In 2008, Prime Minister Stephen Harper apologized to the aboriginal peoples of Canada for the crimes committed against them in the residential school system, but it is sometimes difficult to see where this has made a difference in our country.
Statistically, aboriginal populations in Canada tend to have lower levels of education, lower levels of income, higher levels of incarceration and higher incidence of health issues than the rest of the Canadian population. We know that it will take generations to heal our country, and at times the process can seem overwhelming. When faced with such a situation, it is important to look at where progress is being made and to emulate programs that are working.
I have the privilege of being part of one of the most progressive and effective school systems in Canada. Prince George has more aboriginal students than any other school district in British Columbia. Our administrators have been working with the aboriginal leaders in our region to establish an innovative program which is having a tremendously positive impact, not only on our aboriginal children, but on all students in the Prince George school district.
One measure of success is graduation rates. These fluctuated for aboriginal students in Prince George over the years, but rarely rose above 50 per cent. Today, 61 per cent of aboriginal students graduate, and the next goal is to reach 80 per cent, which would be on par with the non-aboriginal population.
Other areas of success are not as measurable, but certainly as significant. I was recently at a meeting of social studies teachers where it was noted the visible pride our students are expressing in having aboriginal heritage. One teacher noted that it was so refreshing to see our students celebrating who they are from a young age, and that she herself never even mentioned to people that she was Metis until she was well into her thirties.
Another teacher noted that this was likely a result of the declarations of Canada's Truth and Reconciliation Commission. Others stated, however, that this was likely the impact of actions happening on the local level.
What are some of the things that are making a difference?
First of all, aboriginal culture is taking a prominent place in our schools. A few weeks ago, a Metis work of art was unveiled that will hang near the entrance to my school. Fiddlers performed jig music in our common area during lunch time and everyone was served stew. One could not help but feel the joy so prevalent in this rich culture.
There are also numerous curricular supports. Student artwork that has been created is breathtaking, but aboriginal content permeates all areas of study.
In our examination of genocide, for example, we take a thorough look at the residential school system and how and why it has had such a devastating impact on our First Nations peoples. This lesson became especially real for my students when two of their classmates got up together and spoke to about how their families had been directly impacted. The issue was no longer far away or in a book, it was walking among us, and it was clear that we are all part of the healing process.
What is most thrilling about this entire journey is that it takes us back to the way things used to be, and the way that they are meant to be. Aboriginal and European cultures lived in symbiosis in this part of the world for many years. Fur traders were welcomed and everyone benefited. As a non-aboriginal teacher, I am never made to feel like an outsider. It is clear that we are moving forward together.
In a world that is just beginning to become aware of the devastating and lasting impact of colonialism, we are a beacon of hope. As we come together and improve our system, we demonstrate that positive change really is possible.
