PRESENTATION BY THECREE SCHOOL BOARD TO THE PUBLIC INQUIRY

COMMISSION ON RELATIONS BETWEEN INDIGENOUSPEOPLES AND CERTAIN PUBLIC SERVICES IN QUÉBEC:

LISTENING, RECONCILIATION AND PROGRESS

by Ms. Kathleen Wootton, Chairperson

Val-d’Or, January 24, 2018

P-340

Personal History

• Born in the bush near Sakamie River;

• Sent to residential school (Bishop Horden Memorial School) at Moose Factory Island on James Bay at age 7;

• Shocking experience, we didn’t know where we were sent;

• Was not allowed to speak to my brothers;

• Witnessed several cases of verbal and physical abuse.

Personal History

• Was sent to Mohawk Institute at Brantford at age 11 or 12.

Mohawk Institute in Brantford

Personal History

• Was then sent to La Tuque;

• Again, witnessed several cases of verbal, physical and sexual abuse (mostly in the residences);

• Resulted in an emotionally stunted generation;

• Lack of family unity and interaction, absence of parental models.

The residential school system was not meant for us to thrive and succeed

“For children, life in these schools was lonely and alien. Buildings were poorly located, poorly built, and poorlymaintained. The staff was limited in numbers, often poorly trained, and not adequately supervised. Many schools werepoorly heated and poorly ventilated, and the diet was meagre and of poor quality. Discipline was harsh, and daily lifewas highly regimented. Aboriginal languages and cultures were denigrated and suppressed. The educational goals of theschools were limited and confused, and usually reflected a low regard for the intellectual capabilities of Aboriginalpeople. For the students, education and technical training too often gave way to the drudgery of doing the choresnecessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision createdsituations where students were prey to sexual and physical abusers.”

Source: Honouring the Truth, Reconciling for the Future – Summary of the Final Report of the Truth and Reconciliation Commission of Canada, pp. 3-4.

The Cree

• 18,000 Cree in Québec, almost 16,000 residing in the nine Cree communities (coastal communities of Waskaganish, Eastmain, Wemindji, Chisasibi and Whapmagoostui and inland communities of Waswanipi, Nemaska, Ouje-Bougoumou and Mistissini).

• Young and rapidly growing population (half the population is under the age of 25);

• Growth rate in the Cree population between 2006 and 2011 is 16%, three times that of Québec;

• Cree language used by well over 90% of Indigenous residents in Eeyou Istchee and about 85% speak Cree as the main language in the home.

Who We Are - the Cree School Board

• Unique treaty institution, by virtue of Chapter 16 of the James Bay and Northern Québec Agreement;

• Established in 1978 by the Education Act for Cree, Inuit and Naskapi Native Persons, to provide schooling and educational services for the Crees;

• Exclusive jurisdiction all persons residing on Category IA and IB lands;

• Exclusive jurisdiction for Crees on Category II lands;

• Provides educational services for:

(a) youth education (pre-school, elementary and secondary education);

(b) Sabtuan adult education (general education and vocational training);

(c) post-secondary education (college and university levels);

• Elementary & secondary schools in all nine (9) Cree communities, with offices in Mistissini, Chisasibi, Montréal and Gatineau.

Kathleen Wootton, Chairperson Abraham Jolly, Director General

Council of Commissioners

The Cree School Board Mission, Aspiration and Organizational Values

• Our Mission

To provide for life-long learning while instilling the Cree identity in partnership with our communities to allow each student to attain the qualifications and competencies to become a successful contributor to the Cree Nation and society at large.

• Our Aspiration

A well-educated and successful Cree Nation through inspired teaching and valued learning

• Our Organization Values

Accountability - We are trustworthy and responsible for our actions and resultsExcellence - We set the performance bar high and always seek to improveIntegrity - We do what is right for the Cree School Board while remaining true to our beliefsLeadership - We have a clear vision of the organization’s strategy and help people grow for the greater goodRespect - We are different from one another but work well togetherTeamwork - We need each other to succeed

The Cree School Board in numbers

Education and Housing Conditions

• In 2010, almost 44% of Indigenous people aged 15 and over were not holding a certificate, diploma or degree, compared to 23% for theCanadian population.

• In 2011, the Assembly of First Nations identified the rate of high school completion for Indigenous students at 36%, compared to theCanadian graduation rate of 72%.

• In 2011, the overall Québec Indigenous dropout rate in the cohort of students aged 20 to 24 was 43%, 28% higher than the non-Indigenous population in Québec.

• A key factor to improve educational performance for Indigenous students lies in appropriate housing condition;

• Housing -central to any family’s well-being and to a child’s academic performance;

• What are the housing conditions in Eeyou Istchee.

Housing Conditions in Eeyou Istchee

Consequences of overcrowding and poor housing conditions

• Lack of secure or safe space for children to study and sleep;

• Security and development of children compromised;

• Risk of family violence;

• Lack of space forcing children onto the streets;

• Children arrive tired at school and are thus less able to absorb lessons and to study;

• As a result of poor academic outcomes, there is a risk of children not being able to reach their full potential;

• Increased tensions, which may lead to bullying and physical and verbal abuse;

• Increased risk of pressure, which may lead to alcohol or substance abuse.