educatingcanadianyouth

[educatingcanadianyouth]

1 INTRODUCTION

Since being a student at the University of Regina, I completed only a couple Indigenous Studies classes. I always find myself stuck asking the questions: How can I help? What can I do as a non-Indigenous person to advance reconciliation with Indigenous peoples in my community? I think about the fact that generations of Indigenous peoples have been silenced by our Canadian government, churches, and education system. It motivates me to create space to talk about it and engage in the act of listening. Though it is the oldest form of teaching, storytelling is the most effective way to educate individuals, especially Canadian youth. Stories told by former students of residential schools have deeply impacted me, and I strongly believe these stories need to be heard in all Canadian classrooms. The history and legacy of residential schools continue to not be taught as thoroughly or appropriately as it should be (Liu, 2021). It will be argued that residential schools should be part of Kindergarten and Grade Twelve curriculums across all Canadian schools. Furthermore, the government and education sector are not doing enough to ensure this critical part of Canadian history is being taught effectively to Canadian youth.

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2 WHAT HAPPENED TO US

“People who have been hurt at the residential schools are all sacred people. When sacred people get damaged and hurt, suffering trauma, there are ways in which to deal with that trauma. But that trauma needs resolution. How it gets resolution is when you recognize that something has happened. What happened to us—colonizing, residential schools—has been a violent experience for ourselves as individuals and as a culture. We can undo that. The ones that are sitting here today are not survivors of the residential school. We are the dreamers, healers, educators, and warriors. We are beautiful, strong people. Despite everything that has been done, here we are doing the things to help one another. We need to recognize that our wisdom and deliberation that take place when we do our ceremonies have the power to heal as much as a psychiatrist does. But we are conditioned by acculturation to believe that we are inferior. We are not inferior. We are not superior either. We are equal to what other cultures have to offer.” A well-said excerpt from Gregory Murdock’s story - a story that will forever stick with me. 

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3 EDUCATING ONESELF

Growing up as a white person in an all-white community, stereotypes of Indigenous peoples were introduced to my young, vulnerable mind and I believed in them without second thought. They get free education; do not have to pay taxes; all live on reserves that are unkempt; are unemployable, homeless, and criminals. I moved out of that community to attend University, and that is when I first heard a story of residential schools. It baffled me. Residential schools were not taught to me in elementary or secondary school. It had to take me going to University to recognize how wrong the stereotypes were, and the privilege I held being a white person in Canada. That is wrong. Not every person can afford to go to University or may not even have the desire to go. With that being said, information about residential schools should be readily available for young individuals when they are in elementary and secondary school. Parents may worry about their children learning such horrifying information; however, children will encounter the truth one way or another. Talking about it while they are young will help them develop empathy - a skill that is vital for reconciliation.

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4 PUTTING THE SPOTLIGHT ON TEACHERS

This photo essay is influenced by a Call to Action put forth by the Truth and Reconciliation Commission (TRC). This Call states the need for the Council of Ministers of Education to be committed to Aboriginal education issues, such as developing and implementing Kindergarten and Grade Twelve curriculums and learning resources centred around the history and legacy of residential schools. I reached out to teachers of my former school via Zoom and asked if residential schools were part of their curriculum. History class continues to ignore Indigenous peoples’ contributions, focusing only on the Fur Trade. My former English Language Arts teacher, however, does provide readings for her students that are based on Indigenous peoples. She explained, “I think it depends on who the teacher is and what they are passionate about. I am passionate about equality. Other people do not have the same belief system as I do, so they do not dive deep into it.” Teachers also reported to me that they feel anxiety teaching it as they do not know all of the details themselves or how to teach it in a way that is not traumatic.

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5 WEARING ORANGE

A written letter to my former school, encouraging them to participate in Orange Shirt Day every September. In the letter, I briefly explained what the purpose of Orange Shirt Day represents. I also indicated how important it is to participate in Orange Shirt Day as it directly responds to the TRC’s Call to Actions. Kids will most likely ask what the point is to wear an Orange shirt. This is a great opportunity to educate them on residential schools, and bring about that potential to make it part of their curriculum. I do not want kids having to grow up ignorant as I was about Indigenous peoples or residential schools.

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6 STORYTELLING

I got informed by the librarian at my former school that there are not many books on Indigenous peoples, or written by Indigenous authors in the library. As a way to help meet TRC’s Call to Action to mandate the history and legacy of residential schools into curriculums, I donated three particular books that are based on true events. I Am Not A Number illustrates the journey of a young girl who was being abused by a nun in the residential school. Fatty Legs is based on the experience of Margaret Pokiak-Fenton who was the only girl in the school forced to wear ugly red stockings. These books are written in a way that children can learn from and relate to. 21 Things You May Not Know About the Indian Act is one of my favourite books that I wish I read when I was a teenager. This book highlights how the Canadian government implemented policies that discriminated, humiliated, and controlled Indigenous peoples. The Indian Act was the policy that introduced residential schools. Reconciliation is not a single gesture; however, donating these books is my way of encouraging increased Indigenous education in our school sector.

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7 LEGACY OF HOPE

“I remember one time during the summer holidays, they used to load the students from Saskatchewan onto a big truck with canvas over it. When they loaded that truck with Saskatchewan students to go home, I wanted to get on that truck too. I was about eight years old then. But they would not let me. When the truck drove off, I chased it. But I could not catch up. Those students had their hands out at the back. They were trying to pull me up onto this truck, I guess. If only I could have caught up. Walking back to the residential school, a goose crossed my path with little goslings behind it. I was so angry that I kicked one gosling and killed it.” Arthur Fourstar’s story taught me about the emotions of being a residential school student. I listened to his heartbreaking story through the Legacy of Hope Foundation - an Indigenous-led organization that aims to educate the public, teachers, school board, and universities on experiences of residential schools. There are various videos available. I have also passed this medium forward to my former school as it is an excellent educational resource for both teachers and students.

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8 CONCLUSION

Residential schools continue to be excluded in some Canadian classrooms for Kindergarten and Grade Twelve students. This is a major issue. Canadian youth are the voices of our next generation, and their education is vital as it directs the future of our society. If we want to see social change, it starts with Canadian youth. Check in at your local school. Ask teachers and staff if residential schools are part of their curriculum. If it is not, reflect with them on why that is the case. Provide any recommendations for how they can change that and be part of reconciliation.