representatives, Treaty Commissioners, and Chiefs and Headmen of the
western prairies and the northern territories. In this chapter we argue that the Crown’s treaty commitment to education was not honored, with disastrous consequences for First Nations people. These failures bode poorly for all citizens, not just First Nations people. Fulfilling the treaty promises f...
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| Format: | Text |
| Language: | English |
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| Online Access: | http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.377.506 http://jan.ucc.nau.edu/~jar/HOC/HOC-6.pdf |
| Summary: | western prairies and the northern territories. In this chapter we argue that the Crown’s treaty commitment to education was not honored, with disastrous consequences for First Nations people. These failures bode poorly for all citizens, not just First Nations people. Fulfilling the treaty promises for education is perhaps the most obvious way to change these dark outcomes. The Kokum (“Grandmother ” in Cree) Connection, with its emphasis on family and community involvement, as well as its focus on culturally appropriate teaching and learning methods, provides a means of meeting the treaty commitment to education – and fulfilling the dreams of the First Nations signatories to the treaties. The Royal Proclamation 1763 established British Indian policy and recognized the Indigenous peoples of North American as nations. It was issued in response to “white encroachment upon Indian lands, a situation of fraudulent purchases of Indian property by white settlers,…create[d] a large area of…. reserved land….to the Indians…which, the Proclamation note[d] could only be |
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