RESIDENTIAL SCHOOLS IN CANADA: The Question of Genocide and Survival
February 8th, 2010“I was so lonely and scared [when I arrived at Grollier Hall Residential School]. A lot of the kids in the room were crying. Others were wetting their beds. They wouldn’t even let me talk to my sister, who was also there at school. To this day, I couldn’t figure out why they were doing this to me.”
—Norman Yakeleya, executive director of the Grollier Hall Residential School Healing Circle.
Yakeleya was six in 1965, when he was taken from his remote home village and put on the three-hour flight to the residential school in Inuvik.
“The residential schools have become a proxy war for a whole range of problems that aboriginal communities have, that have their origin not with the schools, but with Indians’ interaction with mainstream society.”
—John Siebert, a former researcher with the United Church of Canada
Perhaps unintentionally, but Siebert’s comment in a way conforms with Dr. Roland Chrisjohn’s comments below, about the sickness being not solely tied to the children subject to residential schools (who suffer today), but profoundly with the system that produced residential schools.
A few years ago I got to interview the Pulitzer Prize Winning author Samantha Power, who wrote A Problem From Hell: America and the Age of Genocide, about portions of America’s role in and around genocide. It was, by definition, a difficult, compelling, highly informative read.
Power wrote about the tireless, obsessive work of little known Rafael Lemkin, who fought for decades to bring in legislation to help increase awareness of genocide—he coined the term and sought its definition—and make governments responsible for doing all they can to prevent genocide. Ever since, the word has been a political hot-potato. Nonetheless, defined or not, the inconceivable perversity, brutality and sadness of genocide remains.
Power said:
The convention defines genocide as a systematic attempt to destroy, in whole or in substantial part, a national ethnic or religious group, as such. So the idea there is that you target a group, not because of anything the individual members of the group have done but simply because they are members of some undesirable clan—religious, national, ethnic.
MADE IN CANADA
Canada is about to have a Truth and Reconciliation Commission for victims of Residential Schools. This to me is a positive, important and necessary evolution.
However, I wonder, is it not always dangerous and self-defeating to rely on or wait for the state to cure what the state created—if this is what is happening or hoped for—whether it’s with Land Treaties or the Debt or anything else?
Of course, very few would decry useful government works: water, electricity, roads—even health care etc. But isn’t the “state” almost by definition a conglomeration of largely self-interested, powerfully backed forces that rarely offer anything more than politically expedient lip-service to those not in the sphere of influence?
Consider the brutal struggles of even the relatively organized indigenous peoples in Oaxaca and Chiapas—granted, a less democratic country. But racist policies, legalized oppression and abominations like the Indian Act—all state-created and implemented—have twisted and decimated a culture, at times, to near hopeless dependence on yet alienated from said oppressors.
Dr Roland Chrisjohn puts it this way:
“Present-day symptomology found in Aboriginal Peoples and societies does not constitute a distinct psychological condition, but is the well-known and long studied response of human beings living under conditions of severe and prolonged oppression [by the system].”
If this is true, and the system was the cause—and I don’t disagree—then in my opinion, said state/system, by definition, may possibly help through some sort of evolving justice but can never be the key to either recovery or independence, let alone autonomy or sovereignty.
Is it not true that without tribal land sovereignty, there can be no Indigenous culture? But even sovereignty guarantees nothing, except perhaps justice. Why?
Vino Deloria writes, as cited in Tamara Teale’s essay: The Silko Road from Chiapas or Why Native Americans Cannot Be Marxist (1998):
“What industrial society has done is rip us apart from the Earth so we can’t go back …
Surrounded by an artificial universe where the warning signals are not the shape of the sky, the cry of the animals, the changing of seasons, but simply the flashing of the traffic light and the wail of the ambulance and police car, urban people have no idea what the natural universe is like…there is not the slightest indication that urban man realizes that his artificial universe is dependent on the real world.”
For the first time in history, sometime in the last few years the world’s population became more urban than rural. From a population of 6.7 billion people today, by 2050 the population is projected to reach, and max out, at 10 billion people. Of that population growth, 95% is expected to be urban (see Mike Davis’ Planet of Slums).
So where does that leave the so-called indigenous way of life, in reality? I don’t know, of course.
The reality is complex in the extreme, and begs endless questions about both emotional intelligence and the survival of the species. Tamara Teale puts it this way, paraphrasing Ward Churchill as to why Indigenous beliefs are ultimately anathema to Marxist beliefs:
“…there are roughly four broad concepts which separate traditionalist Native values from Marxism: 1) American Indians can never identify with the working class of the colonizing power, 2) Native Americans can never develop a class consciousness because the ways in which they have been persecuted are fundamentally different from the industrial working class, 3) assimilation to American consumerism is cultural genocide and suicide (192-93), and, 4) a redistribution of the wealth accrued from a large-scale and systematic robbing of the Earth runs counter to the Native American world view…”
RESIDENTIAL SCHOOLS
Residential schools, for those who don’t know, were set up as early as the mid 1800s and continued until the late 1980s, though they were virtually phased out by the 1970s. The process was to forcibly remove native children from their homes, ship them to residential schools (religious schools, generally, Protestant and/or Catholic) with the goal being forced assimilation—to take away their native ways, their native languages, customs etc—to ‘civilize’ them. Abysmal conditions, corporeal punishment and sexual abuse, it turns out, were in some schools frighteningly commonplace.
As many as half of the aboriginal children who attended the early years of residential schools died of tuberculosis, despite repeated warnings to the federal government that overcrowding, poor sanitation and a lack of medical care were creating a toxic breeding ground for the rapid spread of the disease…
Yet few in Canada, I would imagine, would consider what happened at some Residential Schools as genocidal. Negative, yes. Cruel, yes. Racist, yes. Ignorant, yes. But genocide?
From the Globe and Mail, April 24, 2007:
Few argue that the policy was genocidal in the Nazi sense of deliberately killing people. Rather, the focus was on killing native culture in the name of assimilation, said John Milloy, a Trent University professor.
“The purpose of the [federal government's] policy is to eradicate Indians as a cultural group,” said Prof. Milloy, who has had more access to government files on the subject than any other researcher. “If genocide has to do with destroying a people’s culture, this is genocidal, no doubt about it. But to call it genocidal is to misunderstand how the system works.”
The following two articles offer further insight, and comment on both genocide and “the system.”
An excerpt:
In his book ‘The Circle Game: Shadows and Substance in the Indian Residential School Experience in Canada,’ [Dr. Roland] Chrisjohn writes that even in its watered-down form, Canada is in violation of the CPPCG [International Convention on the Prevention and Punishment of the Crime of Genocide]. Residential schools were run from the 1800s to the 1990s where children were removed, by force of law, from their communities and sent to institutions run by the churches.
In the words of Scott, residential schools were designed to “take the Indian out of the Indian.”
Chrisjohn explains that under the CPPCG, residential schools were clearly genocidal according to Article Two, which defines genocide as: “any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such:
“a) Killing members of the group; b) Causing serious bodily or mental harm to members of the group; c) Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; d) Imposing measures intended to prevent births within the group; e) Forcibly transferring children of the group to another group.”
“I could argue all five, but the fifth one is a slam dunk,” says Chrisjohn. “There is absolutely no way Canada can deny that they legislated the transference of children from their parents to the church authorities.”
On May 21, 1952, when Canada’s Parliament ratified the Convention, bringing it into the Canadian Criminal Code, they omitted sections b) and e) of Article Two. A further amendment in 1985 removed section d). It was around this time when accounts of the involuntary sterilization of Native women began to surface.
“They left out three-fifths of International law,” says Chrisjohn, “that specifically would make in Canadian law what they were doing to First Nations people, from 1948 until the present day, the crime of genocide.”
“It’s not a coincidence. This is all too convenient … The original two omissions correspond directly to Canada’s official policy of abducting Native children and keeping them in residential schools, where many were subject to gruesome and well-documented abuse and torture.”
That is saying something very huge, indeed, even if one disagrees with the Convention’s definition of genocide. Emotionally, I must say, even most so-called progressives would likely have good things to say about Canada—and for many good reasons—while simultaneously believing that residential schools were brutal, even criminal, but not genocidal. Heck, I am profoundly fortunate and grateful to be living in Canada.
Emotions notwithstanding, however, and whether agreeing or disagreeing with the definition Chrisjohn points out, one must concede that what happened at many residential schools clearly fits the criteria of an aspect of the international and legislated definition of genocide.
And none of this discusses whatsoever the definition of what happened to indigenous peoples throughout the Americas with the arrival of the explorers, church and conquerors beginning in the late 1400s, and the centuries that followed. Except one thing: it speaks of the “system” itself. Man, it’s tough being human.
In another article, Chrisjohn comments on “the system”:
“…we must misunderstand Indian Residential School to the extent to which we think that the pathology in the system lies within the survivors of the individual survivors of the Residential School experience. The pathology that you are looking for is not in the pathology of the people who went through the experience, the pathology is in the system of order that gave rise to that Residential School, that saw it in operation, that put it in operation, that thought it was a good thing, that patted itself on the back occasionally saying: ‘aren’t we doing well by our brown cousins?; we’re bringing them freedom and we’re bringing them into this particular world; aren’t we generous? and all they are paying for it is all of their land, all of their trees, all of their minerals, all of their water, their freedom,their language, their religions, every aspect of their form of life, that’s all they’re paying….’
“I’ll tell you. Give us back all the land, give us back the payment for everything stolen, meet your obligations under the Treaties and I will see how many of us are still sick.
Even if we are sick, we have the right as sovereign people to decide what we are going to do about it—not accept Health and Welfare Canada’s pronouncement that ‘it’s twenty sessions with a psychologist and you’re out the door, that’s it, you’re cured…
Although there is no doubt that individuals who attended Residential Schools suffered, and continue to suffer, from the effects of their experiences, the tactic of pathologizing these individuals, studying their condition, and offering ‘therapy’ to them and their communities must be seen as another rhetorical maneuver designed to obscure (to the world at large, to Aboriginal Peoples, and to the Canadians themselves) the moral and financial accountability of Eurocanadian society in a continuing record of Crimes Against Humanity.“
Painful food for thought on the journey of a Nation, and the people who live therein.
This from the John Milloy book A National Crime: The Canadian Government and the Residential School System, 1879 to 1986:
“The residential school system was conceived, designed, and managed by non-Aboriginal people. It represents in bricks and lumber, classroom and curriculum, the intolerance, presumption, and pride that lay at the heart of Victorian Christianity and democracy, that passed itself off as caring social policy and persisted, in the twentieth century, as thoughtless insensitivity. The system is not someone else’s history, nor is it just a footnote or a paragraph, a preface or chapter, in Canadian history. It is our history, our shaping of the “new world”; it is our swallowing of the land and its First Nations peoples and spitting them out as cities and farms and hydroelectric projects and as strangers in their own land and communities.
As such, it is critical that non-Aboriginal people study and write about the schools, for not to do so on the premise that it is not our story, too, is to marginalize it as we did to Aboriginal people themselves, to reserve it for them as a site of suffering and grievance and to refuse to make it a site of introspection, discovery, and extirpation—a site of self-knowledge from which we can understand not only who we have been as Canadians but who we must become if we are to deal justly with the Aboriginal people of this land.”
Lots of love, compassion, understanding, healing—and joy, dammit!
Pete
