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Download The THE LIFE HISTORY OF A FIRST NATIONS EDUCATOR: NEVER TOO OLD TO LEARN By Maisie Cardinal B.Ed., University of Saskatchewan, 1994 B.A., University of Saskatchewan, 1994 M.A. University of British Columbia, 1996 C.A.S. Harvard Graduate School of Education, 1997 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE STUDIES Department of Educational Studies THE UNIVERSITY OF BRITISH COLUMBIA December 2004 © Maisie Cardinal, 2004 ABSTRACT This dissertation begins with the loss of my immediate family and search for healing. I share my life experiences because I want to move beyond the pain and suffering but also because I want to leave a written monument to honour the memory of my family. My research purpose for writing my Indigenous life history focussed on my search for healing; correcting stereotypes of Aboriginal women and Aboriginal students; understanding the impact of major federal government policies upon Aboriginal people; and examining the role of Aboriginal parents in their children's education. I chose the Indigenous life story methodology because it allowed me to remember and be reflective about critical incidents of my life stages: childhood, adulthood, motherhood and educator. These Indigenous life stories exemplified the relationship between an Aboriginal family and the wider Canadian society regarding the impact of major federal laws and educational policies. The Indigenous life story methodology also challenged me to critically explore the following research topics/questions: ways of healing from deep emotional pain; overcoming stereotypes about Aboriginal women and Aboriginal learners; examining parental involvement; and facilitating Aboriginal student success. My search for spiritual and emotional healing has led me to face the difficult challenges with the assistance of others. When elders mentioned that I must return to Nanaimo, my birthplace, I followed their guidance. I returned and visited my parent's graves every year for four years. With the assistance of my paternal uncle and later with my maternal aunt, I was able to complete this task. On the fourth year, I walked the land where our home once stood with my maternal aunt. Even though this experience was difficult, I remember thinking that I could not change the path of my immediate family but I had to accept their passing. Besides discussing the loss of my family, I included my children's and my educational ii experiences to illustrate that First Nations children and adults are often stereotyped as being inferior and therefore, not able to achieve at the same level as mainstream students. One of my sons was told that "he was only average and would not amount to anything." No matter how hard he worked, he was only average. The teacher had decided where he felt my son's achievement level was and maintained this academic grade. Today, he is a lawyer with a Master's in Law. This dissertation includes one story from each of my children plus my own experiences with education. As an educator I emphasize the importance of Aboriginal identity. Students need to be able to identify with their Aboriginal or Native background in order to meet the challenges of post-secondary education. Once the students make the effort to identify with their Aboriginal heritage, they are able to focus their full attention on their academic studies and not be afraid of someone revealing Aboriginal identity. In conclusion, I used the story of unpacking a suitcase of all of the negative experiences of hurt, sadness and real life experiences of physical, sexual, and psychological abuses, so that our communities will start to heal and look toward more positive and healthier approaches to life for our children, grandchildren and great, great grandchildren. 111 TABLE OF CONTENTS ABSTRACT , ii TABLE OF CONTENTS iv LIST OF ILLUSTRATIONS vi ACKNOWLEDGEMENTS vii CHAPTER ONE 1 Literature on telling one's life and/or about life history 7 Creation stories and ceremonies 7 The captivity model 10 Spiritual conversion stories 11 Slave models 11 Ethnographic narratives 11 "As-told-to" stories 12 Identity narratives 13 Landscape narratives 15 The role of gender 16 Indigenous life stories 17 CHAPTER TWO 21 Mainstream historical background... 21 My first years... 24 A childhood Christmas 28 The big picture .„. 29 Experiences in elementary school 35 Tragedy strikes 37 My new family 43 St. Ann's Academy 45 CHAPTER THREE.. 49 Indian craft shop '. 49 Government clerk 50 Butchart Gardens 50 Back to school 51 Notre Dame University 52 Canadian Indian Workshop 54 Canadian Indian Workshop participants 57 A maturing crisis 58 iv CHAPTER FOUR 62 Learning from my mother-in-law 63 Motherhood 63 Children at school 65 The teacher of "dummies" 65 More negative experiences 68 The big picture • 70 CHAPTER FIVE 72 Athabasca University 72 Teacher education at the University of Saskatchewan 74 A confusing experience 77 Teaching staff. 78 Teacher practicum 79 Reflections on the Indian Teacher Education Program 86 Graduate school at the University of British Columbia 88 Learning from Lorna Williams 89 Studying with Grace Mirehouse 93 Research with the Lubicon Lake First Nation 100 The concept of traditional education... .....101 Research protocols 103 Respondents 104 Lessons from Lubicon Lake 108 Harvard Graduate School of Education 111 Harvard Education graduate classes 113 Shopping week 114 Organization of information 116 Class on educational and political change 117 Vivid remembrances of Harvard Graduate School of Education 118 Return to the University of British Columbia 119 CHAPTER SIX 122 University of Alberta Transitional Year 122 Machwachees Cultural College 126 Assembly of First Nations Post Secondary Literature Review 129 Assembly of First Nations Post-Secondary Review 130 CHAPTER SEVEN 135 Evaluations of First Nations students 137 Innovative methods for First Nations students 140 Reflecting back 141 Learning from the past 144 BIBLIOGRAPHY 147 v LIST OF ILLUSTRATIONS FIGURE 1. Picture of my father, Mack Thomas viii FIGURE 2. Picture of my mother, Sarah Thomas ix FIGURE 3. Map of Comox 27 FIGURE 4. Nanaimo Free Press Fire Inquest Report 43 vi ACKNOWLEDGEMENTS I wish to thank my husband Harold and all my children for their encouragement, understanding and support through the long hours at the computer and in research. I have a special thanks for Raymond who worked so hard to make sure that I had all the reading books and articles related to life history, and to Chelsea B, for her assistance for importing my pictures and technical support in learning how to save such a big document. I wish to thank all the assistance that I have received from many different individuals. I would like to thank my aunt Dorothy Paul who shared pictures and articles about my grandfather Chris Paul, who worked with Randy Bouchard and Dorothy Kennedy in the British Columbia Indian Language Project toward the preservation of First Nations languages. They worked with me to try to find Bouchard and Kennedy. I would like to thank Lauri Gilchrist who shared some of her articles on Indian Control of Indian Education. Before closing I would like to thank Loraine Littlefield who was so generous in sharing her doctoral dissertation with me, as well as taking my phone call and answering my numerous e-mails about my home reserve, Snuneymux First Nation. Lastly, I wish to thank the members of my committee, Dr. Jo-ann Archibald, Dr. Jean Barman and Dr. Richard Vedan. Your guidance and support was greatly appreciated. vn igure 1. In Loving Memory of My Father, Mack Thomas. Courtesy of Maisie Cardinal. viii Figure 2. In Loving Memory of My Mother, Sarah Thomas, with My Oldest Brother. Courtesy of Maisie Cardinal. ix CHAPTER ONE A LIFE HISTORY On November 15, 2003, four of my six children gathered with me to celebrate my youngest daughter's twenty-third birthday, and to commemorate the fiftieth year of the loss of my immediate family. This tragic experience has plagued my life because one day I had everything in the world, the love and companionship of family, and then the next day, my family was gone. My mother Sarah, my father Mack, my uncle Jimmy and my brother Mack junior, and two sisters Elsie and Patricia were lost in a house fire. I was alone. My brother and sister stayed with my paternal uncle, while I went to stay with my maternal aunt and maternal grandfather, about one hundred miles away. I never saw my brother and sister for a long time. Once not so long ago, I decided to write my life history. I wanted to recognize the heroism of my older brother Clifford Thomas. Because of his quick response to wake us (my sister and me) and to send me for help, I am here today to remember my family and to honor my brother. After I made the commitment to write this dissertation about my family, I have really had mixed emotions. I started to wonder, why am I so adamant in developing this life history. Do I consider myself someone who is of great stature? Like a president, prime minister, ruler, queen and /or someone of great stature? What is my gender? Am I male? The response to all of these questions that I have been asking myself is of course, no, I do not consider myself in the realm of royalty, presidential and I am not male. I come to this decision to write this life history humbly, not looking for pity or 1 compassion from anyone because I have dealt with this pain. When I look back at the experience, I never mention that I am an orphan because there is natural curiosity to ask for the details and when the tragic information is revealed, there is an overwhelming well of sympathy for asking about such painful moments.
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