Treaty Walk
First Nations and the Crown entered
into treaty agreements between
1871 and 1921. However, there were
different understandings of the intent
and purpose of the treaties. For the
Crown, the treaties provided license
for settlement of land, and later, for
resources. Treaties differ in detail, but
many offered First Nations (in exchange
for land and resources) provision of
reserve lands, annuities, protection,
hunting and fishing rights, medicine,
and education. For many First Nations,
treaties were a last resort after the
decimation of the buffalo threatened
starvation and settler encroachment
threatened traditional territories and
ways of life. Treaties were viewed as
solemn promises of protection.
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"We are all treaty people" is an oft-
quoted reminder (first spoken by
Frank Weasel Head to a group of
undergraduate students at the site
where Treaty 7 was signed) of every
Canadian's obligation to the negotiated
numbered treaties.
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Indian residential schools (such as
Lebret/Qu'Appelle Indian Residential
School) are one example where
education was offered as per treaty
agreements, but not on-reserve as
promised. The intention of the schools,
to assimilate and enfranchise by
removing children from the influence
of their families and cultures, did not
honour the spirit of treaty agreements.
For example, on the last day of Treaty
Four negotiations, Kamooses, a First
Nations spokesperson asked, "Is it true
that my child will not be troubled for
what you are bringing him?" Alexander
Morris, lieutenant-governor of the
North-West Territories, assured him,
"the Queen's power will be around
him." 1 Residential schools brought great
trouble to Indigenous children and
families and are just one example of
broken promises.
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"The Treaty Walk allowed us to think collectively about what is rendered in/visible
in common spaces (streets, schools, and places of remembrance)" ~Jesse Bazzul
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the history, rights, and responsibilities of
treaty. Treaty education has, therefore,
become a central focus for the Faculty
of Education.
As part of this focus, in spring, faculty
and staff were invited by Dr. Michael
Cappello to take part in a Treaty Walk at
Fort Qu'Appelle and Lebret (Treaty 4), an
idea that originated with Sheena Koops,
a teacher at Bert Fox Community High
School. Fort Qu'Appelle is the location
where Treaty 4 was entered into on
September 15, 1874. The photos above
and below show some of the historic
points of interest over which faculty and
staff engaged in conversations.
"The treaty walk reminded me that it is
all about the land. As Thomas King said
in the Inconvenient Indian, it has always
been about the land. The land embodies
the stories of the treaties both past and
Reconciliation involves working towards present and we need to begin to listen
good relations by respectfully honouring to the stories of the land beyond simple
terrritorial acknowledgement; we must
our agreements, our solemn promises.
We all have an obligation to understand take up the calls to action." ~Patrick
Lewis
http://www.thecanadianencyclopedia.ca/en/article/
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New Chair of Indigenization
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Photos
treaty-4/
The Faculty of Education’s commitment to Indigenization is reflected in our strategic plan. In light of
our commitment, the position of Chair of Indigenization was created. The Chair of Indigenization has
been offered to Dr. Anna-Leah King and she has accepted.
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K i n g , C h air o f In d
Among other responsibilities, Dr. King provides leadership; oversees the implementation of the Faculty
Indigenization commitment; liaises and supports the work of Elders, old ones, knowledge keepers;
provides guidance to faculty, staff, and students with respect to protocols, and creates opportunities
for faculty and staff to engage in learning and professional development with Indigenization.
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