To forgive, forget and not dwell in the past is a noble principle I try to live by. However, for the Indigenous people, I could imagine how difficult it would be to do this. As an immigrant and a citizen of this country, I feel like I could have been taught better about the residential schools and reconciliation. I have never fully understood the history and the impact residential schools had on the Indigenous communities until this semester. I have learned a bit in my Social Studies classes both in middle years and high school, but did not learn the traumatic stories of the students during this period of assimilation in depth. Growing up, I have picked up on many stereotypes about Indigenous people such as being lazy, drug addicts and alcoholics. Little did I know about the horrid experiences their families went through over the years. I truly feel sad for them, and bad for myself that I never took the time to search about this topic. In the last couple of months, I learned about the hurt that silenced the Indigenous people for years. “It is not enough to say that we survived. The question is: ‘How are we surviving?’ To answer that question, we have to look at the intergenerational impacts of residential schools –youth suicides, incarceration rates, family violence and sexual abuse, drug use and alcoholism, poverty, and homelessness” (Where are the Children? Healing the legacy of the Residential Schools, n.d.). I understand that there is healing that needs to take place within Indigenous communities, and from this discovery, I have developed a desire to learn more and spread awareness about it. I would hate for others to go on uneducated about the past and hold the same assumptions I had growing up. Through my journey of reconciliation, I have come to admire the strength the Indigenous people live by.
The mistreatments, punishments, and the hurts of those who attended the residential schools had caused unfortunate circumstances but at the same time great strength in the long run. Strength, balance and structure are major objectives in many Aboriginal communities (Chartrand et al., 2006). This is something that takes years to restore. Mistreatments and punishments were present at the schools. A former student says, “Sometimes for punishment we were made to kneel on the cold cement floor from 8:30 p.m. until almost midnight, after everyone had gone to bed upstairs” (Merasty and Carpenter, 2015, p16). Mistreatment and molestation also happened in the schools. In one of the books I read, a nun, after molesting a boy, says this:
“Be a good boy. You’re the best. Please swear that none of this is told to anyone. I’ll do you lots of favours. I’ll get you candies, food, and I’ll carry your letters, and your friend’s love letters. But if you tell about this, no one will believe you. It will have drastic consequences and probably get a big rebuttal from the other nuns” (Merasty and Carpenter, 2015, pp 20-21).
Brainwashing the students in the school, forcing them to not speak of bad incidents affected these children negatively. An example of this is when an elder in Muffins for Granny says he can stand burning in purgatory forever but could not stand the pain he was experiencing in life after his time in the residential school (McLaren, 2007). In another light, a different elder in the same documentary says, “Do not let hatred ruin your life” (McLaren, 2007). I think this is very important. I understand that their stories will never be mine but I believe that clinging onto hate is not the way to reconciliation. Despite mistreatments and hurts, I believe in courage and humility in the light of truth.
In the last couple of months, I learned about the battle the Indigenous people had to fight for their traditions, relations, languages, and their culture. “As parents struggled with the trauma of their own residential school experiences, they remained powerless to prevent the same from being visited upon their own children when it was their time to attend residential schools” (Where Are the Children: Legacy of Hope Foundation, n.d.). This event in history did not only affect one generation but multiple. A number of survivors have shown courage to share their stories but many are still building the courage. The Government along with Christian Churches have caused great harm to the Indigenous culture. However, a survivor, Gerry St. Germain, says in the TRC booklet, “While we cannot change history, we can learn from it and we can use it to shape our common future” (Canadian Teachers Federation, 2016, p 16.). There is also sharing that takes place and knowledge keepers that endured for the sake of all Indigenous people and the future generations (Deerchild, 2019). I believe that there is a hopeful ending to this if we can all work together. The darkness the survivors went through was heartbreaking but they are called survivors for a reason as they overcame dark times with great strength.
The personal stories that I read shared by Indigenous survivors inspired me to write a poem for my aesthetic representation. The first three verses are through the lens of a student in the moment of his stay in the residential school. The next three verses highlight an adult’s point of view years later. In the end, it talks about how he finally found the courage to rise back up and the hope that is present in any circumstance just like I believe so. I believe in hope for every student to seek truth for themselves and work alongside everyone to reconciliation. I hope that one day all Indigenous communities will no longer be silenced but inspire the world with their stories and open up to what life has to offer.
As I said earlier, the stories are not my own, therefore, I might not understand their experiences on a deep level. But as a future educator who wants to be a catalyst for change in everyday life in class, I am responsible to educate my future students about this topic, not only on Orange Shirt Day, but integrate it daily in my lessons. Our country prides itself as a cultural mosaic. Each of our culture’s differences and uniqueness make us one. I believe that what comes with that is respecting and embracing every culture that is represented. As an educator, I will make sure that every student feels that the school is a safe place and everyone feels included, Indigenous and non-Indigenous alike. I hope to give them the freedom they need and the love they deserve.
The strength that the Indigenous communities hold is incredible. To teach about this and reconciliation is one of the responsibilities I have as an educator, and I want to be adequate to teach it. Therefore, I will prepare myself further by researching more about the Indigenous people, learning more about residential schools and the impact they had on the Indigenous communities, and by widening my circle of Indigenous friends who I share this land with. I would also like to take part in their events to show that I celebrate with them. What comes with that is passing my knowledge onto others around me, and love them so that they may also spread the love to everyone around them. I am determined to teach about reconciliation and shape the minds of the young to make a difference in the world.
References
Canadian Teachers Federation. (2016). Truth and Reconciliation: What is it about?: a discussion booklet for the classroom. Ottawa, Ontario.
Chartrand, L. N., Logan, T. E., & Daniels, J. D. (2006). Metis History and Experience and Residential Schools in Canada. Ottawa, Ontario. Aboriginal Healing Foundation.
Deerchild, R. (Host). (2019, December, 19). Family, community, healing: Documentaries highlight personal journeys in First Nations. [Audio Podcast]. CBC Radio. Retrieved from https://podcasts.apple.com/ca/podcast/unreserved/id1030476712?i=1000458978636
McLaren, N. (Director). (2007). Muffins for Granny [Film]. McLaren.
Merasty, J. A., & Carpenter, D. (2015). The Education of Augie Merasty. Regina, Saskatchewan: University of Regina Press.
Where are the Children? Healing the legacy of the Residential Schools. (n.d.). Retrieved from http://wherearethechildren.ca/en/