Rethinking Canada’s History: Forcibly Imposing Canadian ... role of the canadian state: forcibly...
Transcript of Rethinking Canada’s History: Forcibly Imposing Canadian ... role of the canadian state: forcibly...
THE ROLE OF THE CANADIAN
STATE: FORCIBLY IMPOSING
CANADIAN EDUCATION ON FIRST
NATIONS
By: Janice Makokis B.A., M.A., L.L.B.
Questions to Consider
• What does it mean to be a ‘Treaty Person’ (Indigenous
and/ or non-Indigenous)?
• What obligations does being a beneficiary of Treaty carry?
• What parties made Treaty? Why is this an important
piece of information in current Canadian state –
Indigenous relations?
Locating Self: Saddle Lake Cree Nation
• Treaty No. 6 (Fort Pitt)
• Chief Pakan (James
Seenhum)
• Chief Onchiminahos
• Chief Blue Quill
Oral History and Oral Tradition
• Indigenous Knowledge is learned, held, and transferred in a very sophisticated way from knowledge holder to learner
• History and knowledge is passed on by using methodology of story-telling (land/location based)
• Use of detail by Elders
• Collective Memory
Indigenous Reason for Treaty Making
• Crown and settlers were entering territories without
treaties (ex: surveyors, HBC etc.)
• Treaty (peace and friendship) required to enter into
Indigenous territory; sharing land through treaty making
was a known process to Indigenous peoples
• Exercising, asserting and protecting Indigenous land
jurisdiction
Process of Making Treaty No. 6
• Treaty Commissioner came to Chiefs and Headmen -> for
future security of settlers, Peace and Friendship Treaty be
entered into.
• Indigenous People met and deliberated for days before
‘making/ signing’ treaty
• Treaty Pipe was used to solemnize the sacred covenant
between the two parties.
Oral Understanding of Treaty
• Education
• Health
• Housing
• Laws
• Language
• Culture
• Land
• Territory
• Ability to Make Agreements
Treaties
Treaty Relationship Inherent Rights Imperial Crown
Dominion/
Canada
Provinces
Promises/ Rights Under Treaty
Health
Education
Social
Protection
Canada’s Legislation
Royal
Proclamation
BNA Act, 1867
Indian Act
NRTA, 1930
Canadian
Constitution,
1982
Meaning of ‘signing’ Treaty
Source: http://www.aadnc-aandc.gc.ca/eng/1100100028710/1100100028783#chp1
Signature’s on Treaty Document
Three Things Requested by
Treaty Commissioner The Treaty Commissioner requested 3 things at time treaty was signed:
1. Use of land to depth of the plough for Queen’s subjects
to farm
2. Trees to construct houses
3. Grass for the animals brought by settlers
* Treaty rights of Queen’s subjects were they could live in peace and share the lands with Indigenous Peoples. In return, Indigenous Peoples were to receive ‘benefits’ for ‘as long as sun shines, grass grows and water flows
Promises Made to Indigenous Peoples
10 Sticks • Health Care (medicine chest clause) – universal health care
• Education (school house clause) – universal access to education for all Indigenous Peoples
• Water – never gave up rights to water or what lived in water
• Birds – Queens subjects would bring own birds
• Social Assistance (pestilence and famine clause) – distribution of food in times of need
• Minerals – only share land to depth of plough
• Indian Agent – was to be a servant to Indigenous Peoples
• Farm Instructor – appointment of farm instructor and supply equipment
• Treaty Money – gift from Queen for entering into Treaty; monies set aside for future use ($12 to $5 – land trust)
• Treaty Citizenship – Indigenous People would control their citizenship (treaty citizens/ treaty cards)
“The great aim of our legislation has been to do away with
the tribal system and to assimilate the Indian people in all
respects with the other inhabitants of the Dominion, as
speedily as they are fit for the change.“
1887, First Prime Minister Sir John A. MacDonald
And here…..
Duncan Campbell Scott – 1920
Department of Indian Affairs
And here…
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, that is the whole object of this Bill.”
Early Indian Policy and Legislation
• 1857: Gradual
Civilization Act
• 1869:Gradual
Enfranchisement Act
• Purpose:
• Assimilate Indian
people into Canadian
settler society
Indian Residential Schools in Canada:
The Painful Legacy
http://www.youtube.com/watch?v=fIKPE_urY8A
Residential Schools System in Context
“The system forcibly separated children from their families for extended periods of time and forbade them to acknowledge their Aboriginal
heritage and culture or to speak their own languages. Children were severely punished if these, among other, strict rules were broken.”
Source: http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html
Blue Quills First Nations College
The legacy and history of Residential Schools is a part of
everyone’s collective history (families)
Pre-1867
Inherent Education
1876: Treaty 6
Signed: Fort
Carleton/ Pitt
1867: BNA Act
91.24 “Indians and Lands
Reserved for Indians”
1876: Consolidated Indian
Act (Provided for Day
Schools
1892: Fed Gov’t Order in Council -
enter into contractual agreement
with 4 churches in Canada for the
operation of Res Schools.
1898: Sacred Heart Mission
School Moved & rebuilt in
SL (renamed BQ)
1931:BQ Res School
Opens at current site
1951: Indian Act Amendments
(Minister of Indian Affairs
invested with total control over
education of Indian children)
1957: Hawthorne Report –
integration of children into
public schools would hasten
assimilation.
1963: DIAND funds reserves to
establish school committees
for the purpose of supporting
integration policy.
1966: DIAND signs a
tuition agreement with St.
Paul school division that
provides for Kehewin, SL,
GFL & FL reserves.
Reserves 100 seats for
high school students in
St. Paul Regional.
Blue Quills First Nations College
1969: White Paper on Indian
Policy (Educ for Indians to be
turned over to Province).
1969: St Paul School Board
Reports 94% drop-out rate.
1969: Contracts with
churches to provide Res
Schools dissolved by Fed.
Govn’t.
1970 (June 4): Citizen’s
Plus or the “Red Paper”
presented to Parliament by
Indian Assoc. of Alberta
(IAA)
1970: Peaceful occupation
of BQ concludes inthe BQ
Native Education Council
takeover of the facilities
effective January 1, 1971.
1971: BQ Native Education
Council becomes first to
manage and operate a school
by Indian people.
1972: ‘Indian Control of Indian
Education’ report tabled by NIB
with the Fed Gov’t.
1973: Federal government adopts NIB
recommendations based on administrative
principles, jurisdiction remains with federal
department.
1990: Blue Quills becomes a
College, established by a
constitution of 7 Chiefs. (SLCN,
FLCN, GFLN, HL, BLCN,
Kehewin, CL.
Indian Act – Its Purpose • Protection
• Control
• Assimilation
• Civilization
• “The Indian Act has been an unjustified infringement on the Aboriginal and treaty rights of the First Nations”
Source: “The Indian Act: Protection, Control, or Assimilation?” A Review of Crown Policy & Legislation, 1670-1996
Indian Act – Contents cont
• IA gave DIA and its officials control over reserve lands and
resources and authorized them to regulate commerce and
trade with Aboriginal people.
• Amendments to the Indian Act banned crucial cultural
ceremonies, such as the Sun Dance and the Potlatch,
barred Aboriginal communities from hiring lawyers to
pursue claims against the government, made public
meetings illegal to discuss Indigenous affairs, and
establish pass systems which allowed Indian Agents to
regulate movement of people on/ off reserves.
Indian Act – contents cont
• Key concerns raised by Indian leadership – self-
government, treaties, land question – were ignored and
dismissed by officials. Efforts were made to ensure that
future ‘consultations’ would be under former government
control.
• In 1951, a revised Indian Act was adopted by Parliament.
In most respects it was the same as the 1876 Indian Act.
The Protective obligations of the Crown were seen as a
temporary duty which would disappear once complete
assimilation had been achieved.
1969 White Paper on Indian Policy • “The Government believes
that its policies must lead to the full, free and nondiscriminatory participation of the Indian people in Canadian society. Such a goal requires a break with the past. It requires that the Indian people's role of dependence be replaced by a role of equal status, opportunity and responsibility, a role they can share with all other Canadians.”
• Source: p. 3, “Statement of the Government of Canada on Indian Policy, 1969”
1969 White Paper Objectives
• Assimilation of First Nations
• Remove legislative Recognition
• Neutralize constitutional status
• Impose Taxation
• Encourage Provincial Encroachment
• Eliminate Reserved lands and extinguish Aboriginal title
• Economic underdevelopment of communities
• Dismantle Treaties.
1982: Canadian Federal Government
Structure • Section 35 of the new
constitution “recognizes
and affirms the existing
Aboriginal and treaty rights
of Aboriginal peoples”
• A series of First Ministers’
Conferences were held in
1983, 1984, 1985 and
1987, to identify and define
the scope and content of s.
35, but these constitutional
conferences failed.
Post 1982 Constitutional Era:
INHERENT, ABORIGINAL / TREATY RIGHTS
and TITLE • Inherent Rights: Creator given rights we are
born with; those responsibilities that come with
being born into a Nation.
• Aboriginal Rights: [A]re collective rights
exercised before contact amongst Aboriginal
Peoples/ Nations (ex: hunting, trapping, self-
gov’t…etc.) recognized under Constitution (s. 35).
Source: http://indigenousfoundations.arts.ubc.ca/home/land-rights/aboriginal-
title.html
INHERENT, ABORIGINAL / TREATY
RIGHTS and TITLE • Treaty Rights: Rights flowing from promises made by the Crown to First Nations under Treaty and recognized under s. 35 (ex: health, education etc.)
• Aboriginal Title: The Aboriginal right to land or territory. Canadian Law (s. 35) recognizes this as right to the use of and jurisdiction over a group’s ancestral territories.
Source: http://indigenousfoundations.arts.ubc.ca/home/land-rights/aboriginal-title.html
The Residential School Settlement
Agreement
“The implementation of the Indian Residential Schools Settlement Agreement(Settlement Agreement) began on September 19, 2007, following the agreement reached
between legal counsel for former students, legal counsel for the Churches, the Assembly of First Nations, other
Aboriginal organizations and the Government of Canada to achieve a fair and lasting resolution of the legacy of Indian
Residential Schools.” (INAC Website)
• Website: http://www.residentialschoolsettlement.ca/english_index.html
• Info: http://www.aadnc-aandc.gc.ca/eng/1332949137290/1332949312397
The Settlement Agreement Cont -
• The Settlement Agreement includes the following measures to address the legacy of the Indian Residential School system:
1. Common Experience Payment (CEP): to be paid to all eligible former students who resided at a recognized IRS.
2. Independent Assessment Process (IAP), a claimant-centred, non-adversarial, out of court process for the resolution of claims of sexual abuse, serious physical abuse and other wrongful acts suffered at IRS.
3. Truth and Reconciliation Commission (TRC), mandated to hold seven national events, support community events, create public historical record and promote awareness about the IRS system and its impacts.
4. Commemoration, a $20 million initiative which supports local, regional and national activities that honour, educate, remember, memorialize and/or pay tribute to former IRS students, their families and their communities; and
5. Measures to support healing such as the IRS Resolution Health Support Program and an endowment to the Aboriginal Healing Foundation (AHF).
The Challenges with the Settlement
Agreement Residential school survivors face 'adversarial' government:
Lawyers say government attitude has 'shifted' as survivors wait for information
• “A number of lawyers from Northern Canada say the federal government's attitude towards residential school abuse claims has changed. Many lawyers say they are seeing more delays and are processing more appeals since the process began.”
• “My clients are phoning in saying 'I'm going to hang myself, I am going to kill myself, I can't stand this anymore," he says. "We are getting e-mails daily from a couple of clients saying 'where is the decision?”
• Source: CBC: http://www.cbc.ca/news/canada/north/residential-school-survivors-face-adversarial-government-1.2523520
In 2006
Prime Minister Stephen Harper, CSIS, and the RCMP begin
doing surveillance on First Nation people - for “future
unrest.”
Source: http://www.mediacoop.ca/story/first-nations-under-surveillance/7434
Source: http://www.dominionpaper.ca/articles/4640
WHY?
First Nations Resist Termination – Idle No
More • The Long Standing Prophecy:
http://www.youtube.com/watch?v=lKMYX_IxZVU
First Nations Termination Plan
• What is ‘Termination’?
• “Termination means the ending of First Nations pre-
existing sovereign status through imposed legislation,
policy and federal coercion of First Nations into Land
Claims and Self-Government Final Agreements that
convert First Nations into municipalities, their reserves
into fee simple lands and extinguishment of their Inherent,
Aboriginal and Treaty Rights”.
Source: http://intercontinentalcry.org/harper-launches-major-first-
nations-termination-plan-as-negotiating-tables-legitimize-canadas-
colonialism/
Canada’s
First Nation’s Termination Plan
Legislation Land Claim/ Self-
Government Agreements
Policies
The Termination Framework
Harper’s Termination Plan (Policy)
• Achieving ‘termination’ through Harper’s 3 new Policy
measures:
1. A “results based” approach to negotiating Modern Treaties
and Self-Government Agreements
2. Funding Cut and capped of First Nations regional & national
political organizations.
3. Elimination of funding for advisory services for First Nation
band and tribal councils over next 2 years.
Source: http://intercontinentalcry.org/harper-launches-major-first-nations-
termination-plan-as-negotiating-tables-legitimize-canadas-colonialism/
Status of Canada’s Termination
Legislation BILL: Title: Status:
Bill C-38/ 45 Omnibus Bills Passed (2012)
Bill C-27
First Nations Financial Transparency Act Passed (March 2013)
Bill S-2 Family Homes on Reserves and Matrimonial
Interests or Rights Act
Passed (June 2013)
Bill S-8 Safe Drinking Water for First Nations Act Passed (June 2013)
Bill S-6 First Nations Election Act Committee – Next is
3rd Reading
Bill C-428 Indian Act Amendment and Replacement Act In Committee (May
2013)
Bill S-212 First Nations Self-Government Recognition Act Dropped from Order
Paper (2013)
Proposed
FNPOA
First Nation Private Property Ownership Act To Be Introduced
Proposed FNEA First Nation Education Act To Be Introduced
Key Timeline Leading to Proposed FNEA • Feb 2012: “Report of National Panel on First Nation…” released.
Recommends a FNEA.
• Dec 2012: INAC releases “Discussion Guide: Blue Print for Legislation” to begin intensive consultations
• Jan – April 2013: 8 Regional ‘Consultations’ held across Canada
• July 2013: “Blueprint for Legislation” released by INAC
• Oct 2013: INAC releases “Proposal for a Bill on First Nations Education”
Source: http://www.aadnc-aandc.gc.ca/eng/1358799301258/1358799341720
CONCERNS RAISED BY FIRST NATIONS ABOUT
THE PROPOSED BILL • The proposed Act is being imposed despite nationwide protests by
peoples/ nations/ leaders.
• Federal accountability to ensure adequate funding has not been included or addressed.
• Imposes many requirements on First Nations but none for Canada.
• Imposes provincial standards on reserve without addressing inadequacies of why current education system is failing First Nations.
• There is no opt-in or opt-out clause – legislation will automatically apply to all First Nations.
Source: http://www.oktlaw.com/wp-content/uploads/2013/10/jfrFNEducation.pdf
Being Allies: Unsettling the Settler Within
“We must face our history honestly and with courage in ways that transform not just our minds but our hearts and
our spirits. Challenging our assumptions, exploring our myths about our shared history is the first step towards
engaging in a deeper transformative dialogue with Indigenous peoples about what really constitutes a just
reconciliation and how we might work towards an ethical peace. “
• Paulette Regan: “Unsettling the Settler Within”
Source: http://web.uvic.ca/igov/research/pdfs/A%20Transformative%20Framework%20for%20Decolonizing%20Canada.pdf