history edu 211

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HISTORY OF FIRST HISTORY OF FIRST NATIONS EDUCATION IN NATIONS EDUCATION IN

CANADA CANADA

Presenter: Dr. Evelyn Presenter: Dr. Evelyn Steinhauer Steinhauer

October 10, 15 LectureOctober 10, 15 Lecture

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Five Phases of First Five Phases of First Nations EducationNations Education

1.1. Traditional Education;Traditional Education;

2.2. Education by Missionaries;Education by Missionaries;

3.3. Residential Schools; Residential Schools;

4.4. Integrated Education; andIntegrated Education; and

5.5. Indian Control of Indian EducationIndian Control of Indian Education(Steinhauer, 2007. Goddard, 1993; Hampton, 1995; Hebert & (Steinhauer, 2007. Goddard, 1993; Hampton, 1995; Hebert &

McCaskill, 1987).McCaskill, 1987).

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Phase 1 – Traditional Phase 1 – Traditional EducationEducation

Prior to European contactPrior to European contact, First , First Nations people had highly developed Nations people had highly developed systems of education. In their systems of education. In their education system, the community and education system, the community and the natural environment were the the natural environment were the classroom. classroom.

Learning was for living – for survival. Learning was for living – for survival. Boys and girls were taught at an early Boys and girls were taught at an early age to observe and utilize, to cope age to observe and utilize, to cope with and respect their environment. with and respect their environment.

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Traditional Education cont…Traditional Education cont…

Generally, the traditional forms of Generally, the traditional forms of Native education can be characterized Native education can be characterized as oral histories, teaching stories, as oral histories, teaching stories, ceremonies, apprenticeships, learning ceremonies, apprenticeships, learning games, formal instruction, tutoring, and games, formal instruction, tutoring, and tag-along teaching, and learning by tag-along teaching, and learning by doing. doing.

““these traditions continue to be part of these traditions continue to be part of many Aboriginal peoples’ lives…” (p. 21, many Aboriginal peoples’ lives…” (p. 21, Haig-Brown, et el). Haig-Brown, et el).

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Phase 2 -Education by Phase 2 -Education by MissionariesMissionaries

This phase began after the signing of This phase began after the signing of treaties. In this area which is considered treaties. In this area which is considered Treaty 6 territory, this phase started Treaty 6 territory, this phase started approximately 1876. approximately 1876.

Building day schools on the First Nations Building day schools on the First Nations reserves was the first step taken to honor reserves was the first step taken to honor the educational component of the formal the educational component of the formal treaty agreements signed between First treaty agreements signed between First Nations and Canada on behalf of Britain. Nations and Canada on behalf of Britain.

TreatiesTreaties

Between 1871 and 1921, the Crown Between 1871 and 1921, the Crown entered into treaties with various First entered into treaties with various First Nations that enabled the Canadian Nations that enabled the Canadian government to actively pursue government to actively pursue agriculture, settlement and resource agriculture, settlement and resource development of the Canadian West and development of the Canadian West and the North. Because they are numbered the North. Because they are numbered 1 to 11, the treaties are often referred 1 to 11, the treaties are often referred to as the "Numbered Treaties.”to as the "Numbered Treaties.”http://www.aadnc-aandc.gc.ca/eng/1100100016302/1100100016303http://www.aadnc-aandc.gc.ca/eng/1100100016302/1100100016303

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TreatiesTreaties

The Numbered Treaties cover The Numbered Treaties cover Northern Ontario, Manitoba, Northern Ontario, Manitoba, Saskatchewan, Alberta, and parts of Saskatchewan, Alberta, and parts of the Yukon, the Northwest Territories the Yukon, the Northwest Territories and British Columbia.and British Columbia.

Alberta – Treaties 6, 7, 8Alberta – Treaties 6, 7, 8

http://www.aadnc-aandc.gc.ca/eng/1100100016302/1100100016303http://www.aadnc-aandc.gc.ca/eng/1100100016302/1100100016303

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TreatiesTreaties

Under these treaties, the First Nations Under these treaties, the First Nations who occupied these territories gave up who occupied these territories gave up large areas of land to the Crown. In large areas of land to the Crown. In exchange, the treaties provided for exchange, the treaties provided for such things as reserve lands and other such things as reserve lands and other benefits like farm equipment and benefits like farm equipment and animals, annual payments, ammunition, animals, annual payments, ammunition, clothing and certain rights to hunt and clothing and certain rights to hunt and fish. fish. http://www.aadnc-aandc.gc.ca/eng/1100100016302/1100100016303http://www.aadnc-aandc.gc.ca/eng/1100100016302/1100100016303

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TREATY 6, 7, 8TREATY 6, 7, 8

In Alberta there are:In Alberta there are:

45 First Nations in three 45 First Nations in three treaty areastreaty areas

140 reserves140 reserves

Approximately 812,771 Approximately 812,771 hectares of reserve landhectares of reserve land

The most commonly The most commonly spoken First Nations' spoken First Nations' languages are:languages are:Blackfoot; Cree; Blackfoot; Cree; Chipweyan; Dene; Sarcee; Chipweyan; Dene; Sarcee; and Stoney (Nakoda Sioux)and Stoney (Nakoda Sioux)

Treaty 6 – Signed in 1876Treaty 6 – Signed in 1876



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TreatiesTreaties

The Crown also made some promises The Crown also made some promises such as maintaining schools on such as maintaining schools on reserves or providing teachers or reserves or providing teachers or educational help to the First Nation educational help to the First Nation named in the treaties. Treaty No. 6 named in the treaties. Treaty No. 6 included the promise of a medicine included the promise of a medicine chest.chest.

http://www.aadnc-aandc.gc.ca/eng/1100100016302/1100100016303http://www.aadnc-aandc.gc.ca/eng/1100100016302/1100100016303

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Indian ActIndian ActThe The Indian ActIndian Act ("An Act respecting ("An Act respecting Indians"), is a Canadian Indians"), is a Canadian statute that concerns that concerns registered Indians, their bands, and the , their bands, and the system of Indian reserves. The Indian Act was system of Indian reserves. The Indian Act was enacted in 1876 by the Parliament of Canada enacted in 1876 by the Parliament of Canada under the provisions of Section 91(24) of the under the provisions of Section 91(24) of the Constitution Act, 1867, which provides Constitution Act, 1867, which provides Canada's federal government exclusive Canada's federal government exclusive authority to legislate in relation to "Indians authority to legislate in relation to "Indians and Lands Reserved for Indians". and Lands Reserved for Indians".

http://en.wikipedia.org/wiki/Indian_Acthttp://en.wikipedia.org/wiki/Indian_Act

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Indian ActIndian Act

The Indian Act came to be developed The Indian Act came to be developed over time through separate pieces of over time through separate pieces of colonial legislation regarding colonial legislation regarding Aboriginal peoples across Canada Aboriginal peoples across Canada such as the such as the Gradual Civilization ActGradual Civilization Act of 1857 and theof 1857 and the Gradual Gradual Enfranchisement ActEnfranchisement Act of 1869. In of 1869. In 1876, these acts were consolidated 1876, these acts were consolidated asas the Indian Act the Indian Act..

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Amendments to the Amendments to the Indian ActIndian Act 1876-1950 1876-1950 Between 1876 and 1950, the purpose of the amendments to the Between 1876 and 1950, the purpose of the amendments to the Indian ActIndian Act was to was to

strengthen the philosophy of civilization and assimilation underlying the first Act. strengthen the philosophy of civilization and assimilation underlying the first Act. Moreover, many of the changes to the Act granted the government greater powers to Moreover, many of the changes to the Act granted the government greater powers to move Aboriginals and expropriate their lands for the purpose of non-Aboriginal use.move Aboriginals and expropriate their lands for the purpose of non-Aboriginal use.

Key amendments to the Key amendments to the Indian ActIndian Act during this period include: during this period include: 1885: Prohibition of several traditional Aboriginal ceremonies, such as potlaches.1885: Prohibition of several traditional Aboriginal ceremonies, such as potlaches. 1894: Removal of band control over non-Aboriginals living on reserves. This power 1894: Removal of band control over non-Aboriginals living on reserves. This power

was transferred to the Superintendent General of Indian Affairs.was transferred to the Superintendent General of Indian Affairs. 1905: Power to remove Aboriginal peoples from reserves near towns with more than 1905: Power to remove Aboriginal peoples from reserves near towns with more than

8,000 people.8,000 people. 1911: Power to expropriate portions of reserves for roads, railways and other public 1911: Power to expropriate portions of reserves for roads, railways and other public

works, as well as to move an entire reserve away from a municipality if it was works, as well as to move an entire reserve away from a municipality if it was deemed expedient.deemed expedient.

1914: Requirement that western Aboriginals seek official permission before appearing 1914: Requirement that western Aboriginals seek official permission before appearing in Aboriginal “costume” in any public dance, show, exhibition, stampede or pageant.in Aboriginal “costume” in any public dance, show, exhibition, stampede or pageant.

1918: Power to lease out uncultivated reserve lands to non-Aboriginals if the new 1918: Power to lease out uncultivated reserve lands to non-Aboriginals if the new leaseholder would use it for farming or pasture.leaseholder would use it for farming or pasture.

1927: Prohibition of anyone (Aboriginal or otherwise) from soliciting funds for 1927: Prohibition of anyone (Aboriginal or otherwise) from soliciting funds for Aboriginal legal claims without special licence from the Superintendent General. This Aboriginal legal claims without special licence from the Superintendent General. This amendment granted the government control over the ability of Aboriginals to pursue amendment granted the government control over the ability of Aboriginals to pursue land claims.land claims.

1930: Prohibition of pool hall owners from allowing entrance of an Aboriginal who “by 1930: Prohibition of pool hall owners from allowing entrance of an Aboriginal who “by inordinate frequenting of a pool room either on or off an Indian reserve misspends or inordinate frequenting of a pool room either on or off an Indian reserve misspends or wastes his time or means to the detriment of himself, his family or household.”wastes his time or means to the detriment of himself, his family or household.”

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Indian ActIndian Act

The Indian Act was unilaterally The Indian Act was unilaterally designed to abolish First Nations designed to abolish First Nations status as independent, self-governing status as independent, self-governing peoples, legislating the rules for peoples, legislating the rules for membership, abolishing political membership, abolishing political systems, imposing federally controlled systems, imposing federally controlled election systems, banning spiritual election systems, banning spiritual activities, and creating residential activities, and creating residential schools” (Steinhauer, 2004, p. 16). schools” (Steinhauer, 2004, p. 16).

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Indian Act Indian Act

Currently, sections 114 to 122 of the Currently, sections 114 to 122 of the Indian ActIndian Act deal with “schools”. Section deal with “schools”. Section 119 in particular allows for the 119 in particular allows for the appointment of truant officers who may appointment of truant officers who may take a First Nations child into custody take a First Nations child into custody and “convey the child to school using and “convey the child to school using as much force as the circumstances as much force as the circumstances require.” This provision has not been require.” This provision has not been in use for years. in use for years.

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Creating the “Indian”Creating the “Indian”

The social construction of the “Indian The social construction of the “Indian race” in Canada, largely through the race” in Canada, largely through the legislative power of the legislative power of the Indian ActIndian Act, its , its predecessors, and amendments, has predecessors, and amendments, has attained a social reality that has created attained a social reality that has created deep fissures between Aboriginal and deep fissures between Aboriginal and non-Aboriginal Canadians, between non-Aboriginal Canadians, between various segments of Aboriginal people, various segments of Aboriginal people, and most importantly, within Aboriginal and most importantly, within Aboriginal people themselves. people themselves.

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Phase 2 continued…Phase 2 continued… The churches were given the privilege of The churches were given the privilege of

running these schools, with the running these schools, with the government providing financial support government providing financial support and formal supervision and administration.and formal supervision and administration.

““These schools did not last long as the These schools did not last long as the intent of these schools was to “suppress intent of these schools was to “suppress the native culture as rapidly as possible the native culture as rapidly as possible and fashion a new generation of Indian and fashion a new generation of Indian children…in the image of whitemen” children…in the image of whitemen” (Buckley, 1992, p. 47) (Buckley, 1992, p. 47)

This movement was the start of the next This movement was the start of the next phase.phase.

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Phase 3 – Residential SchoolsPhase 3 – Residential Schools

Day schools weren’t succeeding in the Day schools weren’t succeeding in the government’s goal of “suppressing the government’s goal of “suppressing the Native culture” and assimilating the Native culture” and assimilating the Native children into the non-Aboriginal, Native children into the non-Aboriginal, Christian culture, so Native children Christian culture, so Native children were taken away from their families, were taken away from their families, and placed in residential schools. and placed in residential schools.

In order to do this successfully a policy In order to do this successfully a policy of assimilation was adopted. of assimilation was adopted.

Duncan Campbell Scott Duncan Campbell Scott (Department of Indian Affairs (Department of Indian Affairs Superintendent)Superintendent)

I want to get rid of the Indian I want to get rid of the Indian problem. . . . Our object is to problem. . . . Our object is to continue until there is not a single continue until there is not a single Indian in Canada that has not been Indian in Canada that has not been absorbed into the body politic, and absorbed into the body politic, and there is no Indian question, and no there is no Indian question, and no Indian Department and that is the Indian Department and that is the whole objective of this Bill. (cited in whole objective of this Bill. (cited in Titley, 1986, p. 50)Titley, 1986, p. 50)

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Phase 3 – continued…Phase 3 – continued…

Residential School Propaganda. Residential School Propaganda. http://www.youtube.com/watch?http://www.youtube.com/watch?

v=s_V4d7sXoqUv=s_V4d7sXoqU

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Phase 3 continued…Phase 3 continued…

““It was a policy designed to move It was a policy designed to move communities, and eventually all communities, and eventually all Aboriginal peoples from their Aboriginal peoples from their helpless ‘savage’ state to one of self-helpless ‘savage’ state to one of self-reliant ‘civilization’ and thus to make reliant ‘civilization’ and thus to make Canada but one community- a non-Canada but one community- a non-Aboriginal, Christian one” (RCAP, Aboriginal, Christian one” (RCAP, 1996, p. 2). 1996, p. 2).

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With the help of missionaries, the With the help of missionaries, the government began its recruitment of government began its recruitment of residential school students. Although it residential school students. Although it was successful in convincing some was successful in convincing some Native parents that this experience Native parents that this experience would be beneficial to their children, it would be beneficial to their children, it faced much opposition. faced much opposition.

In the 1920s, it became mandatory for In the 1920s, it became mandatory for Native parents to sent their children to Native parents to sent their children to these schools. these schools.

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From ages 3 to 16 the children were From ages 3 to 16 the children were removed from their homes and placed removed from their homes and placed in the schools, where they stayed from in the schools, where they stayed from September until June of each year. September until June of each year.

They remained isolated from their They remained isolated from their families for this time. families for this time.

They were not permitted to speak their They were not permitted to speak their Native languages. Students were Native languages. Students were constantly reminded their lifestyles constantly reminded their lifestyles were “evil”, paganistic, and dirty. were “evil”, paganistic, and dirty.

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Languages, traditions, self-respect, Languages, traditions, self-respect, community cohesiveness, parental community cohesiveness, parental skills, survival skills, self-esteem were skills, survival skills, self-esteem were lost. lost.

Children were mentally, physically, Children were mentally, physically, and sexually abused in these schools. and sexually abused in these schools.

These losses continue to have a huge These losses continue to have a huge impact on Native communities even impact on Native communities even today!!!today!!!

Phase 3 continued....Phase 3 continued....

Residential Schools Public Residential Schools Public Service AnnouncementService Announcement

http://www.youtube.com/watch?http://www.youtube.com/watch?v=fIKPE_urY8Av=fIKPE_urY8A

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Phase 3 continued….Phase 3 continued….

I invite you all to go to…I invite you all to go to…

Where are the Children?Where are the Children? website website

http://www.wherearethechildren.ca/http://www.wherearethechildren.ca/en/en/

Arthur Fourstar Part 1 – 26 minutesArthur Fourstar Part 1 – 26 minuteshttp://www.wherearethechildren.ca/en/http://www.wherearethechildren.ca/en/

projector/projector/

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Phase 4 – Integrated EducationPhase 4 – Integrated Education

After recognizing that residential After recognizing that residential schools were not accomplishing schools were not accomplishing what they were designed to achieve, what they were designed to achieve, a policy of integrated education was a policy of integrated education was implemented. (1964-1970). implemented. (1964-1970).

““Wherever possible, Indian children Wherever possible, Indian children would be enrolled in predominately would be enrolled in predominately white schools operated by provincial white schools operated by provincial schools…” (Titley, 1980, p. 1). schools…” (Titley, 1980, p. 1).

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Phase 5 – Indian Control of Phase 5 – Indian Control of Indian EducationIndian Education

Native leaders started fighting back Native leaders started fighting back and in the early 1970s, they began and in the early 1970s, they began seeking control of their children's seeking control of their children's education. education.

Although “Indian control of Indian Although “Indian control of Indian Education” was operationalized in Education” was operationalized in 1972, Native people still have very little 1972, Native people still have very little control of their own education. (We control of their own education. (We remain a federal responsibility, and remain a federal responsibility, and someone is still telling us what to do, someone is still telling us what to do, and how to do it). and how to do it).

Historical TimelineHistorical Timeline

1763 – Royal Proclamation of October 1763 – Royal Proclamation of October 1763 is signed (10/7/1763). This 1763 is signed (10/7/1763). This document explicitly recognized aboriginal document explicitly recognized aboriginal title, aboriginal land ownership and title, aboriginal land ownership and authority are recognized by the Crown as authority are recognized by the Crown as continuing under British sovereignty. It continuing under British sovereignty. It states that only the Crown could acquire states that only the Crown could acquire lands from First Nations and only by lands from First Nations and only by treaty. By the 1850’s major treaties are treaty. By the 1850’s major treaties are signed with First Nations. signed with First Nations.

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1867 - Canada is created under the 1867 - Canada is created under the terms of the British North American terms of the British North American Act. Act.

1876 – The Indian Act is established. It 1876 – The Indian Act is established. It influences all aspercts of a First Nations influences all aspercts of a First Nations person’s life from birth to death. Indian person’s life from birth to death. Indian Bands were created and Indian Agents Bands were created and Indian Agents became intermediaries between First became intermediaries between First Nations people and the rest of the Nations people and the rest of the county. county.

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1884 – Responsibility for the eduction 1884 – Responsibility for the eduction of children was given in large part to of children was given in large part to church-run residential schools. church-run residential schools.

1893 – Duncan Campbell Scott 1893 – Duncan Campbell Scott becomes Deputy Superintendent becomes Deputy Superintendent General of the Department of Indian General of the Department of Indian Affairs. His stated objective was Affairs. His stated objective was assimilation He rules the department assimilation He rules the department until 1932. until 1932.

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1960 – First Nations peoples in Canada 1960 – First Nations peoples in Canada are permitted to vote in federal are permitted to vote in federal elections. elections.

1972 – Indian Control of Indian 1972 – Indian Control of Indian Education policy document written by Education policy document written by national Indianl Brotherhood advocating national Indianl Brotherhood advocating parental respobsibility and local control parental respobsibility and local control over First Nations Education. This over First Nations Education. This policy is accepted by federal policy is accepted by federal government a year later. government a year later.

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Historical TimelineHistorical Timeline 1982 - Canada’s Constitutional Act, 1982 - Canada’s Constitutional Act,

Section 35, recognizes and affirms Section 35, recognizes and affirms existing Aboriginal and treaty rights. existing Aboriginal and treaty rights.

2008: Prime Minister Stephen Harper 2008: Prime Minister Stephen Harper offers a formal apology on behalf of offers a formal apology on behalf of Canada over residential schools.Canada over residential schools.

2010: Canada signs the United 2010: Canada signs the United Nations Declaration on the Rights of Nations Declaration on the Rights of Indigenous Peoples.Indigenous Peoples.

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history edu 211

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