This paper will review “A Right to Treaty Education by Sheila Carr- Stewart as well as looking at a short article simply entitled “Schools” which was written by the Treaty Seven Elders . Both readings were published within five years of each other (The Treaty Seven Elders in 1996 and Carr-Stewarts’s article in 2001).
Although both readings are about the educational systems the government of Canada provided for the indigenous people, one article (A Treaty Right to Education) focuses on the historical documents surrounding the issue of foral education provided by the Europeans. The other article (“Schools”) has a strong focus on the people who survived these schools. It relies heavily on eye witness accounts, compared to Carr-Stewart’s article …show more content…
According to the book’s publisher, McGill-Queen University Press, its authors include over “eighty elders from the five First Nations involved in Treaty 7 - the Bloods, Peigans, Siksika, Stoney, and Tsuu T'ina” .
The first of these two articles, “A Treaty Right to Education” looks at the historical timeline regarding education in the treaties and how exactly they government of Canada has failed to provide education in reserves. This article argues that the Europeans failed to provide adequate education to the indigenous people as were promised in treaties one to seven which were negotiated between 1870 and 1877. The author goes into detail explaining the different ways in which the government failed to provide what it promised to survive which surprisingly is still occurring at the current time.
Carr-Stewart explains tells how the chiefs who signed the treaties truly believed that their people would ultimately benefit from the skills that the Europeans were going to offer in exchange for the sharing of land. This may have been the case if the Europeans had gave these communities what they said they were going to give which included maintaining schools on reserves and paying teachers. The representatives of these indigenous communities expected the education to provide the skills needed to survive in the new economy, as well as being able to keep their existing culture and …show more content…
From the view of the indigenous communities, this section regarding education in the treaties would allow their people and their future generations to become contributing members of this new society that the Europeans were bringing with them.
However, this was not able to happen for the people of these indigenous communities as the Crown did not provide what they promised to. Instead they provided an education system which Carr-Stewart Describes as “the Crown… chose to provide limited educational services not as a treaty right, but as an assimilationist mechanism through its own criteria, the Indian Act”
Although this article gives an explanation and timeline regarding the education section of the treaties number one to seven, it gives little information on possible solutions to fix this ongoing problem of education in reserves. All that is said about this ongoing problem is:
The issue of the demand for the recognition of education as a treaty right will not dissipate until profound educational changes occur: including appropriate funding and effective control beyond merely administrative responsibility for a poorly funded and externally directed education
Although both readings are about the educational systems the government of Canada provided for the indigenous people, one article (A Treaty Right to Education) focuses on the historical documents surrounding the issue of foral education provided by the Europeans. The other article (“Schools”) has a strong focus on the people who survived these schools. It relies heavily on eye witness accounts, compared to Carr-Stewart’s article …show more content…
According to the book’s publisher, McGill-Queen University Press, its authors include over “eighty elders from the five First Nations involved in Treaty 7 - the Bloods, Peigans, Siksika, Stoney, and Tsuu T'ina” .
The first of these two articles, “A Treaty Right to Education” looks at the historical timeline regarding education in the treaties and how exactly they government of Canada has failed to provide education in reserves. This article argues that the Europeans failed to provide adequate education to the indigenous people as were promised in treaties one to seven which were negotiated between 1870 and 1877. The author goes into detail explaining the different ways in which the government failed to provide what it promised to survive which surprisingly is still occurring at the current time.
Carr-Stewart explains tells how the chiefs who signed the treaties truly believed that their people would ultimately benefit from the skills that the Europeans were going to offer in exchange for the sharing of land. This may have been the case if the Europeans had gave these communities what they said they were going to give which included maintaining schools on reserves and paying teachers. The representatives of these indigenous communities expected the education to provide the skills needed to survive in the new economy, as well as being able to keep their existing culture and …show more content…
From the view of the indigenous communities, this section regarding education in the treaties would allow their people and their future generations to become contributing members of this new society that the Europeans were bringing with them.
However, this was not able to happen for the people of these indigenous communities as the Crown did not provide what they promised to. Instead they provided an education system which Carr-Stewart Describes as “the Crown… chose to provide limited educational services not as a treaty right, but as an assimilationist mechanism through its own criteria, the Indian Act”
Although this article gives an explanation and timeline regarding the education section of the treaties number one to seven, it gives little information on possible solutions to fix this ongoing problem of education in reserves. All that is said about this ongoing problem is:
The issue of the demand for the recognition of education as a treaty right will not dissipate until profound educational changes occur: including appropriate funding and effective control beyond merely administrative responsibility for a poorly funded and externally directed education