historical development of maliseet and mi’kmaq education
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Historical Development of Maliseet and Mi’kmaq Education. By David Perley. Age of Independence. Education systems established by M/M societies Education systems met needs of M/M societies Education systems reflected the values, beliefs, worldviews and traditions of M/M societies - PowerPoint PPT PresentationTRANSCRIPT
ByDavid Perley
Education systems established by M/M societiesEducation systems met needs of M/M societiesEducation systems reflected the values, beliefs,
worldviews and traditions of M/M societiesM/M education systems included a philosophy of
education, knowledge base, goals and objectives, vehicles for teaching, pedagogy, teachers and classrooms
M/M education systems socialized individuals into certain societal roles
M/M societies maintained total control of their education
David Perley, Tobique First Nation
Age of reciprocity covers a short period of timeM/M societies continue to maintain control of
their educationInitial contact with French and English settlers
has little influence on M/M education systemsEducation systems continue to reflect the
values, beliefs and worldviews of M/M societiesEducation systems continue to socialize
individuals into certain societal rolesFrench and English settlers increase in
numbers within Wabanaki terrritories
David Perley, Tobique First Nation
Destruction of languages and cultures: all aspects of cultures are attacked by colonial authorities
Colonial education imposed on M/M people by French colonial authorities (1605)
Jesuit missionaries offer “education” to M/M people
Chief Membertou baptized in 1610 and subsequently convinces others to be Christianized
David Perley, Tobique First Nation
Boarding schools established at LaHave and Port Royal (1633)
Girl’s school established at Port Royal (1640-1652)
New England Company established “schools” at Woodstock, Meductic, Maugerville, and Sussex Vale (1790)
New England Company “apprenticeship” program (1808-1826)
David Perley, Tobique First Nation
Colonial education continues to be imposed on M/M people
BNA Act (section 91.24)Indian Act of 1876 (section 114-123)DIAND established in accordance with the Indian ActDIAND establishes industrial/boarding schools (1894)DIAND establishes residential schools run by Roman
Catholics, Anglican, United, and Presbyterian churches
David Perley, Tobique First Nation
Indian Day Schools established (1870s)Catholic schools at St. Thomas and St. Mary’s
(Newcastle)Joint Committee of the Senate and House of
Commons recommendations (1948)Provincial education: policy of “integration”
David Perley, Tobique First Nation
White Paper policy of 1969: transfer education to provinces
First Nation response: “Indian Control of Indian Education”
Standing Committee on Indian Affairs report of June 22, 1971: adopt the principles of “Indian Control of Indian Education”
Federal schoolsFirst Nation schools
David Perley, Tobique First Nation
De-colonization of Maliseet/Mi’kmaq educationRegain control of M/M educationProvincial and First Nation education used as
tool for revival of Maliseet/Mi’kmaq languages, cultures, worldviews, traditions, Ancestral teachings, and ceremonies
Healing aspects: spirit (individuals and communities)
Education promotes self-determination for First Nation communities
David Perley, Tobique First Nation
NIB: “Indian Control of Indian Education”AFN: Towards a Vision of Our Future”Royal Commission on Aboriginal Affairs
report “Gathering Strength”, Vol. 3“Policy Statement on Maliseet and Mi’kmaq
Education in New Brunswick”“Excellence in Education”: Provincial report
of May, 1992 (pages 44-45)Education Act of New Brunswick (Section 7)Tuition Agreements
David Perley, Tobique First Nation