Residential Schools in Canada: History and Heritage Education Guide

RESISTANCE AND RESURGENCE: LILLIAN’S STORY Lillian Elias is a language advocate and former teacher. She grew up in a family of 12 children who depended on the money they received from the federal government’s Family Allowance program to survive. The only way to ensure the continued delivery of that allowance was to have at least one child institutionalized at a residential school. In 1950, when Lillian was about eight years old, her parents took her to Immaculate Conception Residential School in Aklavik, Northwest Territories. While there, she was forbidden to speak her own language — she witnessed her friends being beaten for uttering even one word in Inuvialuktun. When she returned home a few years later, she realized that communication had broken down: Elders and children no longer understood each other. Lillian became determined to prevent Inuvialuktun from being lost in her community. She became a translator in the summers to maintain the ability to speak her language fluently and to help those in her community who didn’t understand English. After leaving residential school, she began teaching Inuvialuktun to young people. Because of her, many Inuvialuit grew up with a better understanding of their Indigenous language, who they are, and where they come from. 1. As a class, watch the Lillian Elias video and take notes on how Lillian talks about language. 2. After viewing, have a classroom discussion and answer the following questions: • How does Lillian see language preservation as an act of resistance? • How does this video use symbolic imagery to represent Lillian’s experience? • How does Lillian’s experience show the importance of language preservation for residential school survivors? 3. Using Lillian’s story as your inspiration, create a poster that embodies the theme of language preservation as an act of resistance and a display of resilience. Conduct research on Indigenous language preservation campaigns and initiatives to further inform your creation. Alternatively, you may wish to write a song or poem. Your creation should be accompanied by a short written description that shows your understanding of the imperative of language preservation for Indigenous peoples, and explains how your work embodies their strength and resilience through generations of colonial oppression. A Note on Language “It is the absolute destruction of our ways, our languages, our families and identities. From my perspective it is a stepping stone in the right direction to call it cultural genocide. It is the starting point to a much larger process of awareness, recognition, and reconciliation.” — Dr. Kahente Horn-Miller, Kanien:keha’ka/Mohawk; Assistant Professor in the School of Indigenous and Canadian Studies, Carleton University “Cultural genocide” is a term used to refer to the intentional eradication and destruction of cultural artifacts and structures, the banning of cultural activities, and the obliteration of social structures rooted in unique cultures. In June 2015, the TRC designated the residential school system a “policy of cultural genocide” ( Honouring the Truth, Reconciling for the Future, 133). In 2019, Reclaiming Power and Place: The Final Report of the National Inquiry into Missing and Murdered Indigenous Women and Girls characterized Canada’s staggering rates of violence, death, and suicide among Indigenous populations as “genocide,” empowered by colonial structures like the Indian Act , the Sixties Scoop, and residential schools ( Reclaiming Power and Place, 50). The 1948 UN Convention on Genocide defines the term as “acts committed with intent to destroy, in whole or in part, a national, ethnical, racial, or religious group, including killing members of the group, causing serious bodily or mental harm to members of the group, deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part, imposing measures intended to prevent births within the group, and/or forcibly transferring children of the group to another group.” Illustrations by Andrew Qappik, RCA, 2020. 10