Children and Childhood in Wendat Society, 1600-1700 Victoria
Children and Childhood in Wendat Society, 1600-1700 Victoria Jackson A dissertation submitted to the Faculty of Graduate Studies in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Graduate Program in History York University Toronto, Ontario October 2020 © Victoria Jackson, 2020 Abstract This dissertation examines Wendat childhood in the 17th century. Contrary to European expectations, Wendat child-rearing practices emphasized independence, empowerment, and respect for all individuals, encouraging children to pay attention to and contribute to the safety, health, and well-being of their families and community. As a result, I argue that children and youths took on essential and important roles in Wendat society, including teaching, diplomacy, and spiritual leadership, often in ways that were distinct from that of adults. Youths were often at the heart of Wendat-settler relations in those roles, and helped greet, teach, and support European newcomers. Children and youths helped teach newcomers to speak and act like a Wendat, served as intermediaries and translators between Wendat and non-Wendat leadership, and took on important political and spiritual roles to foster long-term friendships with French visitors. Wendat children and youths were loved, respected, and treated as uniquely important contributors to Wendat society. Children were raised by the entire community, not just the biological parents, and everyone had a role in caring for the youth and preparing them for their life-long responsibilities to family and community. The care for children also extended to Wendat mortuary customs, as children—especially infants—sometimes had unusual, age- determined burials. This dissertation emphasizes a biographical case study approach, focusing on what the stories of individuals can tell us about the society as a whole.
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