The treaty maps and related curriculum materials distributed in our schools across
Ontario will help provide our students with greater knowledge and a stronger
appreciation of contemporary and traditional First Nation traditions, cultures, and
perspectives.”
Liz Sandals
Minister of Education

Ontario is sending a First Nations and Treaties map to every elementary and high school in the province as a first step towards raising awareness about treaties. The map will help teach students about the significance of treaties and the shared history of First Nations and non-Aboriginal Ontarians.

In partnership with First Nation leaders, new school curriculum about treaties is being developed to give students a better understanding of First Nation communities, cultures and perspectives. Ontario will also be working with First Nation partners to look for other opportunities to raise awareness and to better understand different perspectives on treaties and related issues.

Working with First Nations is part of the government’s plan that is creating jobs for today and tomorrow and focuses on Ontario’s greatest strengths — its people and strategic partnerships.

Quick Facts

A treaty is a negotiated agreement that sets out the rights, responsibilities and relationships of Aboriginal people and the Crown, including the federal and provincial governments.

First Nations and Treaties is the first detailed map of treaties that the Ontario government has published since the 1940s.

Prior to contact with Europeans, First Nations were distinct, independent nations. The treaties they made with the Crown reflect a mutual commitment to working together on areas of common interest and mutual benefit.

Ontario is covered by 46 treaties and other agreements such as land purchases by the Crown signed between 1781 and 1930.

Quotes

David Zimmer
David Zimmer

“Treaties are the foundation of the relationship between First Nation communities
and their neighbours. By working together, we are able to better understand one
another – our views, our beliefs, and the treaties without which our province would
not exist.” David Zimmer  Minister of Aboriginal Affairs

“The treaty maps and related curriculum materials distributed in our schools across
Ontario will help provide our students with greater knowledge and a stronger
appreciation of contemporary and traditional First Nation traditions, cultures, and
perspectives.” Liz Sandals   Minister of Education

“In the Report of the Ipperwash Inquiry I noted that one initiative on which virtually everyone agreed was the importance of teaching Ontarians about treaties and Aboriginal people. This treaties map and the Ontario curriculum introduced since the Inquiry are important steps on the road to reconciliation and wider recognition that we are all treaty people.” The Honourable Sidney B. Linden Commissioner

Chief Thomas Bressette
Chief Thomas Bressette

“The province of Ontario exists as it does because First Nations and settlers made treaties in the past. Those treaties remain vital agreements today. A better understanding of those treaties through education, public awareness and discussion is fundamental to a more prosperous tomorrow for all Ontarians.”  Chief Tom Bressette   Chippewas of Kettle and Stony Point First Nation

Supplemental- View full size map on your device.