The Survivors Speak: Carson Taylor

Week 2: Life Before Residential Schools:

Synopsis:

The reading Life Before Residential Schools briefly examines the lifestyles of some
indigenous peoples before the emergence of residential schools in an epilogical way. That is,
individuals amongst vast indigenous backgrounds reflect on their ways of life, whether they be
originating from regions such as Nunavut, to Manitoba, to Ontario, and so on. While each
passage from every individual is unique in its own way, the common theme amongst each
epilogue is that they all were so positively reminiscent of the “good old days”. This comes in the
form of telling pleasant family memories and things like subsistence strategies. Nonetheless the
role of residential schools was an attack on previous norms, culture, traditions, and lifestyle.
Clearly evident in the reading, there was a “calm before the storm” dynamic. An example of this
is present in a section from Delores Adolph who was born in British Columbia, and said, “we
were strong at that point, before we came to residential school. And my life has been upside
down since I came to residential school” (p.9). Simply, the majority of the reading entails a
reflection on the great times before being taken to the assimilative schools that ultimately worked
to erase their past values.

Question:

Noel Starblanket briefly talks about some of the culturally unique activities that he took part in
before attending residential schools. He mentions,

“I attended ceremonies, I went to Sun Dances. I picked medicines with them. We did medicine
ceremonies. We did pipe ceremonies. We did feasts.”(p.10)

Being extremely important to the individual, it is important to work to preserve practices as such
to ultimately accommodate cultural expression. Unlike residential schools, what are some things
that we as educators can do in a schoolplace setting to encourage cultural expression? How can a
teacher act as a catalyst to cultural acknowledgement and expression?

Implications for teaching:

So, what does this mean for us as teachers? Well as future teachers, we need to take a step
forward in leading the charge to encourage cultural expression. The absence of deterring cultural
expression is simply not enough though as an educator though. It is our job to go the extra mile
in gaining a greater appreciation for the vast cultures that our students come from, and
accommodating them to be expressed and embraced. That said, we are very fortunate to live in
Canada which is so multiculturally rich, wherein we can use diversity to our advantage as many
learning opportunities arise. While importantly encouraging those of indigenous background to
share and express their cultural values in an open and welcoming classroom environment, it is
also important that we work to have everyone else express their own respective cultures too. That
way, we learn from each other while sharing our own backgrounds, thus becoming more
culturally educated and sensitive. There are so many things that we as educators can do to show
an appreciation for the backgrounds of our students. We just have to make an evident effort to
actually do it. For example, incorporating cultural history and modern practices into curriculum
is a great way to show an appreciation for the students’ potential backgrounds whilst educating
those who might be unfamiliar. Another thing that teachers and school boards work to do is host
culture days or demonstrations. These are so beneficial in a way that we can all “give and take”.
This means that we “give” by sharing some of the things that form the identity of particular
individuals, while others “take” as they learn beyond that of their own. While there are so many
things that we can do as teachers to ensure that we and our students learn and appreciate our
differences, the most important thing is to actually implement a plan and execute it.

Group Response/Discussion:

In response to my question, my group had brought forth some very unique ideas as to
how we as teachers can encourage cultural expression in a classroom setting. One direct idea that
was brought up was that wwe can have a certain day where students “give and take” (exchange
cultures/backgrounds). An idea of what this might look like is to have a potluck wherein students
bring food from their culture and share amongst everyone else. Another way that had been
mentioned was stocking the library with some books from different backgrounds that the
students may or may not come from. Maybe there’s a parent looking to share one of their
favorites that they feel resembles the culture. Simply, taking a step to have more than just
Canadian books would go a long way in recognizing and learning about various cultures. Since
culture is such an important piece of identity and who our students are, we as educators could
design assignments where they are almost left open-ended in a way that students can incorporate
cultural background aspects into them. Simply provide them with the opportunity to do so in
appropriate assignments. For example, one of my group members had mentioned that in a
presentation, a student could teach the class a couple of basic phrases or words in their native
language.
Week 3: School Meals

Synopsis:

The reading School Meals gives the reader a deeper dive into some of the particular
experiences that residential school survivors had in regards to the food they were fed. Eating,
being a daily occurrence, was brutal for these people. More often than not, these survivors were
forced to eat the horrible meals that were put in front of them despite the condition that they were
in (rotten, bug-infested, etc.). They were not only forced by external forces to eat, but they also
knew they’d have to force themselves because the food that they did get was so minimal that
they were seemingly always on the verge of starvation. Since this was the case, lots of the
survivors reflect on various instances where they would steal food from the school whenever
possible.

Question:

The reading mentions how the students were always so hungry and eager to scavenge any
last possible crumb of food that they could find.

“Ray Silver recalled that a small grocery store used to dump spoiled fruits and vegetables by a
creek near the Alberni, British Columbia, school. And us kids, we used to sneak from the school,
we must have had to walk about a mile, sneak away from the school, sneak over the bridge, and
go to that dump, and pick up apples, they were half rotten or something, and they threw out, they
were no more good to sell, but us kids that were starving, we’d go there and pick that stuff up,
fill up our shirts, and run back across the bridge, and go back to the school.”

In part with the lack of food that has been given to them, there was this big idea that absolutely
nothing should go to waste no matter the state of the food. Consider the quote,

“Bernard Sutherland recalled students at the Fort Albany, Ontario, school being forced to eat
food that they had vomited up. “I saw in person how the children eat their vomit. When they
happened to be sick. And they threw up while eating. And that when he threw up his food. The
food is not thrown away. The one whose vomit he eats it.”

Thus, what can teachers do in order to support students who arrive at school that are deprived of
essential things in their home life? How can the sole item of food be considered symbolism for
other things in one’s home life?

Implications for teaching:

Why is this important to me as a teacher? It is important for us as aspiring teachers to

understand that we will have many students who are less fortunate. That said, they may be
lacking some essential things in their lives that we may take for granted. In the reading, it is
evident how food was one of those things that students didn’t necessarily have fair access to.
While different in a way nowadays, some kids still come to school with empty stomachs. This
may be for a variety of reasons such as not having the resources at home. As teachers, it’s
important to take note of this and respond appropriately. This could look like advocating for a
school food bank program or even just having a little basket of food items that hungry students
can pick at. It goes a long way for a student to have these small things supplied to them when
they are not getting proper treatment at home. While the reading focuses on food solely, it can
resemble other areas that students aren’t meeting daily needs. For example, they could be lacking
in areas such as sufficient school supplies. Maybe having a couple of extra pens/pencils for the
kids will mean a lot more to the student who can't afford them than one would think. That said, it
doesn’t even have to be material items. Some students might lack safety and comfort at home so
it is critical to provide a space where these necessities are provided. One more example of
something that a teacher could work to do is bring out some motivation in students who come
from nothing. Suppose that student X has a minimal support system at home and not much seems
to motivate them. As a teacher, one can work in bringing out some motivation in the student to
succeed and to conduct themselves in a positive way. This could take many forms such as
motivating children to excel in extracurriculars such as sports. Nonetheless, providing things
such as material objects or more abstract yet meaningful experiences to less fortunate students is
important as a teacher.

Group Response/Discussion:

My group had mentioned in our discussion that if it is food that a student might be
lacking, there are steps that teachers can take in order to address this. Some of my group
members have had personal experiences wherein their school would have a school breakfast
program where they could go and access additional food. Teachers can also even just have an
accessible food basket in their classroom for any students who are in need. Other areas that
students might be lacking is school supplies where maybe teachers could provide any extra
resources that they may have. My group mentioned that if age is appropriate, the teacher can try
and talk to their students about what might be lacking at home and come up with a way to
support the individuals. For example, a student might come to school everyday lacking in sleep
because they share a bed with five other siblings at home. If this is the case, it is important to
reach out and see what one can do from there. It’s also important to understand that we as
teachers can’t just assume that disruptive behavior is caused from intentional disrespect. Rather,
there is likely something going on behind the scenes. Another idea that my group members
mentioned was allowing their students to pick their morning greetings as they come into the
classroom. The reason why is because some students might be really lacking affection at home
so if some students need a hug or even just a moment to chat in the morning, it would go a long
way.
Week 4: Separating Siblings

Synopsis:

Though many siblings had been enrolled at the exact same school, loneliness had been
exacerbated by forced segregation of siblings and age groups. Whether that be in class, on the
play areas, or dorms, it was made evident that distancing family was a major goal. The schools
had made every effort to keep siblings away from one another at all costs and would punish the
siblings if they dared to interact with one another. Ultimately, the schools were successful in
distancing the student family members to extinguish any signs of comfort. On the flip side of
comfort, siblings weren’t able to protect and look out for one another. It was essentially torture
since the siblings were both there in the same school but forced apart and unable to interact. As a
matter of fact, one person explains that the authorities divided a relationship so deeply that the
individual didn’t even know how ill their sister was until multiple days after she had almost died.

Question:

Consider the story by Dorene Bernard where she said:

“The rules regarding the separation of siblings could be violently enforced. Dorene Bernard said
that one day at the Shubenacadie school, she saw her brother”

“ walking down a hallway to go to church. We met right at the same, we met right across from
each other turning the corner to go down to the chapel. And when I waved to him, ’cause we
weren’t allowed to speak, so I kind of waved to him, and he kind of waved back, and one of the
boys, the men, that were watching the boys, they weren’t a priest, they weren’t a brother, they
were just civilians, men. [A staff member] grabbed Robert out of the line and threw him against
the radiator right outside the priest’s office, and he smashed his head on a radiator and he was
rolling around on the floor holding his head, and then Morris was kicking him, telling him to
“Get up! Get up!” And I turned around and seen that and I ran out, ran back to help him. And I
ran back and I jumped on his back and I started pulling his hair, telling him to “Leave him alone,
he didn’t do anything.” And I was ten years old at that time and I bit him, I scratched him. I
knew I was going to get it and I knew Robert was going to get it; he was going to get beaten bad.
So we were fighting, and of course, yeah, I did, I got, you know, I got locked in the dormitory
and I wasn’t allowed out. And I was, I don’t remember if they brought me food or not, but it
didn’t really matter, my punishment was that I would never be able to speak to him, my brother.”

How would you react if you saw your sibling get attacked unjustly and couldn’t do anything
about it? How can we as teachers mitigate segregation to ultimately provide a comforting space
wherein we can maintain positive interactions and relations with those in our class?

Implications for teaching:

I believe that teachers can have a big impact on facilitating safe environments where everyone
feels comfortable. Personally, I believe that even if it’s not siblings direct, students should be
given ample opportunity to mix and mingle amongst one another to create an inclusive and
welcoming learning environment. If there do happen to be siblings, I think that they should have
the opportunity to see each other whenever they want even if it means them being in the same
class. Nonetheless, the last thing I want is to cause my students unnecessary anxiety because they
feel isolated and uncomfortable. I feel very strongly about this because I know that as a teacher, I
have responsibility over this to an extent. That is, even if an individual who is feeling alone
doesn’t have siblings to unite with, I believe that I have the power to create a classroom setting
where it’s almost seen as a second family where classmates are like brothers and sisters. Even
more importantly, I think it is critical to crack down on anything that students might naturally do
to self-segregate. I believe that mixing up group work is one way to combat this by having
students work together (and with new people). I want to view the classroom from a very
collaborative approach. In addition to this, I acknowledge the huge value that extracurriculars
present and actually work to mitigate segregation. That is, school activity clubs bring students
together on the basis of commonly shared interests. I relate to this personally as I considered my
sports teammates my second family, and they provided me comfort. We would also be there to
look out for each other. Because of this I hope to coach a football and basketball team when I
teach so I can facilitate the development of relationships amongst each other.

Group Response/Discussion:

My group had suggested that one good way to mitigate segregation in a classroom environment
is to do something similar to that of this class. That is, mix up genders and race via a system such
as ours where we have randomized seating. Also, mix it up so students get to interact with new
people every time and gain insight on new perspectives. This is a good way for a teacher to break
up any exclusionary cliques that might begin to form. Also, the simple format of having tables is
good to facilitate collaborative work and group discussion. This should be a goal for a teacher’s
classroom in working to diminish any segregation. While it is not expected that everyone ought
to be best friends with one another, it is expected that respect is shown and students cooperate.
The continual application of this will familiarize students with one another as we as normalize
interactions beyond the classroom.
Week 5: Hiding the Truth

Synopsis:

The reading Hiding the Truth talks about how students would develop very bad
characteristics by nature of the system they were under. That is, the kids would lie to simply
appease the authorities to avoid beatings. In class, the students never really spoke how they truly
felt, rather they spat out whatever they knew would satisfy the ears of cruel authorities. This way
of living accommodated some bad characteristics within the students as they often mention how
they became good liars. On top of this, they were forced to learn how to fight, cheat, and steal to
simply subsist.

Question:

Elaine Durocher said that during her time in school, she,

“ knew how to manipulate. Once I knew that I could get money for touching, and this may sound
bad, but once I knew that I could touch a man’s penis for candy, that set the pace for when I was
a teenager, and I could pull tricks as a prostitute. That, that’s what the residential school taught
me. It taught me how to lie, how to manipulate, how to exchange sexual favours for cash, meals,
whatever, whatever the case may be.”

This is an extremity but nonetheless a reality as to how individuals defied their own morals in
pursuit of simple subsistence. It’s clear that they didn’t want to become liars and “prostitutes”,
but it is what kept them free of beatings so appeasement was often resorted to.

Consider the following questions:

When is a time that you may have felt like you are providing an answer to simply please a
teacher instead of saying what you really think?
How can we as teachers ensure that our students express their true character and thoughts?

Implications for teaching:

I think that teachers can ensure that students don’t feel the need to satisfy the teacher with
their answers when the expectations are made clear. Personally, I am teaching social studies so
this is applicable to my teaching style. That is, there are lots of argumentative essays and opinion
papers that students will write. I believe that my role as a teacher in this case is to encourage
students to write about how they really feel, but more importantly, why they feel that way. I say
this because my role is not to tell the students whether their opinions or arguments are right or
wrong. Instead, I need to make my expectations clear that I will be assessing them based on
supporting evidence and facts used to back an argument. So instead of focusing on what they
might be arguing in favor of, I need to ensure that I’m clear on what I'm truly assessing. This is
important for students to understand so they don’t feel the need to write something down for an
assignment that they don’t necessarily agree with. Especially in an area such as social studies,
teachers should really discourage any kind of appeasement and ultimately encourage students to
use their own critical thinking skills to justify their own stances. Simply, I have always been a
believer in teaching students how to think rather than teaching them what to think.

Group Response/Discussion:

My group talked about the importance of establishing an environment that supports individuality
and a difference in opinions. One must come to oneself as a teacher and understand that any
given class will host a variety of perspectives, whether they align with those of the teacher’s or
not. Context might suggest why particular individuals think one way versus another, so it is
important to allow students to exercise their beliefs. We agreed that academic institutions should
not only be a place where students can challenge one another’s intellect and perspectives, but
rather this should be encouraged. Ultimately, this is how we grow as people. Simply, be open.
This doesn’t mean that you always have to agree nor disagree, but rather acknowledge
differences amongst us all. This can lead into thought-provoking discussions wherein you as a
teacher may challenge students to think from an opposite point of view, while your students
make you as a teacher challenge the perspective of your own.
Week 6: Student Victimization of Students

Synopsis:

The reading Student Victimization of Students talks about the regular occurrence of bullying
which came in many forms. Whether this came in the form of hazing, physical violence, or
sexual abuse (rape), the continuity of it had become normalized. This left victims essentially
helpless. Consequently, students were forced to fight as if they were being involuntarily
conscripted to boxing matches due to the violent nature of many schools. The kids were forced to
fight as that was their way to keep themselves on their own two feet. Many students didn’ report
these incidents as a result of violent threats. Reporting the issues to staff was essentially useless
as they oftentimes didn’t believe some of the reports, so siblings often relied on one another for a
sense of protection and security. Children with no siblings were seemingly fending for
themselves. A sibling was by no means an answer to security though as one could refer to the
“separating siblings” reading where it talked about forced segregation of siblings. The violence
had actually been so bad at these schools that there were times when siblings had to turn against
one another against their will. For example, siblings had to beat each other via the “gauntlet” if
one tried to run away. Nonetheless, whether it be bullying in hopes of monetary reward such as
food/money, or gangs, or religion acting as a point of hostility, the environment was ruthless.

Question:

Janet Murray describes her frustrations in dealing with staff when trying to report violent
bullying incidents when she says,

“But that time I couldn’t talk English. Even now. I was trying to speak for myself. Talking Cree I
was trying to tell the supervisor. Instead I was hit for talking Cree.” When she tried to get help,
she was punished again.

A lack of authoritative intervention was an obvious catalyst for an increasingly hostile and
violent environment at residential schools. Because of this, students engaged in mass bullying
and were forced to be violent through fighting.

When are some times that you felt like your concerns have been poorly represented by and acted
upon by your teacher? How did it make you feel?
How can we as teachers intervene to eliminate bullying or any kind of violence in our
classrooms/schools?

Implications for teaching:

Not only can we as teachers just discipline a student who engages in violent behavior, but I also
believe that we can do our part in preventing this before it even happens. That is, I think that it is
extremely important to deter students away from anything harmful as such before it is too late.
Simply, I believe that educating students at a young age about the repercussions of engaging in
such behavior. While this is a good approach to minimize the degree to which stuff like this
happens amongst the student body, I believe that it will still happen. Because of this, we need to
make an extra effort as educators to reach out to students and potentially gain some insight on
what might be happening. I think that teachers can gain a lot of information by being the one
who initiates a conversation with a student instead of the other way around. This is because
many students might not be comfortable approaching a teacher to talk about this. Another
important step in this process of eliminating such behavior is acting upon concerns. That is, don’t
take what the students say lightly. Be serious and professional in how these concerns impact
students. From there, take the appropriate action whether that be as minor as talking with a
potentially harmful student, or even taking the issues up the ladder to a principal. Ensure that
appropriate consequences are pursued in order to correct bad future behaviors of an individual.
Ultimately, the safety of your students will always be number one above all else, therefore, be
sincere in addressing such issues and follow up with action.

Group Response/Discussion:

First, it is important that teachers really get to know their students to identify abnormalities in
their behavioral patterns. When one is acting unusual, the teacher should try and reach out to
potentially take correctional action. In regard to addressing the bully, it is important to ensure it
is not publicized and there isn’t a spotlight put on the individual. If it is, others who are supposed
to be getting educated will rather be more entertained. They simply aren't learning at that point, it
is more or less just public shaming. To avoid pointing fingers as such, a teacher should try to
teach about these issues in a classroom setting. Have lessons. Do presentations. But ensure that
these are not done in light of a bullying situation where all of the students know who it is
directed at.
Week 7: Cadets

Synopsis:

The reading Cadets positively reflects on some of the experiences that indigenous peoples had in
the extracurricular cadets program. In this reading, a few people talk about their enjoyment in
cadets as well as some of their deployment stories. One individual actually mentions that cadets
were a place where they were able to learn how to hunt. While the overall outlook was fairly
positive, it is still important to keep one thing in mind to reveal the true poor nature of this. That
is, cadet members who enlisted to fight in wars were still fighting on behalf of the colonizers,
symbolizing negative impacts of colonization. Though residential school students enjoyed
partaking in cadets, the bottom line is that they are not fighting dependent on themselves and
their own battles, rather, they are under the underlying authority of the colonizers yet again.
Afterall, lives would be lost in battles that weren’t even theirs. That is, these individuals were
fighting on behalf of the government when they really didn’t have to.

Question:

Cadets in residential schools could be seen as a historical form of an extracurricular activity in

which many had mentioned that they really enjoyed attending cadets. Consider the quote from
Michael Cheena when he said:

“While I was in the residential school I also—I was also a member of the Army Cadets. I used to
go to Army Cadets once a week on Thursday nights. I kind of liked that because it was
something to do, you know, during the week, other than sit around and do nothing.”

Alongside providing an escape from the monotony of day-to-day life, many skills can be
acquired through extra-curricular activities (in this case learning how to shoot). Consider the
following questions:

What extracurriculars did you partake in during your time in primary school? What are some
skills or lessons that you have learned here? Why is it important to encourage kids to be involved
in extracurricular activities and how can we encourage participation?

Implications for teaching:

I believe that extracurriculars are so important and we should try to encourage our students to
partake in activities where possible. The reason why I say this is because students grow as
individuals through such clubs whether that is a sports team or a hobby-based club. In these
settings, students develop many invaluable (and often unteachable) traits/skills such as effective
communication, leadership, confidence, respect, responsibility, and a hard work ethic. In addition
to that, extracurriculars give students a place to socialize and network with one another. For
example, some of my closest friends and (foreseeable) future business partners were formed on
the basis of sports. In particular, the school that I aspire to work at is run by the principal who
coached me in football. Having these connections are invaluable. Additionally, extracurriculars
can build school culture and give individuals a sense of purpose or belonging. In the past, I have
seen educators play their role in encouraging extracurricular activities in a couple of ways. One
way that this was done was in my junior high school where we would do something called
“passion friday”. In this, we’d take the second half of the day friday, and be mandated to go to a
certain area of the school where a club activity would be hosted and students were to engage.
Another thing that I can see myself doing as a future educator is becoming a sports team coach.
That is, I want to coach basketball and football teams at my school and I will work to encourage
my students to join a team. This can be done simply by enlightening students about the various
benefits that they will reap upon joining a club as such.

Group Response/Discussion:

First it is important to understand that extracurriculars are more than just sports. That is, students
can be engaged in extracurriculars such as cadets, band, drama, or whatever it may be. This said,
we as teachers should help students engage in these activities to help them learn about
themselves. Help students take a dive into something new to see what they do and don’t like.
Afterall, the effects of extracurriculars are often life–long lasting as they work to create an
identity for many. As a teacher, we need to show our involvement by being involved in students’
lives. This can take form in many ways. For example, teachers can also be a coach in a sport or
even take on a smaller role of just attending a game or event for their students. This could be
going to watch a sports game or even just watching a band concert. If one is feeling up to taking
on a bigger role, the teacher can try to make a club of their own (that isn’t already established).
Starting something new is a great idea to show your involvement!